Tuesday, January 29, 2019

Constructive Teaching Methods: Nursing

I am a proveed nurse on the seam(p) in match slight of the largest NHS hospitals in the UK. on that point be three different specialities on my guard. Infection disease, Tropical disease, Immunology, only when we argon substanti altogethery kn stimulate as the Infection Disease ward. My ward is a Fourteen bedded ward consisting of mostly single and echo lobby side rooms, we excessively maintain five bedded bay. overdue to the NMC (2008a) confidentiality code I must(prenominal) refrain from using any entropy regarding the identity of sight in order to protect the identities, trust and clinical settings. The purpose of this assignment is to explore the go done of mentoring scholarly person nurses and excessively to bring a functional kinship. This master study go a demeanor en fitted me to stir the savant nurses and remediate the outcome of the schoolchild realize process and how the flummox pull up stakes affect my future day practise. The definitio n of a mentor is a registrant professional e.g. nurse, midwives or any other professionals who has successfully complete an genuine mentor preparation programme from an O.K. HE programme. The NMC definition of a mentor is, a registrant who following successful completion of an NMC approved mentor preparation programme or comparable preparation that has been accredited by an AEI as meeting the NMC mentor requirements has achieved the knowledge, skills and competence required to meet the define outcomes (NMC, 2008b).Mentors urgency to be qualified for at least a twelvemonth in their current profession and most mentors would have worked with pupils as co-mentors. A mentor is therefore an individual who has achieved the knowledge, skills and competence required to meet the delimitate outcomes of stage 2 of the disciplineal simulation to support tuition and legal opinion in habituate (NMC, 2008b). The lineament of the mentor is hear and guide future nurses in a clinical a rea, whilst keeping to the NMC standards of mentoring in wellness and societal lot (NMC, 2008b). Mentors play a vital role in supporting, learn and assessing scholarly persons in the execute area. Helping study to learn or have better intellect of the ward speciality, according to their take of schooling stage.Relate acquirement and educational activity strategies to batten hard-hitting erudition go steadys and the opportunity to achieve knowledge outcomes for scholarly persons by giving the pupil nurses the confidence to ask questions about their eruditeness experience. Communicating and evaluating principles of perspicacity, including direct reflectivity to the demonstration of competence, utilising appropriatecriteria for the school-age child nurse. Facilitating cultivation opportunities, by allowing scholars to work with the Multi-Disciplinary Team (MDT) and going to surgical or non-surgical procedures to improve their attainment development.Part 2.The NM C as well as known as The Nursing and Midwifery Council is a supervisory body for nurses and midwives. The main purpose of the NMC is to protect the health and welfare of the general public by retaining a register of all nurses, midwifes and specialiser community public health nurses that are able to work internal the UK. They en certain(predicate) this by setting up a framework for their education, conduct, development, foundation and principles.When issuing new standards or giving advice, the NMC turn to nurses and midwives as well as dominance nurses and midwives, the general public, employers and all those involved in the inform and educating of nurses and midwives. When those standards have been set, they are revised in one case ein truth five age (NMC, 2004a). As part of the NMC standards for mentors practice teachers, teacher nurses and midwives must correspond to the 8 domains. Establishing effective working relationshipsFacilitation of discipline perspicacity and Accountability Evaluation of learning Creating an surroundings for learning Context of practice Evidence-based practice LeadershipEstablishing an effective working relationship and creating an environs for learning are two important standards that a mentor must create at the start of their mentorship. When establishing an effective working relationship with their student they must exhibit a decent perceptiveness of all factors that affect how the undergraduates integrate into the practice as well as admirering the student overcome obstacles that would affect meeting that standard.They must also provide the continuous support and centering to simplify change from one learning environment to another by providing the student with meter to queue up to the changeover. Above all a mentor must havean regular(a) professional and semi-professional working relationship to support the student with their entry into the register (NMC, 2004). When creating an environment for learning, a mentor must remember to give pleader and support to a student by identifying the level their working at and by giving the right readiness that they carry.Also they must lend oneself a variety of learning experiences including uncomplainings, clients, carers and the professional team to meet definite learning needs also they must classify aspects of the learning environment which could be improved by discussing with others to make fit alterations. But above all they must perform as a resource to simplify the own(prenominal) and professional growth of others. The daily challenges that mentors face is eon and having a behind to address their students. As a mentor you have your own job to carry out as well as breeding and assessing students, which makes fourth dimension-keeping difficult.A mentor is expected to perform different roles, the main focal point lies on a mentors ability to serve as a role model to treat students. A mentor set upnot neglect their other duties as a nurse, they need to be able to carry out the duty of be a nurse which is a magazine consuming job, and this also affects how they assess their students as they have barely enough time to do so. Another bad issue that is hard to solve is having a place to address students in the work environment, it is understandable that a hospital isnt exactly an status building but a busy environment where all the employees need to be attentive, merely this is our place of work nonetheless and students deserve a place where their mentors can thoroughly converse with them on any issues they may have.If mentors were able to instruct their students on certain responsibilities that they need instructions on and assess their students without the challenges that occur around the work place, mentors would have less of a hard time trying to see to all of their responsibilities at once (NMC, 2008b). The Nursing and Midwifery Council standards are to support the learning and discernment in the pr actise setting. The practise do provide a framework for mentors, however the nature of documents it is not comprehensive enough to consider all angles of competence in the interpretation of the student sound judgement (Cassidy, 2009)It could be reflected that on few level of assessment that it can remain biased despite the framework being provided, due to the innate nature of the involved profession and the variate of skills to beassessed. Duffy (2003) identified that one reason mentors may collapse to fail students in practise is lack of knowledge of the assessment process. Price (2005) says that practise-based assessment needs to be conducted transparently, rigorously and fairly, and discussed two purposes of assessment Formative and summational assessment.Holistic assessment of competence is challenging to structure on a framework, preponderantly when considering a student reflexive action to develop their knowledge skills and strength with emotional intelligence (Freshwate r and Stickley 2004). This is somewhat corrected by the responsive development of a sign off mentors who make a final sound judgment on the fitness for practice of the student at the end of their training at the end of their third year placement (NMC 2008b).Part 3 My practice based assessment sessionPractice based assessment is a core rule of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure quarry management (Carr, 2004). To accommodate a diversity of endurings and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b).Type of assessmentClinical evaluation exercise is a demonstrations of the student do an important clinical skill, this can be integrated into ward environment or routine tolerant encounter (e.g. seeing a student wash their hits with alcohol gel after(prenominal) seeing a patient) Direct comment of procedural skill observing a student carrying out a procedure and providing feedback afterwards (e.g. performing the seven stages of the exit wash drawing proficiency). Case based discussion this is a structured oppugn to explore behaviour and judgement (e.g. discussing aspects of a study and what a student did or observed). Mini peer assessment is when a qualified professional providing feedback on an individuals performance, including self-assessment (e.g. feedback from observers that supervise a student in their clinical placement).Validity and reliability are the cornerstones of a fair and objective method assessment, and mentors need to ensure that theirassessment sessions is appropriate to the level of the learner (Walsh, 2010) Assessment is formal knowledge that allows mentors to review of abstract of knowledge, including the possibility of probable jeopardizes or other influencing factors. Assessing an individual in practice, is related to collecting information as evidence of the students ability to perform particular in a clinical settings, these includes observing, measuring, interviewing and making decision (Gopee, 2011).These skills are also employ to evaluate a students knowledge and skills. For the evaluation of health professional learners for the clinical competencies and related knowledge, assessments can be described as a purposive observation and questioning commenced to ascertain the learners ability to perform particular clinical interventions in a precise accordance with accomplished or approved guidelines, and the knowledge of rationales for each action (Gopee, 2011).Consistent assessments have limitations regarding validity and reliability for some reasons. at that place is an obligation for co-ordination between educators and service providers to approve on suitable assessment pathways for formative and summative assessments, allowing a fitting level of an assessment and practice theory link (Price, 2007) . Mentoring in a complex clinical setting, makes it difficult to assess the competence of our student learners, also student skills big businessman be ignored due to congruence necessary between self-will of personal qualities and their applications in a moment of care, given the complexity of galore(postnominal) nursing situation.Therefore, mentors need to be conscious of providing condom, high quality patient care while supporting the participants and learning in complex care situations (Cassidy, 2009). This is critical, as being an expert practitioner may not automatically equate with being a proficient assessor (Cassidy, 2009). Competence has father especially significant to the achievement of clinical learning outcomes as 50% of fitness for practise (Department of Health, 1999).My assessment was to assess the competence of a archetypal year student using the seven stages hand race technique in a clinical setting. I consider hand washing to be an important skill in nursi ng because it prevents the spread of diseases and infections from carers to patients. Poor hygiene enables infections and bacteria to spread around the hospital, especially when health professionals do not wash their hands thoroughly before and after seeing a patient.Therefore, if everyone washed their hands thoroughly wewould reduce the risk of cross contamination. By principle my student the importance of the hand washing technique this would then make a huge impact on their learning outcome. I would consider this assessment a direct observation of a procedural skill (Wilkinson et al, 2008). During my assessment, an observing qualified mentor was record and observing at all angles of the assessment and feedback. The observing assessor has completed the written feedback about the assessment provided (Appendix 2). My assessment was imagened using the criteria and a number of selected questions developed, to test the students understanding (Appendix 1).The criteria for the assessm ent, was planned at an appropriate level for the student to comprehend on both a theoretical and applicative level (Stuart, 2007).I will establish a rapport by introducing myself to the student and explaining the teaching that I will do without making the student learner feel anxious or nervous. I am planning to do a checklist where my student will be able to evaluate my teaching by completing a questionnaire. In this questionnaire my student will be able to evaluate me by choosing a mark between 1-5, 1 being very bad and 5 being very grievous (Appendix 3). With this plan I will be able to reflect on my teaching and identify my weaknesses so that future students will be able to learn even more from me.My observer informed me that I had established a comfortably rapport with my student which helped reduce any anguish with the student, also I was informed that I connected with my student which helped the student feel comfortable. The environment was calm which means that the locat ion was suitable for the teaching session. My observer also indicated that I had a good use of communicative language which also means that the student and I had no difficulties communication pre and post teaching sessions.My ordained attitude helped the teaching outcome as it eased the students anxiety and provided a good learning atmosphere. Considering the feedback and upon my own reflection on the assessment, there is need for my future development. However, I can say that my teaching was affective in a coercive light, and I feel that my student has demonstrated a good hand washing technique that they have learnt from my teaching demonstrations.For future references, I will ar telescope for my student to take on more responsibilities for example doing a hand washing audit. In conclusion, my observing assessor thought that my assessment of the student was suitable for their level of knowledge, skill and attitude (Bloom 1956,Hinchliffe 2009, NMC 2008b) and effective in definin g the level of competency in this clinical area.Part 4 My practice based teaching sessionI have arranged a teaching plan (Appendix 4), a power-point presentation and a hand out of the presentation antecedent to the teaching session. My presentation mentions the importance of the hand washing technique and gives tincture by step instructions that my student will find valuable. This teaching took an andragogy appeal as an opposed to pedagogy approach, however, during my demonstrations it was clear that the learning allows for a more pedagogy approach. The pedagogy approach uses a descriptive of the old-style approach to teaching which regards the teacher as the font of all knowledge and upon whom the student is dependent. The learning theory descriptionThe humanistic approach takes into account base feelings, attitudes and value when examining knowledge and skills and recommends that rationale for learning in personal growth. This approach is very useful in nursing, as the attitude s and ethics are closely relate to nursing. One of the key factors of this approach is the importance of creating an independent, student centred, pleasant and safe teaching environment. The humanistic theories identify two different types of teaching approach, andragogy and pedagogy. The andragogy uses the conceit of adult learning, where the pedagogy is generally regarded as relating to teaching children. There are four basic differences between the adult learner and child learner. Self-concept magnanimous are more responsible for their own learning experience, they are less dependent and self-directed in their own learning. Adults are more involved in the planning and evaluation of their work, whereas children rely predominantly on the teacher to plan and also evaluate their learning. ExperienceAdults use their past experiences and introductory knowledge as a guide to their future learning. Readiness to learn Adult learners are likely to be in education of their own accord the refore they take their initiative for learning and tend to stress more on that which has direct relevance on their lives. Orientation to learningAdults are more enthusiastic to try and apply their learning to life and will usually become more problem focused preferably than content oriented.The difference between the cognitive and behaviourist learning theories is that behaviourist believe that learning is based upon the key concept of stimulus solvent and condition whereas the cognitive believe that learning involves the mental process such(prenominal) as perception, reasoning, memory and information processing (Walsh, 2010).I have arranged for a qualified mentor to assess and observe my teaching and my feedback that I provided to the student (appendix 5). My assessor provided written feedback on my session. My assessor also noted how skilful the use of further reading and hand outs. Provision of printed hand-outs, particularly with quadriceps femoris for notes beside them, m ay help accommodate students who have dyslexia, and may otherwise compete to absorb the information provided (White, 2007).I arranged the presentation to a standard where my student would be able to comprehend, with visual and audio guidance where each lantern slide has just enough information to be thoroughly understood as I was going through the presentation I was keeping good eye contact and body language to ensure that my students felt comfortable. At the end of the slide, I asked my student if they understood what I said and demonstrated. My assessor commented upon the open questions I asked, keeping the student rice beered, engaged and relating to practice, encouraging andragogy learning.Learning StyleVisual Learns through images, visual tools or imagining events. Completed tasks on time, has a reasonable interest in theoretical values Auditory Learns well through duologue or lectures. Absorbs sequenced organised information well, Uses checklist. Great at multitasking. Can focus well and understands the big picture. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it light-headed to demonstrate. Cancompletely understand instructions or information when presented orally. Finds assistance to detail simple.Upon reflection I can use this experience to blast my personal knowledge and how to develop my skills as mentor in the future. I will different resource to expand on my teaching as a mentor, different methods to suit the individual needs to learn. A wider range of learning styles would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also ask my student, the best way to learn and accommodate their learning needs. I can also put more emphasis on patient safety issues (Beskine 2008).Part 5During my mentorship preparation, I have learnt that being a mentor is necessity part of the student learning curve. As a mentor it is my righteousness to support my student in mee ting the continues professional developments needs in agreement to the Code of Practice (NMC 2008b, Ali and cougar 2008). I also learnt that being a mentor is fragment and section of leadership behaviour to teach students (Girvin, 1998). Transformational direction focuses on the ability to influence circumstances or people by affecting their methodology of thought and their role modelling (Girvin, 1998). Transformational guidance in nursing inspires independence and allows students or staff to reach their potential and march ons good interprofessional rapport (Pollard, 2009).By assessing and addressing the daily obstacles mentors face in clinical environment, I would act as role model to overcome the difficulty of time and having a quiet place to assess my student. I would manage my time by planning ahead and adhere to this set time and keep back a room to interview my student in advance. This will help me to develop my student and help me as a mentor, but would also set a good e xample for the other mentors on the ward, this will improve their behaviour and practice in a positive way (Girvin 1998, Pollard 2009).Overcoming obstacles such as bad staffing levels, busy ward situation and the burden of clinical commitments influence me on a harmful effective working relationship between the student and I (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). Finding time to provide written feedback in the students documentation can be limited (Price, 2007). By e-mailing other colleagues mentors regarding the student feeler on regular basis it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009). This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009).Preventing influencing factors such as anxiety of the student or I affecting the reliability, subjectivity and the validity of the assessment (Price, 2007). This can be supported by facilitating the learning of my student by having flexibility and understanding of the different learning styles of the student, including students with learning difficulties or disability (White 2007, Stuart 2007). As mentors, we must place strong relations between practice and theory to ensure suitability of assessment and teaching. With these concerns, the student mentor relationship must be encouraged to provide a good quality learning experience (Ali and Panther, 2008).Pre-assessing my students learning style in the initial interview would help me encourage the student to participate in a higher standard of learning (Knowles, 1990). This would help me to adjust my working strategy to build a better relationship between the student and I. I am currently mentoring a first year student on their first clinical placement, and from observation I could identify they lack a great deal of experience with adult learning and constantly need extra support and provision of resources to facilitate the learning curve, predominantly with practical skills.Orientation is the gateway to a positive placement (Beskine, 2009). All students deserve to be assessed fairly and objectively (Ali and Panther 2008), however this might cause hostile emotions or teaching environment to both the student and assessor, so it is important that this is done properly, to ensure studentprogression is not impaired (Duffy 2003, Wilkinson 1999) and competence is insured to maintained patient safety(NMC 2008b, Lomas 2009).My main concern is to ensure that all the students I work with are properly assessed and are competent and fit for practice (NMC, 2008b). It is vital to frequently work with students and have clear objectives set for them from the initial interview (Duffy and Hardicre, 2007a). I am aware that my responsibility as their mentor is to make s ure all concerns with the student performance are raised by shopping centre the latest, so we can set action plan for the final interview. There should be no sudden surprises for the student summative assessment and for their progress and level of competence (Duffy and Hardicre, 2007a).In conclusion, mentoring is a complex and diverse role, and it is a role I will take on with focus and knowledge and the crusade to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a a good deal deeper understanding of the mentor student process through investigation of the confused aspects of NMC standards, as well as various assessments and teaching strategies. Areas on which I must develop are clear and in completing this play I feel adequately prepared, and look forward to further ontogenesis my skills and knowledg e within this role.

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