Teach-Back Evaluation Process

My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.

The next time he decided that to administer insulin. Clinical assessors required to make professional judgements in interpreting what the minimum acceptable levels of competence are in respect to professional standards. These judgements are frequently made with in the role relationship of that of a mentor cum assessor to a student (Stuart 2005). As it is a skill involved, I found it was difficult for him to memorise all the step and rationales. I explained about my experience when I was a student nurse and concept of learning through practice. For students learning during clinical practice is a complex activity. The student has to contend and learn to deal with complex, unstable and uncertain worlds of practice (Schon 1987). With on going support I facilitated learning environment to practice the procedure under supervision

Being a student in the UW nursing school, I can not only take advantage of the special classroom settings, but also the advanced technology. With classroom settings designed for active learning, it gives me opportunities to share my thoughts and ideas with other students. Instead of listening passively, we would work as a team to find out the best solution for patients. Besides, the unique state-of-the-art technology allows me to practice and apply my knowledge in a simulated hospital setting. Since every practice is recorded, I can take a look at those videos several times and self-reflect. Thus, I can correct my mistakes and improve.

If the patient may become upset or nurse must ask intimate questions, I find an empty room, wait until the patient’s roommate has left for a while, or use an empty treatment room or office. For instance, one-to-one instruction method is one of teaching method that I can use in my teaching because it can be tailored to patient learning needs and focused on a patient's specific self-management plan. For example, patient learns how to inject insulin effectively through one-to-one instruction. It also provides an opportunity for both the nurse and the patient to communicate knowledge, idea, and feelings primarily through oral exchange, although nonverbal messages can be conveyed as well.

Proceeding each offering of courses, evaluation occurs and is shared with faculty course members and the Director of the School of Nursing. The evaluation is utilized to improve the teaching and learning strategies to enhance achievement of learning outcomes for subsequent semesters. The curriculum committee’s responsibility is to review the nursing courses for rigor, currency, and integrity and present new recommendations to faculty based on this review. Faculty will consider current changes by a majority vote.

A patient centered approach is an important element in promoting self-efficacy as it encourages patients to participate in their care and become part of the decision making (Eich, Kiss, Langewitz & Wossmer, 1998). When the patient is excluded from the discussion and decision making of the nursing staff it makes room for a loss of opportunity by the patient for health promotion and self-efficacy. Patients’ perceptions of their level of self-efficacy could either augment or interfere with their health teaching learning abilities. As cited by Kaşıkçı, M. (2011) a central concept in Bandura’s theory (1997), self-efficacy is defined as the degree of confidence that individuals have in their ability to perform specific activities successfully.

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).

Hospitals nationwide can account for their nurse’s patient care through the survey (). If a nurse is consistently having issues with patient care, it can be shown through this survey and improved on. This leads to better teaching practices in nursing schools and hospitals. When nurses can see what works and does not work, improvements can be made in training new nurses, and this is based on patient needs. Patients are the best source of information on how to improve nursing practices, which is why the HCAHPS has become successfully and widely

teaching is a very important aspect to nursing. It is vital to provide the patient with knowledge and information. Educating the patient and family with help with anxiety and ensure the patient receives the best care. The teaching process should be continued and constant throughout the patient’s entire stay. You should educate them on medications, diet, positioning, signs and symptoms of infection, incision care etc. Keeping the patient updated on plan of care will help the patient and nurse to achieve the overall goals.

I do agree with your statement that by just reading the patient’s discharge instructions of teaching, it does not mean the patient understands it or that the discharge teaching was effective. As a nurse, every patient is different and have different learning styles. As a nurse, your job is to find out if your patient learns best by watching videos, reading, a hands-on approach or by written material. You would also want to consider the patient’s limitations and strengths. Do they have a disability? The best way to find out if the teaching has been effective is to ask patients explain what you just taught them. Lastly, including family members in the patient teaching helps the chances of the teaching being applied.

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.

Nurses who are often busy find it difficult to deliver effective patient teaching in this current healthcare atmosphere. As quoted by Fran London, a nurse patient-education expert, and author that, “Teaching patients isn't a rocket science, but it is a sophisticated skill that takes practice and commitment. Without patient education, there's very little effective healthcare with improved long-term outcomes” (Fran London, MS, RN, e-mail communication, June 12,

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).

The reason for this evaluation is my personal interest in evolution, in how things change over time and what remains of them. In this case, I will analyse how older teaching theories have impacted on newer technologies of teaching. I believe teaching is dynamic and evolves over time but also that it is influenced by older theories that may be as valid today as when they were devised. I have been studying nursing for the last two decades but there have always been two common denominators on the teaching received: the learning by experiencing and the use of reflection to improve practice.

With the continuous changes in healthcare, evaluation of students’ clinical knowledge and skills relies on the need for continuous evaluation. Evaluation is the process of using data to make judgements about students’ individual performance. Evaluation of clinical performance provides data from which educators use to judge the extent to which students have acquired specific learning outcomes (Billings & Halstead, 2016). With the use of best practice evaluation methods, clinical performance can be evaluated to ensure quality patient care. Educators face a challenging task when providing evaluation that is fair and reasonable. Tasked with evaluating students in the clinical setting, educators can evaluate how students integrate theory and apply it to real-life situations. Observations of performance in the clinical setting should focus on the outcomes to be met and competencies to be developed (Oermann & Gaberson, 2014). Developing a clinical evaluation tool to determine whether students can think critically, prioritize problems, and complete patient care procedures correctly is essential. There are a variety of evaluation methods to use in nursing education. Depending on the learning outcomes to be measured will determine which tool best evaluates the students’ performance. Clinical practice is an essential and highly significant component of nursing education. Education programs are obligated to respond to government requests for well-educated healthcare professionals.