Examples Of Strengths And Weaknesses In Teaching

Teaching-learning session is almost the same to the nursing process that is used in clinical settings (Habel,2006). In the learning process, the initial step is assessment of the learners understanding towards their health condition, which is then followed by the questions what do they need to learn and what will be the appropriate approach to teach them (Habel, 2006).

Many authors including, Pawlas and Oliva (2008) and Bennis and Nanus (1985) discuss the importance for the supervisors to spend much of their time listening to the views of others incising their students and incorporating these ideas into their thinking as a powerful tool for personal development. Moreover, on the job training, mentorship or continual education, are not always easy to access for the educator, my first-hand experience has been that this has been a valuable learning tool which has made me explore how I do what I do when supporting students in their clinical education. Given that my role is a long-term relationship, and that adults learners develop incrementally over time, a supervisor can assist in that change by working with students to establish meaningful long-term goals, working patiently on the

Discuss a clinical experience in which you had to incorporate one or more learning styles such as visual, kinesthetic, and auditory. Explain the outcomes and how you created an effective learning experience.

As the demand for nursing education grows and with the rapidly advancing roles of nursing, educators need to stay up-to-date. “Theory-based practice provides nurses with a perspective” (Parker, 2006, p.28). With the comprehension and use of educational theories, nursing educators can support student knowledge and development into practice. These theories are outlines of cohesive concepts and principals that describe, explain, or predict how people learn. Every one learns differently and as an educator you need to be familiarized with and open to the use of one or more combinations of theories to successfully teach adult learners in this ever changing health care system. This paper will highlight the use of Constructivist Learning Theory and its application to nursing practice.

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

Develop teaching methods that will help patients and colleagues to learn about valuable technique for improving care.

The challenge Brooks& Moriarty(2009) feel is whilst providing sufficient support and supervision for fellow colleagues and learners it is of equal importance that the needs of the patient are being adequately met. They feel the main challenge that mentors face is upholding and overseeing the student and their learning, is equally as important that the needs of the patient and that they are being sufficiently met. Nettleton&Bray(2008) suggests that the mentors knowledge , attitude and communication skills are all influential factors that can affect a student’s ability to learn. This is recognised by Cassidy(2009) who advocates that by ensuring quality mentor-student relationships a more positive learning environment for the student will be achieved. However Pearcy&Elliot(2004) argue that due to the ever changing practice environment, the clinical setting has the potential to restrict and impede on the student nurse. They feel this location can be unstructured, unpredictable and overwhelming, thus generating feelings of vulnerability and anxiety amongst students(Papp et al,2003). A further constructive aspect of this situation was the immediate apology given to Mabel. Armstrong (2009) recognises the weight of a genuine apology and feels that although this is sometimes a difficult process, it undoubtedly has huge benefits and the potential help the both the patient and the nurse.

Identify the specific learning objectives from the lesson plans measured by the assessment chosen for analysis.

All students enrolled in the five lab sections were invited to fill out two online surveys pertaining to their perceptions and learning through the use of annotated feedback in clinical practice. The first survey, focused on the transfer lab, contained an initial question indicating the type of feedback received during this lab, six Likert scale questions that allowed students to rate how beneficial the specific type of feedback they received for learning transfer competencies taken directly from the rubric used by the lab instructors, and one open-ended question that allowed a description of the perceived benefits and drawbacks of the type of feedback received. The transfer competencies included positioning the patient properly, proper hand position, proper body mechanics, safety, proper equipment setup, and clear direction to the

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

This paper will examine the learning style of the writer and professional teaching philosophy, apply theories of learning to my philosophy, and provide an example of how my values and beliefs related to teaching and learning affect my role as a health care professional.

After identification of a patient teaching need the next step in the teaching process is establishing a measurable goal. “Teaching goals are broad in scope and set down what is expected as the final outcome of the teaching and learning process” (Wilkinson & Van Leuven, 2007, p. 538). In order to achieve a high level of standard, teaching goals need to be specific, measurable, attainable, realistic and timely. For our example, the teaching goal for J.L. and his diabetic foot care is as follows: Client is able to state five things he can do to prevent diabetic foot complications by the end of the teaching session implemented on Sunday January 24, 2012. Specifically, the five items J.L. will identify are to monitor and manage his diabetes, inspect feet daily, wash feet with warm water while drying between toes and apply moisturizing cream to feet daily (not between toes), avoid walking barefoot or with unfitted shoes, and calling the doctor should he notice any changes in his feet.

It is obvious that all of our instructors have a common goal, which is for all of us to learn as much as we possibly can. I honestly think that by allowing as many opportunities as possible to see and experience as much as possible will help us all learn from our clinical experiences.

The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn and makes it possible for them to learn (Musinski, 1999). The assessment of learning needs, the designing of a teaching plan, the implementation of instructional methods and materials, and the evaluation of teaching and learning should include participation by both the educator and the learner. Thus, the emphasis should be on the facilitation of learning from a nondirective rather than a didactic teaching approach (Knowles, Holton, & Swanson, 1998; Musinski, 1999; Mangena & Chabeli, 2005; Donner et al., 2005).

Looking back to the first day of clinical to the last day I have changed a lot during this time. During the whole clinical experience I had to use a lot of the growth mindset in-order to get fully through the whole process. My clinical teacher and I didn’t quite have the same opinion on certain things. While we did struggle through are different mindsets, it was a great learning experience. I will have people I work with that I don’t always agree with and I will have to find a way to compromise with them. This was something we talked about with each other and worked through. So, Im grateful in that aspect in learning how to deal with those situations. I also changed in that I’m more confident in giving my lessons to my students, along with I tried to not be as scared in-front of them.