The programme mainly adopts lecture, seminar, tutorial, online learning, laboratory, high fidelity simulation and clinical study as teaching methods. The above methods are selected with the aim to increase students’ abilities in mutual integration between theory and practice.

 

Lecture
Lecture, usually in the form of classroom teaching, is nowadays the commonest way of teaching massive material to students. Lectures are conducted in the form of education or research. During lecture, teaching material will be explained thoroughly and students will be presented more and updated information in the area of topic concerned, being stimulated to further study.

 

Seminar (Teacher-Student Ratio 1:10-15)

Seminar is conducted in small groups. There is at least one teacher responsible in each group. The teacher will lead the small group to discuss a topic. At beginning level, the discussion could be set into action by the teacher. When students enter into more senior years, they themselves can drive the self-directed learning in the seminar. During the seminar, students have to integrate their knowledge acquired with the clinical study experiences, and each student is required to complete self-evaluation and peer review among group members.

 

Tutorial (Teacher-Student Ratio 1:25)

Tutorial is one kind of group learning. Through small group discussion, students can clarify the learned concepts, and have the opportunity to explore the related subject content with teachers or fellow classmates, and exchange their practice experience. Tutorial is also applied to some students in need of guidance.

 

Experiment/Laboratory Practice/Simulation (Teacher-Student Ratio 1:15-20)

The objective of Experiment/ Laboratory practice is to intensify students’ theoretical knowledge and nursing skills acquired in classroom through demonstration and practice of experiments. For example, in the Human Biology Experiment, students understand the rhythm of life activities of the neuromuscular, cardio-vascular system and respiratory system etc. through model observation. In nursing subjects, laboratory is used to teach and demonstrate to students the nursing skills practice. Students are required to master the basic practice in the laboratory before entering clinical placement. During simulation, high fidelity patient simulator would be used to provide a high quality simulated scenario for students to perform safe and independent assessment, judgment and relevant nursing management. It aims to foster students with the ability in integrating knowledge, clinical reasoning and implementation. In the laboratory room and simulation section, the teacher-student ratio will depend on the size of laboratory, safety condition, and students’ learning needs. In general the teacher-student ratio is 1:15~20.

 

Clinical Study (Teacher-Student Ratio 1:5-10)

The aim of Clinical Study is to let students apply and integrate health nursing knowledge to practice. The clinical teaching plan of student will be set collaboratively by the Subject Teacher and supervisors of Kiang Wu Nursing College of Macau and the designated Nursing Preceptors of the placement institution. Students also set their own objectives in Clinical Study. College supervisors and Nursing Preceptors will guide students in the entire learning process. The main purpose of Clinical Study is to learn how to apply the knowledge acquired and skills to nursing clients through observation and practice. In the 4th year of the programme, placement institution will appoint clinical staff to guide students’ learning. They will assist students to transit to the role of a clinical nurse, taking training in various aspects, such as nursing competence, emotions, management and clinical decision-making, etc., so as to achieve the standard of a professional nurse. Along with the strengthening of students’ ability and independence, the function of teachers and their relationship with students will change accordingly. Teachers would stress on the elevation of students’ independent thinking and individual working ability. At this time, the teacher-student ratio will progressively decrease with increasing year of study (see Table 4).

 

Table 4　Teacher*-Student Ratio in Clinical Study

* Remark: “Teacher” includes supervisors of the College and Nursing Preceptors.