Supporting Learning and Assessment in Practice Essay

Supporting Learning and Assessment in Practice Essay

The purpose of this project is to reflect upon my experiences as a mentor with regards to a student’s introduction to the clinical location, focusing on the establishment of the learning environment. In addition , mcdougal intends to measure the learning theories behind the teaching with the practical skill of carrying out a manual blood pressure. The author’s performance as being a mentor is usually assessed simply by whether the standards of practice out layered by the NMC, (2006) have already been met. Literary works suggests the concept of mentorship originated from Homer’s Odyssey, in which, an intelligent and trusted friend of Odysseus required on the role of rearing and growing of his son in his absence (Bracken & Davis, 1989). In the nursing viewpoint the part of the instructor within a practice placement is always to support the students learning and the assessment method (Wilkes, 2006). The NMC (2006) believes that it is function of the advisor to establish an efficient working romantic relationship based on shared trust and respect. The partnership is difficult, it is essential that the effective interconnection is established in which the mentor gives support although can also be target and conditional (Wilkes, 2006). An essential take into account the creation of a connect between the coach and college student is the advantages of the college student to the clinical placement and mentor at the earliest conceivable stage (Stuart, 2003). Therefore , when the ward sister told me that I was going to take on the role of a mentor to a third season student We discussed the allocation of specific the perfect time to complete the student’s alignment during their 1st day. About reflection I discovered that appointment at an early stage helped us to make a successful relationship which was in that case built upon. In addition I was also aware that as a advisor I would end up being acting like a role version providing students with the opportunity to observe, practice, and develop their expertise and problems-solving ability (Twentyman, 2006). Furthermore, I was aware of what I had expected coming from my instructor as a part model and reflection We endeavoured to meet those targets. Papp, (2003) believes that a ‘good’ instructor from a students’ perspective is friendly and sufferer with a good seeing that of connaissance and contains a positive frame of mind providing individual support. For that reason indicating that the qualities required by the college student are located in emotion and there is a need to get the student-mentor relationship to be nurturing. A bad role version is identified by learners as a doctor who views patients like a burden, can be quick to criticise and has an sudden or ‘superior’ manner (Morton-Cooper and Palmer, 2000). However , I was conscious that easily was to more than protect my own student, it may lead to the development of a unable to start relationship in which I covered up the student learning, creating dependency on the mentor, resulting in a great attenuated edition of themselves. This is generally known as ‘toxic mentoring’ (Morton-Cooper and Palmer, 2000). Nevertheless, mcdougal believes that the formation of the good student-mentor relationship in which student recognizes the instructor as a good role unit is the key into a successful learning experience and environment. Is it doesn't responsibility in the practice personnel to create and develop an atmosphere conducive to learning (Price, 2004). The academic environment within the clinical establishing is a continuously changing circumstance and that the responsibility of the mentor to make sure ongoing constructive support which facilitates move from one learning environment to a different (NMC, 2006). Price, (2004) encourages advisors to execute a talents, weaknesses, possibilities and threats (SWOT) evaluation to evaluate the training environment. This process should not be a one off, but the evolving procedure. Quinn and Hughes (2007) believe that is a lot easier and more exact if the analysis is performed in alliance. Therefore I tried it as a organizing tool; inside the initial interview enabling suggestions from each party. This process produced my college student aware of the wide range of offered resources such as intra/internet, regional guidelines/policies and access to excellent library features. Furthermore, as a result of nature from the placement location a wide range of specialized medical skills exhibited by the staff were both varied and of a regularly high normal. However , because of the high start of sufferers and staffing issues time constraints can be placed upon the training environment. Therefore I recognised that period management would definitely be a key factor within the student-mentor relationship of course, if it was not really administered acquire it would destruction the learning environment (Neary, 2000). By growing my student it allowed them to become more independent, more motivated and take responsibility for their personal learning. The busy nature of the ward led to my personal decision to keep are initial meeting in the relaxed atmosphere from the teaching place away from any kind of potential interruptions. This ascertained that the scholar felt they had my full attention. About reflection I believe that during these circumstances, this was the most appropriate environment for the introduction. Duffy (2007) is convinced that all appointment should be held in a private area away from distractions. However , it is vital to remember that during a clinical placement students is attaining practical expertise which are underpinned by understanding. Therefore , the teaching space is not really the ideal learning environment since students want hands on practice experience. Or else the student will have the knowledge without the skill, that may lead to inefficiencies (Hand, 2006). Psychologists via both the behavioural school as well as the humanistic way believe that the environment is fundamental to learning (Quinn and Hughes 2007). However in compare Wilkes (2006) has found that one of the most important affect identified by students in optimising learning was the individual mentor, certainly not the learning environment. Furthermore, the caliber of the learning depends on the quality of the role unit (Quinn and Hughes 2007). On representation I thought that if my pupil felt supported I would have the ability to ensure learning. The NMC, (2006) maintains that is the responsibility of the instructor to apply understanding of the student’s learning stage to select relevant educational opportunities. Therefore , through the first interview we talked about the student’s curriculum, recognized their educational needs and acknowledged the learning opportunities in the clinical place. Using this info we invented a learning contact which was designed to specify what the scholar would be obtaining, how it would be achieved, the time available plus the criteria pertaining to measuring the success of the claims (Nearly, 2002). Rolfe, (1996) believes that by using learning contracts it may bridge the theory-practice space and display the transfer of knowledge to clinical practice. In addition we all elected to utilize a teaching process which has a similar structure since the nursing process and consists of 4 stages: evaluate, plan, apply and assess (Kiger, 2004). In conjunction with these elements we utilized SMART focuses on. This allowed us to formulate a educating plan that was Specific, Measurable, Achievable, Reasonable and Timed. Through this procedure we indentified a specific learning need that was a lack of understanding of how to develop a manual Blood Pressure; this was a consequence of always making use of the electronic devices on the ward. Honey and Mumford (2006) have recognized four types of learning styles, specifically reflector, theorist, pragmatist and activist. During our 1st interview Specialists my college student to result in a questionnaire to learn what type of novice they were. Through this process we discovered that we were holding an bustler, this resulted in the student was open to new experiences and had a sociable nature, even though rather than egocentric and energetic (Honey and Mumford, 1989). Recognising which kind of learner the student was empowered us to go over the theory with their work, conform it, and put it in to practice. Haidar, (2007) is convinced that by establishing the scholars learning design you improve their educational knowledge. The NMC (2006) considers it to be the role in the mentor to comprehend the learning requires and styles from the student and adapt all their teaching styles accordingly. Behaviourists learning hypotheses are based on stimulation and response and the emphasis is upon ‘conditioning’ the student to respond within a given way to specific situations (Hinchliff, 2006). Because of this it is teacher-centred rather than student-centred. Ramsden (1992) suggests that this approach is too restricting as declaring an result in terms of particular behaviour makes it impossible to determine whether true learning has taken place. The intellectual learning theory believes that information is not only added to within a cumulative way; rather it can work on existing information and both are changed into a new plus more detailed cognitive structure (Hands, 2006). The Humanistic procedure argues that humans have got two basic needs – a need to get growth and development and a need intended for positive view by others. It targets the individual and believes that education ought to be student-centred. Mature learning theory known as andragogy is highly influenced by the humanistic way. Both theories believe that trainees should shared responsibility pertaining to learning and the use of a learner-centred procedure. The rule behind this approach is that adults learn in another way to kids (Knowles, 1984). Reece and Walker, (2002) argues that andragogy is among the most appropriate way of teaching within the nursing environment. However as a mentor you have to be aware that students will not always find it easy to adapt to a situation through which they must consider responsibility for his or her learning (Ewan and White-colored, 1996). Additionally the success of individualised learning can often be dependent on the student being active rather than unaggressive within the learning process (Quinn and Hughes, 2007). In reflection I actually mainly used the theory of andragogy when devising the instructing plan with my pupil. However , the writer found that elements by all the learning theories were used to satisfy the negotiated goal. As a mentor my initial action was going to ask students to take responsibility for their individual learning; this was applied to practice by requesting the student to familiarise themselves with the obtainable equipment. We directed trainees towards several learning resources located on the ward, such as The Regal Marsden Clinic Manual of Clinical Nursing Procedures plus the local guidelines/polices. Rogers, (1983) considers that the responsibility from the mentor to act as a ‘signpost’ directing pupils to the details they require. We informed my own student that they can would be getting assessed for the evidence structured practice found within these assets. This ensured that the pupil had the knowledge to underpin the skill, as having the ability without the rationale makes the practice unsafe (Hand, 2006). Walton and Reeves (2001) assume that students ought to be given the info upon which they will likely be assessed. Following a meeting was arranged in the teaching room. This kind of allowed the student to practice choosing my stress in a secure environment, to ensure that when the true event arises there is a degree of familiarity. Gibbs (1988) argues that though it does not specifically represent reality it is important. However , how much learning which may be moved into a real world situation is definitely debatable (Quinn and Barnes, 2007). Even so, this approach does help to manage the scholars anxiety which usually if certainly not handled effectively can be a hurdle to learning (Hinchliff, 2006). Knowles’s (1984) theory presumes that adults learn finest when they are certainly not under danger. However , the humanistic procedure states that if a college student is reinforced in an anxiety-provoking situation it offers them with the chance for development. On expression I believe that you cannot protect a student from scenarios which could cause them anxiety nor when you. It is the mentor’s role to help them through all those circumstances and also to give them a chance to learn. Nevertheless , students must be given the opportunity to ask questions prior to carrying out a functional assessment (Walton and Reeves, 2001); My spouse and i used this occasion for this. Once the college student felt at ease with the skill we came into the specialized medical environment where student was assessed carrying out the skill on a individual. The NMC (2006) keeps that a mentor should evaluate total overall performance – including skill, perceptions and behavior. The assessment of competence should be carried out through immediate observation in practice (NMC, 2006). Mentors must be prepared to determine a student’s performance used and be accountable for their decision to pass or fail. Nevertheless , clinical assessment has long been criticised for being very subjective (Stuart, 2007). In addition Duff, (2003) thinks that all advisors often have there own ‘hidden’ criteria intended for assessment. Furthermore that the mentors expectations can be unrealistic (Duff, 2007). Upon reflection I realised that self understanding of their own objectives and perceptions would prevent difficulties arising (Duff, 2007). On conclusion of the evaluation we came back to the educating room to judge the effectiveness of the teaching/learning program as a whole. I asked the student to reflect upon the learning knowledge and evaluate their overall performance. This process develops the student’s self-awareness. Nevertheless , the confirmation of perceived failings can be disheartening and destructive (Hinchliff, 2006). Then i provided supply back around the student’s efficiency, identifying areas for improvement. Motivation is the key to learning (Sargent, 1990) it can be identified as either inbuilt or extrinsic. Intrinsic relates to personal factors which make students want to learn. Maslow, (1987) is rolling out five amounts which a person must reach to achieve their total potential. The first level is physiological, for example the learning environment must not be too popular, or raucous. Secondary the student must truly feel safe, after which there is the sociable element whereby they need to truly feel valued. In addition there must be mutual respect between the specific and the scholar, this will foster self-esteem. Maslow claims that it is only when all these needs will be met the student is able to reach the ultimate stage of self-actualisation. Extrinsic motivation is the fact which happens outside of the student’s control, for example the method by which the student can be welcomed onto the ward will definitely affect that they feel –no one loves to feel unwelcome. Ewan and White (1996) argue that the 2 aspects are by no means exclusive of each other. In reflection mcdougal believes that by arranging to have an interview with their college student on the first day it helped to motivate trainees and improved their learning experience. During the initial interview the student told me that your woman was dyslexic. Wright (2000) defines dyslexia as a difficulty in learning, examining and understanding of language. The NMC (2006) recognises the importance of helping all college students to achieve their very own full potential and identify that affordable adjustments to compliment the success of the program requirements probably required according to the Handicap Discrimination Take action (1995 and 2005). With my learners permission I actually informed the ward sibling about the student’s dyslexia. This was to make sure that I would have the ability to allocate additional time, if required, to meet the special demands of my personal student. In reflection I discovered that the learning contact made certain that my personal student had a clear comprehension of what was anticipated and how it had been going to be achieved, thus guaranteeing the correct level of support inside the clinical and learning environment. Nevertheless, I was aware that if my scholar did not fulfill the quality collection after getting given the extra support, they will fail the location, as it was my responsibility to make sure their exercise to practice (NMC, 2006). The teaching showing how to take a manual Stress reading happened in the educating room. This was to ensure a place where the college student could truly feel safe and which was clear of distractions. However , time was a serious constraint, the NMC (2006) states that the student simply has to use 40% of their clinical position working with their particular mentor. The author believes that if the other 60% of the time is set up correctly it could ensure that the student obtains a variety of learning encounters (NMC, 2006). Nevertheless, the method of teaching applied to learning this skill, needed a lot of time away from the clinical environment and therefore shortens the time in which the author could assess the pupil within the clinical setting. Moreover the student feedback showed that they would have loved more learning away from the educating room. I believe that simply by trying to create the safe environment, they suppressed the scholars learning (Morton-Copper and Palmer, 2000). In addition the student had previous knowledge of the principles from using an electronic Stress machine although not the clinical skill experience of undertaking this manually. In reflection this did not include fully taken into consideration. Therefore , during my future practice I will endeavour to teach abilities within the medical environment when ever appropriate. Furthermore I will understanding the student’s past experience and structure their understanding how to take consideration of this. To summarize mentorship can assist in the advancement the student nurse and help to make sure that they fulfill their total potential. Books suggests that the scholars learning experience is dependant on a number of issues. The mentor and student romantic relationship is one particular the major elements which will result the learning procedure. The building of your good learning environment begins on the first day. It is imperative the student is definitely introduced to the clinical area and the advisor at the initial opportunity. Furthermore, the student educational needs should be identified with their learning design; this will ensure a student-centred approach. The mentor and student relationship can only be effective if the college students see it as a two approach process. By working together the mentor can ensure the development of knowledge and skills, which meet the specifications out lined by the NMC (2006) to get entry on to the professional enroll.

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