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Instructor Role
You are beginning your clinical experience with your students tomorrow. You look at the twelve names with panic! How are you going to observe twelve students at one time? How are you going to work with them so that each one has a productive, imaginative, and rewarding experience? Then to, is it unreasonable to expect that the instructor also has a good experience? These are only a few of the questions running through your thoughts.
You reach back in time to your own clinical experiences. Somehow you don't remember where the instructor was or exactly what was her approach to students. Then to, you know that you need to develop your own teaching/learning style. In addition, you are concerned about answering all their questions especially since there are times you will be working out of your area of expertise.
Student Expectations
As a clinical instructor for several years, some of the approaches which have proved to be successful are presented. Initially, one needs to know the students expectations of the clinical experience. What do they feel they need to know, practice, or gain in expertise? Students should write realistic goals for themselves, evaluate their present level of functioning, and elicit strengths and weaknesses. Then, periodically this information should be evaluated to see if their goals are being met and if not, why not?
Student Behavior
A method to evaluate and change behaviors is to place student behaviors and desired behaviors as a matrix directly relating to the clinical evaluation tool. An example is shown in the Figure. Any type of combinations can be applied to the matrix as long as they relate to the evaluation tool.
Student anxiety is another behavior that is not always desirable. They often need help in working through their anxieties and frustrations regarding the clinical experience. Weekly activity logs can be helpful and may serve to pinpoint problem areas for the student.