Teaching is a nursing skill

Today I had my first lecture on the role of the nurse educator. Within minutes, I found myself back on familiar ground.

Before nursing, my degree was in primary education. Logging into today's session, I recognised a lot of the ideas: how people retain information, different teaching approaches, and how much the learning environment matters. This time, though, they were applied to clinical practice, patient communication and supporting colleagues.

Nurses teach all the time

It's easy to think of teaching as something that happens in a classroom. On a ward, nurses teach constantly:

• a patient learning to use an inhaler or check their blood glucose before they go home
• a family member learning to recognise when to call for help
• a healthcare support worker learning a new piece of equipment
• a first-year student on their first shift, trying to remember where the linen cupboard is

Each of those is a teaching moment. Each one needs a slightly different approach. A child, an anxious adult and an experienced colleague all learn in different ways. The theory I learned for the primary classroom about readiness to learn, building on prior knowledge, and checking understanding rather than assuming it transfers surprisingly well to the bedside.

Teach-back

One technique I'm already using more is teach-back. You ask the patient to explain the information back to you in their own words. It checks your explanation, not their intelligence. If they can't explain it, the problem is usually how it was taught.

Looking ahead

This module includes preparing to become a practice supervisor. Being well supported has made such a difference to me on placement, and I'd like to give that back. I'm looking forward to the coursework. My assignment is a short teaching session on a clinical skill, built on educational theory.

To the clinical educators and practice supervisors reading this: what teaching approach has served you best when supporting learners in practice?