Overview of the Heid ATE Guide for Clinical Teaching & Learning ©️
Introducing the Heid ATE (Assess, Treat, Evaluate) Guide for Clinical Teaching & Learning v4 ©
Materials and Supplemental Resources
Heid ATE Guide for Clinical Teaching & Learning © v4
Two-page document with four progressive levels
Clinical faculty and students work together as they master each level across nursing clinical courses
Recommendations for Use
Step by step strategies for mastery of each level of the Heid ATE Guide for CTL©v4
Guided interactions with faculty, peers and interdisciplinary team members
Evidence-based strategies to support individual and group learning at the point of clinical care
Evaluation Rubric
Clear expected behaviors for each level
Building from one clinical course to the next
Get Started Here!
Our team recorded this introduction to share everything you need to know about this exciting new clinical teaching and learning resource!
Below, you will find dropdowns illustrating the four levels of the Heid ATE Guide for Clinical Teaching and Learning©️.
Want to learn more?
Please us the "Request Permission to Use" button below to learn more about our tool and share feedback or ideas on ways to integrate into your clinical teaching and learning experiences. Thank you for your interest!
Heid ATE Guide for Clinical Teaching & Learning©️ Overview Recording
Level 1
Making Connections + Peer to Peer Huddle
The introductory level of the Heid ATE Guide for CTL helps students move beyond data collection and encourages conversations with the patient and family to inform nursing care.
Level 2
Clinical Prioritization Guide + Just In Time Clinical Instruction
The next level of the Heid ATE Guide for CTL helps students take what they have learned about patient data sources, identification of needs, and connections between these elements to begin prioritizing patient problems and take appropriate nursing action.
Level 3
Transitional Care + Moving Beyond
At this level of the Heid ATE Guide for CTL, the student strives to collaborate with the interdisciplinary care team to manage identified clinical priorities and empower the patient/family to move toward wellness/discharge. The student will take everything learned previously in levels one and two to see beyond the data, identify patient/family clinical priorities, and support the patient/family to move toward wellness/discharge through transitional care.
Level 4
Structured Reflection + Clinical Conferences
Finally, as the student progresses to this level of the Heid ATE Guide for CTL, faculty supports reflective thinking and deliberate practice using structured reflection. Reflection should occur throughout the clinical day, beginning with a pre-conference preparation for the day, mid-day check-in conference and concluding with a post-clinical conference to facilitate student development of individual reflection, peer feedback and meaningful evaluation.
Interested in Using our Tool?
Christine Heid PhD, RN, CNE, CHSE
Principal Investigator
Tracy Crum DNP, APRN, NP-C
Co-Investigator
Tina Myers BSN, RN, CNEcl
Taskforce Coordinator