Discussion on the Management Mode of Nursing Clinical Teaching

Abstract. Nursing is an application-oriented specialty， which requires the trained students to possess not only a solid theoretical foundation， but also skillful operation skills. Thus， safe and high-quality nursing services can be provided for the patients in the future work. Clinical nursing teaching is a continuation of classroom teaching at school， and plays a very important role in imparting professional knowledge of clinical nursing and converting theoretical knowledge to practical ability. In this paper， the management mode of clinical nursing teaching is discussed from several aspects such as improving the construction of teaching staff， implementing teaching plan， reasonably arranging practice time， cultivating the clinical communication ability of students， making the best of multimedia technology， increasing nursing skills and strengthening the legal consciousness in clinical nursing teaching. Thus， students can be promoted to directly contact with the society， face up with patients， enhance nursing service consciousness， and improve skills through clinical teaching practice.

Keywords： Nursing； Teaching Mode； Clinical Teaching

Nursing clinical practice is a process， in which the fundamental theories of nursing are integrated with clinical practice. In the process of growing， it is necessary for students in nursing to apply theory knowledge they have learnt in practices through clinical training. Thus， a critical thinking can be formed with a gradual step and the clinical nursing thinking ability can be possessed.

1. Strengthening the Construction of Clinical Teaching Staff and Implementing Teaching Plan

The quality of nursing clinical teaching practice has a very close relationship with the quality of nursing teachers. Therefore， it is necessary to regularly offer teacher-training classes， promoting them to learn the responsibilities， management regulations， and monitoring methods of a nursing teacher. Also， the professors with rich experience from other schools can be employed to provide a lesson； excellent training teachers can be invited for introducing the practices and experiences of nursing training. At the same time， the training teachers should be required to improve ideological understanding， reasonably arrange students to participate in the warding-round of a doctor and also discuss complicated diseases. Finally， it is necessary for them to regularly take part in all sorts of short-term training classes held by nursing societies and the new business and new technology lectures held by schools， aiming at constantly making an improvement to the self-quality of training teachers [1].

According to the different educational backgrounds of students， a relevant teaching plan can be formulated. Students in nursing specialty can be arranged to ward round regularly， and thus students' professional knowledge and ability in analyzing and solving problems can be consolidated and improved respectively through the teaching of warding-round. At the same time， students can be arranged to practice common clinical operations at demonstration classrooms in a planned way and also the practices will be examined in the final day [2]. Also， case analysis， warding-round teaching， complicated disease nursing care seminars， medical record writing and multimedia teaching can be applied， in which high importance should be attached to the joint between theory and practice， the intensity of practice teaching should be enlarged， and the subjective initiative of nursing students can be fully played.

First， time can be arranged for raising questions regularly and holding small tests.

Second， PBL （problem-based learning） can be applied， namely the learning based on problems and the group discussion teaching centered at students [3]. Besides， training teachers can provide after-school questions for the nursing students and require them to collect and search information after class according to the characteristics of medical departments， and then a rating can be given by the teachers to the reports of nursing students.

Third， small lectures can be offered by training teachers， in which existing clinical cases can be listed and questions can be raised to students with the problem-based heuristic method， aiming at stimulate students to use head and actively think about the encountered practical problems.

Fourth， warding-round can be conducted according to the nursing procedures. The typical cases can be selected， and then these patients can be evaluated according to the nursing procedures under the management of training teachers， in which high importance should be given to the symptoms and body signed related to these diseases for finding out the nursing problems and discussing the nursing measures with nursing students of early practice， universities and secondary colleges together. In the process of discussion， questions can be raised by teachers in turn， making theoretical knowledge integrated with clinical practice.

Finally， the key nursing points of the cases are summarized and emphasized， and students should be guided in writing nursing casebook.

2. Reasonably Arranging Training Time and Cultivating the Clinical Communication of Students

First， it is necessary to make a training teaching plan according to the targeted and feasible characteristics of junior medical education and also make a continuous improvement in the clinical teaching.

Second， nurse practitioners with a strong sense of work responsibility， high professional quality， powerful communication ability and strong and self-restraining spirit and excellent nurses can be selected as the teachers， who are necessary to require them making a theoretical summary for students by choosing proper typical cases during the early period of students entering medical departments， asking students the questions about the pathogenesis， inducing factors， clinical manifestation， related inspections， nursing points and health education of the cases.

Third， it is necessary to allow students to review related disease case knowledge， collect medical histories， and make an assessment on the nursing problems existing in patients.

Finally， it is necessary to make full use of practice time， make a reasonable arrangement on work shift plan， utilize spare time， and hold professional classes for learning. All these can make up the insufficient medical departments for students to practice， and simultaneously the shortcomings of relevant specialty knowledge can be known well. Besides， it is necessary for teachers in medical departments to apply the contents of nurse licensing test in the whole practice teaching plan. Thus， the enthusiasm and subjective initiative of students in learning can be fully aroused， and then the efficiency of the clinical teaching can be improved.

Communication， as an art， is a very important way for people to mutually exchange opinions and cultivate relationship. Therefore， in clinical practice， the training of the communication skills of nursing students becomes very important [3]. It is necessary for training teachers to pay attention to strengthening the exchange and communication ability of students. When students begin to practice in medical departments， training teachers should introduce students to patients， aiming at gaining the understanding and supports from patients； in the teaching of warding-round， it is necessary to guide students in introducing work shift report and provide more opportunities for students to speak in public and show themselves. Thus， the communication skills and confidence of students can be improved； students can be arranged to manage patients in turn， strengthen the contacts and exchanges with patients， master the basic communication skills， make the distance from patients closer， aiming at obtaining more practice opportunities and improving the passion and initiative of students in work.

3. Making Good Use of Multimedia Technology and Improving Nursing Skills

Multimedia technology is a type of information technology， which can make various information such as texts， graphics， images， animation and sounds integrated and process and control them comprehensively， and also can complete a series of interactive operations. Multimedia computer aided teaching makes an enhancement to the students' in-depth understanding of theories and the perceptual knowledge of practical operations in a visual， imaginary and vivid way under the control of advanced computer according to the teaching contents and the needs of teaching objectives. When students master the basic theoretical operating essentials， more clinical practice opportunities can be provided for students. Especially some special nursing operations such as electric shock defibrillation， ECG monitoring and CPR （cardio-pulmonary resuscitation） can help students to produce a feeling like being the real situation， and thus visual， real and deep impression can be left in the minds of students and the sufficient conditions are created for the improvement of clinical teaching quality.

In addition， the image processing， animation technology and color contrast can be fully applied； the appropriate teaching situations can be created； the key and difficulty points of teaching can be directly demonstrated to students， thus leaving a deep impression in the minds of students. For example， picture materials can be produced and made with Photoshop； the three-dimensional images of the clinical nursing technique operation process with good visibility animation or frame-by-frame demonstration effect can be made with Flash and Poser software. All these require the clinical teachers not only to own solid nursing professional knowledge and certain teaching skills， but also to know well certain modern education theories， methods and means and have the ability to adapt， understand and apply multimedia teaching system. However， at present， the majorities of teachers only copy the contents in textbooks to slides， and the teaching courseware only can save the time of blackboard writing and owns no professional characteristics and creativities， not mention to reaching the teaching effect of multimedia courseware. Therefore， it is very important for teachers to make professional knowledge and clinical skills into high-level and high-quality teaching courseware through rigorous ideas and multimedia technology. In short， it is necessary for teachers at multimedia courseware classrooms to learn and master the modern education theory and technology and constantly improve the quality of teachers and the application of computer.

4. Strengthening the Legal Consciousness of Students in Clinical Nursing Teaching

Students in nursing specialty is necessary to receive a pre-post training about laws and regulations before entering clinical practice， aiming at promoting students to clearly know their own legal status and the due rights of patients.

5. Conclusion

From above analysis， it can be known that the improvement of nursing clinical teaching practice has a close tie not only with the future employment of students in nursing specialty， but also with the training and enhancement of back-up force.

The quality of students in nursing specialty can be increased and a qualified nursing foundation can be laid for them after graduation only if teaching mode can be continuously improved.

References

[1] Xiuping Hong. Discussion on the Nursing Clinical Teaching Management Mode [J]. Medical & Pharmaceutical Journal of Chinese People's Liberation Army， 2011， 23 （5）： 90-91.

[2] Qingping Zhou， Suzhen Li. Standardizing Clinical Teaching Management and Improving the Quality of Nursing Teaching [J]. China Practical Medical， 2011， 6 （31）： 266-267.

[3] Yuying Lei. Discussion on Several Important Problems in Practice of Clinical Teaching [J]. Jianna literature （Classic Teaching）， 2012， 4：325.