Biomedical subjects

H F Karuhije

Publications and source records attributed to H F Karuhije.

3 recordsLinked to original sources

PubMed2001

External examiners: quality assurance in nursing education.

External examining is a system of quality assurance in nursing education that is quite foreign to most American nurses. The concept of an external examiner-a visiting assessor of high academic standing and possessed of integrity and objectivity-supports a notion of the universality of educational standards and justice for the individual student. Potential external examiners are appointed primarily through informal social and professional networks within educational institutions of the host country. Criteria for appointment, roles and functions of an examiner, and the four stages of the external examination process are discussed. Suggestions to facilitate each stage as well as implications for potential American external examiners are included. The manuscript concludes with insights from two American nurse educators about their experience as external examiners.

Botswana↗

PubMed1986

Educational preparation for clinical teaching: perceptions of the nurse educator.

Clinical teaching in nursing has been found to be as problematic as it is in other practice-oriented professions. Numerous studies have identified and classified both effective and ineffective clinical teaching behaviors. Absent from the literature are investigations seeking the perceptions of the teachers regarding the adequacy of their preparation for the task and the possible reason(s) for ineffective performance. During the 1983 NLN convention and an ADN workshop, 211 nurse educators responded to a questionnaire soliciting their perception about the adequacy of their graduate program in preparing them for clinical teaching responsibilities. In addition, recommendations were sought on content necessary to effective performance. The study data reveal some startling findings and raise serious questions about the priority graduate programs assign to the content desired by survey participants as necessary for effective clinical teaching. Specific recommendations to address the problem are presented.

Adult↗

PubMedDate not supplied

Classroom and clinical teaching in nursing: delineating differences.

Although ability to teach in the classroom is generally considered sufficient preparation for clinical teaching, the reality can be a surprisingly different multidimensional role. The author presents a list of 15 specific and significant differences that exist between the two teaching performances. The settings are compared using three components common to both: instructional, evaluative, and interpersonal interactions. Myths, misconceptions, and realities about the two teaching arenas are discussed. A conceptual relationship between the two instructional settings is presented. Recommendations are offered to reduce teacher anxiety, confusion, and frustration created by existing myths/misconceptions.

Clinical Competence↗