The clinical learning environment in nursing education

Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice.
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The clinical learning environment in nursing education

Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing…

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Teaching psychomotor skills in the twenty-first century

Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex taskbased skills. This paper reports 11 steps to be considered when teaching psychomotor skills.
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Teaching and Learning Essentials

TaLE is a practical tool of three essential teaching and learning practices with actions to incorporate into your daily teaching practice whether in person or online. These essentials enable you to integrate care and teaching, improve the teaching and learning…

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The Tree: An online interactive tool for reflexive education development

The Centre for Faculty Development (CFD) has transformed its Guide to Reflexive Education Development (commonly known as “The Tree”) into an interactive eLearning tool. This resource supports educators to develop reflexive questions to inform and guide their education development practice. The CFD continues to provide consultative support, and regularly updates the resource with responses to commonly asked questions.
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