Clinical Teaching and Preceptorship

This subject has the following teaching availabilities in 2016:

170 hours

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It is University policy to take all reasonable steps to minimise the impact of disability upon academic study and reasonable adjustments will be made to enhance a student’s participation in the University’s courses. Students who think their disability will impact on meeting this requirement are encouraged to discuss this matter with the Course Coordinator and the Disability Liaison Unit.

This subject provides the learner with the skills and knowledge t provide and apply learning support systems in the clinical workplace. A variety of learning support models are explored and discussed including: mentorship, clinical teaching, clinical supervision and preceptorship. The major themes of the subject are the learning organisation, principles and practices of teaching, learning and assessing in the clinical practice with particular importance on providing learner feedback, the preceptor-preceptee relationship and creating a supportive learning environment.

Upon completion of this subject, it is expected that the student will be able to:

• identify and evaluate the conceptual underpinnings of the learning organisation;
• appreciate the key disciplinary, organisational, personal and contextual issues impacting on workplace learning;
• understand the various models of teaching, learning and assessing relevant to preceptorship;
• use a flexible approach to apply their knowledge and skills in supporting learners which is based on principles of adult learning, intercultural sensitivity and understanding;
• facilitate the development of learners'/preceptees' critical thinking and problem-solving abilities.

There are 2 assessments for this subject:

1. One written assignment equivalent to 2800 words (70%) - Due end of semester
2. Student presentation of 10 minutes and five minutes question time (30%) - Due week 10 of semester

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Bond, M and Holland, S. (1998). Skills of clinical supervision for nurses. London: Buckingham Oxford University Press.

Levett-Jones, T. & Bourgeois, S. (2007) The Clinical Placement. London Elsevier.

Driscoll, J. (2000). Practising clinical supervision: A reflective approach. Edinburgh RCN: Bailliere Tindall.

Morton-Cooper, A., and Palmer, A. (2003). Mentoring, preceptorship and clinical supervision: A guide to professional support roles in clinical practice (2nd ed). London: Blackwell Scientific.

Nicklus, P, and Kenworthy, N. (2004). Teaching & assessing in nursing practice: An experiential approach. Edinburgh RCN: Bailliere Tindell.

Ullrich, S. and Haffer, A (2009). Precepting in Nursing Developing an Effective Workforce. London: Jones & Bartlett.

This subject is not available as a breadth subject.

On completion of the subject students should have developed the following generic skills of the Melbourne graduate and postgraduate coursework student:

• problem-solving skills by involvement in classroom discussions and activities;
• analytic skills by your critical appraisal of the literature and development of arguments within the set assignment;
• ability to work as a team member by your involvement in discussions and activities with your fellow students;
• writing skills by completion of the assessment tasks;
• time management skills by planning your work and submitting information by the required deadlines.