Personal Philosophy of Clinical teaching

PERSONAL PHILOSOPHY OF CLINICAL TEACHING Personal Philosophy of Clinical PERSONAL PHILOSOPHY OF CLINICAL TEACHING Personal Philosophy of Clinical Teaching Student’s Name Institutional Affiliation Abstract The purpose of this study is to address personal philosophy of clinical teaching by discussing the nature of professional practice, the association between clinical and classroom teaching, the beliefs about the learners, and other premises on the process and outcomes of clinical teaching. Though the capacity to teach in the classroom is generally regarded as sufficient preparation for clinical teaching, the reality is a shockingly different multidimensional position. There is need to incorporate classroom learning and clinical teaching. In the current set up, the general accreditation criteria for higher education in nursing is judged based on whether the nursing education program is produced the intended outcomes of learning. Personal Philosophy of Clinical Teaching Introduction It has been shown that several factors determine one’s philosophy of clinical teaching. Previous experiences as a clinical student, whether negative or positive, in fundamental nursing preparation frequently impact how the preceptor approaches students undergoing clinical learning. According to Gaberson and Oermann (2010), all clinical teachers have a philosophy of clinical teaching, whether or not they recognize it. Such philosophies influence the teacher’s comprehension of his or her role, techniques of clinical teaching, selection of activities in teaching and learning, and associations with learners and others in the clinical atmosphere. This study focuses on personal philosophy of clinical teaching by discussing the nature of professional practice, the association between clinical and classroom teaching, the beliefs about the learners, and other premises on the process and outcomes of clinical teaching. The Natu