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Clinical education typically takes the form of one-to-one and/or group teaching, mentoring, and coaching situated within the clinical environment. This field of education is characterised by a symbiotic relationship between the learner, an experienced clinical educator and the health service.
Clinical learning refers to the knowledge and skills to demonstrate specified acceptable standards of practice in the delivery of patient care. The type of service and models of service delivery will identify the areas of clinical practice required.
Clinical supervision refers to a formal, structured process of professional support. Supervision assists staff to understand issues associated with their practice, to gain new insights and perspectives, and to develop their knowledge and skills while supporting staff and improving consumer and carer outcomes. Clinical supervision may involve individual, group or peer approaches; and can be informed by a variety of theoretical perspectives. Clinical supervision should also be distinguished from preceptorship and mentoring.
Competence. The combination of skills, knowledge, attitudes, values and abilities that underpin effective and/or superior performance in a professional/occupational area.
Induction. Process whereby new employees are familiarised with their immediate work unit; including introduction to local policies, work practices and administrative procedures.
Mentoring. Is the deliberate pairing of a more skilled or experienced person with a lesser skilled or experienced one, with the agreed-upon goal of having the lesser skilled person grow and develop specific competencies.
Nurse Educator. A Registered Nurse who is accountable at an advanced practice level for the design, implementation and assessment of nursing education programs, managing educational resources and provides nursing expertise relating to educational issues within a nursing service/division/facility/Health Service District (HSD).
Novice – Expert. The Dreyfus model of skill acquisition identified five areas or stages of skill development: novice, advanced beginner, competent, proficient, and expert. Each of these stages is characterised by certain patterns of behaviour, thinking, and performance. Patricia Benner adapted the Dreyfus Model to nursing in 1984.
Organisational learning refers to the knowledge and skills required by nurses to function effectively within the organisation and achieve specific organisational aims and objectives. Examples include: leadership and management.
Orientation. Process whereby new employees are introduced to Queensland Health as a state-wide organisation, including the philosophy, job responsibilities, policies and procedures of the Health Service District (HSD), facility and work unit.
Performance Appraisal Development. The process of identifying, evaluating and developing the performance of employees in an organisation, so that organisational goals are more effectively achieved. It also provides the mechanism whereby all staff can benefit in terms of recognition, receiving feedback, career planning and professional and personal development.
Preceptor. An experienced and competent role model who helps a new staff member make the transition to become an independent member of the team.
Preceptorship. An organised and structured approach which provides an experienced role model to assist a new staff member make the transition to become an independent member of the team.
Professional learning includes the learning a nurse/midwives engages in relative to broader nursing professional issues and practices. Examples include: ethical dilemmas; scope of practice; participation in professional and regulatory groups and state and national policy development.
Re entry program. A program designed for registered nurses and midwives who have been absent from nursing for a period of five years or more and who are no longer registered with the Queensland Nursing Council. The program requires the employee to gain appropriate competencies based on the ANMC National Competency Standards for the Registered Nurse.
Refresher program. A program which supports the RN or EN, who has been absent from nursing in the acute care setting for a period of less than five (5) years and who have maintained their registration/enrolment, to transition back into the acute care environment.
References are available through the toolkit.
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