Method of Teaching and Learning

The concept of lifelong learning (LLL) has become an integral contribution to the progression of professional growth throughout life. It facilitates individuals to combine their existing skills and knowledge with new, updated knowledge in order to provide enriched care. The Department of Health (2010) further supports the notion of lifelong learning, and proposes that the acquisition of knowledge and skills initiates personal and organisational growth within the NHS workforce. This is becoming more essential within the expanding nursing field, particularly as there are now more opportunities for Nurses to develop and pursue medical specialisations.

Synopsis: this article highlights the need for innovations in health care teaching and training to deliver

making Practice-Based Learning work Reflection on PRACTICE A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster. www.practicebasedlearning.org Author Patricia McClure School of Health Sciences, University of Ulster www.practicebasedlearning.org contents Reflection on Practice 02

According to Anderson and Stillman (2013), many clinical field experiences have gained attention in reform discourse, much of that attention emphasizes the structural and logistical dimensions of such experiences, such as their location, duration, and division of labor, but reflects a lack of focus on what teacher candidates actually learn from the experiences. While we agree, we are more interested

Assessments are a really important part of learning and are an effective strategy in helping teachers focus on the methods they are using and how successful they are on the students and how well they are learning from them and gives them the chance to develop on certain areas that may not be working well, it also gives the teachers a chance to look at individual children and their development and to see which areas they are struggling or excelling so they can determine if using different techniques on them will help them make progress as not all children or young people will learn the same some children may struggle while others the technique really helps so they have to adjust the work and activities to certain children so they all have a chance to develop and grow.

I have an internal motivation to improve my clinical and educational skills; I took the opportunity of being in the active learning environment of UBC to attend the Instructional Skills Workshop, a step which I consider one important turning point in this educational

My long-term career goal is to combine clinical practice with academia. While my teaching experience was limited to leading small group discussions as a cell biology teacher assistant at UMBC and tutoring Biochemistry and Physiology to fellow medical students, I found it intellectually challenging and rewarding to find engaging ways to help students make connections between the required clinical knowledge and an actual clinical

This experience prepares the student for the realities of professional practice, acquiring the knowledge skills and attributes to become a safe, competent practitioner (Mcallister 2001, cited in Midgley 2006). Educational audits by the clinical lead universities monitor clinical learning environments for their appropriateness of learning provision, enabling the ward to facilitate change if necessary to ensure continuing suitability as a clinical placement (NMC 2008).

To further my understanding of the profession, i independently organised a work placement shadowing a GP which was highly informative regarding life as a doctor. I witnessed a consultation involving a patient suffering from a subtle skin rash, even so, minor signs may lead to major consequences such as skin cancer hence the doctor decided to refer the patient to the hospital. Observing the ability of the doctor to think critically and operate effectively led me to acknowledge the level of professionalism involved with treating patients to provide high quality care. The manner in which the doctor dealt with the patient empathised the importance of collaborating well in a team, exercising strong leadership skills and possessing the ability to communicate clearly to treat the person, not just the illness. I believe i have enhanced and honed these skills myself whilst partaking in NCS:The Challenge

Over the course of one’s professional career as a healthcare worker under the National Health Society (NHS), certain level of responsibilities and requirements are needed. One of the main expectations for working in the health field is to demonstrate continuing professional development (CPD). CPD refers to the ongoing process of actively documenting and reflecting upon healthcare experiences in order to further promote professional learning and understanding (HCPC, 2014). To aid in personal development and career progression, the Knowledge and Skills Framework (KSF) was established. The KSF is a comprehensive and detailed framework that outlines the role and duties of various staff groups in the NHS (Department of Health, 2004). The KSF is

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.

Relating to the above, I believe that engaged learners have a better understanding of the material and thus more effective practice outcomes. Because of this belief, I would use informal lecture coupled with a series of patient narratives and class discussions regarding the patient-centeredness of care-team and patient interactions. In teams, we would discuss patient outcomes, care team involvement and behaviors, provider prompts, patient prompts, professional responsibility, what was and was not patient-centered, barriers to care and areas of opportunity to meet patient needs. After discussion, those learning would be responsible to research an assigned condition and to create a patient centered experience for either a primary care or acute interaction.

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.

No teachers are similar as well as no students learn in the same way. Every teacher has their own unique teaching style which is based on their educational philosophy, their classroom’s demographic, what subject area they teach, and the school’s mission statement. Up until now, teachers are looking for a system that will engage students in the educational process and will develop the students’ critical thinking skills. Moreover, teachers want the classroom to be in order and in control, but they also want their students to appreciate the learning procedure. These teaching styles can be divided into two approaches – the teacher-centered and learner-centered.

Clinical instructors are powerful role models for students and have significant influence on where, how, and with whom students choose to practice after graduation.2 Therefore, it the responsibility of the clinical instructor to provide instructional skills, organization, facilitation, implementation and evaluation of the learning experience according to student’s needs and level of performance within the scope of the student3. To provide effective education to students,