Praise for the Third Edition:
"I recommend this book as an introduction to new educators involved in clinical teaching."
-Journal for Nurses in Staff Development
The fourth edition of this highly acclaimed text continues to provide a comprehensive framework for planning, guiding, and evaluating learning activities for graduate and undergraduate nursing students in numerous clinical settings. A respected resource for clinical faculty, it addresses the distinct requirements of clinical learning as opposed to classroom learning and provides proven strategies to maximize clinical education. The revision features expanded content on teaching graduate students, regulatory issues affecting distance education, and the use of social media. It covers establishing and using dedicated education units (DEUs), the challenges of student access to electronic health records and documentation of care, and reducing the demands of clinical staff members when multiple students rotate through a particular setting.
Additionally, this edition provides guidelines for using preceptors, evaluating multimedia, and observing students in practice; sample observation guidelines, learning assignments, and clinical learning activities; and sample policies for clinical evaluation and adherence to professional conduct standards. It includes the latest revisions of the NCLEX test plan and the AACN Essentials guidelines for nursing education. The instructor?s manual, which includes learning activities for each chapter and teaching suggestions, and PowerPoint presentations accompany the text.
New to the Fourth edition:
Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF, is the owner of and principal nursing education consultant for OWK Consulting, Pittsburgh, Pennsylvania. She has over 35 years of teaching and administrative experience in graduate and undergraduate nursing programs. She is a coauthor of 13 nursing education books and an author or coauthor of numerous articles on nursing education and perioperative nursing topics. Dr. Gaberson presents and consults extensively on assessment and evaluation, clinical teaching, and academic integrity.
Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is the Thelma M. Ingles Professor of Nursing at Duke University School of Nursing, Durham, North Carolina. She is an author or coauthor of 34 books and many articles on evaluation, teaching in nursing, and writing for publication as a nurse educator. She is the Editor-in-Chief of Nurse Educator and past editor of the Journal of Nursing Care Quality, the Annual Review of Nursing Education, and Nurse Author & Editor. Dr. Oermann lectures widely on teaching and evaluation and on writing for publication in nursing.
Teresa Shellenbarger, PhD, RN, CNE, ANEF, is Professor and Doctoral Coordinator, Indiana University of Pennsylvania, Indiana, PA. She currently serves as secretary and member of the Board of Governors of the National League for Nursing.