Learning and Teaching Assessment - Essay Example

? Learning and Teaching Assessment to Support a Failing in Nursing Table of Contents Introduction…………………………………………………………..……………………………3 The Gibbs Model of Reflection (1988) ……………………………………………………...……3 Stage 1: Description……………………………………………………………………………….4 Stage 2: Feelings and Thoughts…………………………………………………………………...4 Stage 3: Evaluation……………………………………………………………………..…………6 Stage 4: Analysis…………………………………………………………………………..………7 Stage 5: Conclusion…………………………………………………………………………….…8 Stage 6: Action plan………………………………………………………………………………8 Conclusion………………………………………………………………………………………..9 References………………………………………………………………………………………..10 Introduction This assignment has been mainly conducted to identify and utilize the learning and teaching strategies that aim at assisting and supporting failing students in their effort to achieve their desired learning outcomes. It is also aimed to find how these strategies will develop a convenient learning environment that facilitates a smooth learning process for the students. I decided to greatly apply the Gibbs model and reflective cycle (1988) of reflection, which mainly encompasses description, feelings, an action plan, evaluation, analysis and a conclusion as both the author and mentor in this case. With the use of this model, a cyclic structure to assist in the understanding of a reflective practice is forthrightly provided as a guide. In the learning process, the reflection practice has been in constant use and is, therefore, not a new concept. It is an active process that starts with the reflection back on the situation, thinking over it and learning from the situation. According to Jasper (2003), the new knowledge that is acquired is then applied in future situations. As the author of this assignment, I am a nurse in one of the busy surgical wards in Singapore, where at times students are posted for their placements. The Gibbs Model of Reflection (1988) This model mainly takes place in six stages. These are the first stage that comprises description stage that makes it necessary to identify and describe the events, the second stage that is made up of the feelings and thoughts from where the feelings and opinions of both the mentor and the student are recognized. The third stage is that of evaluation where a description about what is good and bad in relation to the event is necessarily provided. In the fourth stage, which involves analysis examines the event and the expansion of knowledge that encourages the student to see and make sense out of the situation. The fifth stage is made up of the conclusion where the new knowledge acquired as well as any other step that should be taken are recognized. The sixth and final stage involves the action plan through which the acquired new knowledge is related to a forthcoming experience. Stage 1: Description As the mentor, I conducted a mid placement interview assessment on Catherine who seemed to fail in the achievement of some of her learning outcomes as a 2nd year student. As I found out, Catherine experiences some difficulty in communication with her staff mates and patents as well. She is not well conversant with the English language and thus finds it difficult to communicate some of the terminologies with the patients and her colleagues. With this, she usually finds it very difficult to make herself understood. Despite these, she also exhibited some extremely positive sides in that she was very professional, courteous and hardworking and as a result seemed to be achieving most of her professional competencies. This has also been proven by some of the other, mentors in the clinical setting who have identified her inability to communicate with them as well as the other patients. Stage 2: Feelings and Thoughts According to Duffy and Hardicre, mentors need to look at and consider themselves when they are faced by a failing student (2007a, p. 29). Thus, while assessing a student with failure problems, it is not proper to ignore a particular problem (Duffy, 2003). Since I was also once a student before becoming in charge as a professional and hence a mentor, was really in a position to understand what the student was going through. It is the aim and happiness of all students in practice to achieve their learning outcomes hence attain some level of professionalism to help them attain their certificates of competency and register after they become proficient. It is thus extremely important to understand why the student is experiencing difficulties in communication (Duffy, 2003). The fact that she was not born in Singapore helps me to comprehend why she would experience some difficulty while communicating in English and hence unable to properly relay the expected terminology. This explains her lack of confidence while communication since she may have been brought up within an extremely different culture from the one that she is currently experiencing. In particular, she might not have used English as the medium of communication in her education in the country where she lived previously. As such, it could have led to the knowledge deficit with regard to the language. She is also in her second year of study. In this respect, she may not be in a position to understand the importance of excellent communication and interpersonal skills within the nursing practice. At this point, it is also understandable that the student has encountered so many terminologies to master and use. This is made more difficult if the basic language of learning was not English and yet she is currently required to communicate in English. I find that with these factors to consider, most of these words may be really confusing to apply among colleagues and patients. It is these therefore that may be presenting the challenge of Catherine being unable to achieve her learning outcomes during her placement. It is also important that awareness is created so as to bring about change. At such a point, as the mentor I would advice on the need for the student to acquire more knowledge in the English language. I would also advice the student on the importance of mastering the terminologies as well as enhancement of her communication and interpersonal skills. Stage 3: Evaluation In the learning environment, a number of factors could be contributing to the failure in attainment of learning outcomes for Catherine. Duffy (2006) reveals that students usually blame their failure on past mentors, their university courses and the lack of appropriate placements. This may include the colleagues, mentors, and the learning environments which may be affected by the busy schedule, different expectations, nature of the ward, the unique needs of the patients and the difference in culture. In the case of Catherine, as the mentor I should specifically pay attention on her personal concerns in order to provide a conducive learning environment (Andrews & Chilton 2000, p. 559-560). All the other staff members and mentors in the clinical setting should be encouraged to understand her position. In this sense they should always try to receive her with a smile and in a polite manner. They should be encouraged to give her more time to get familiar with her environment. They should always be kind to her and encourage the working in teams to help her dispel any doubts that she has had with her work. In this relation the ward should be made resourceful with staff that are knowledgeable and in a position to provide learning opportunities for students (Jokeleinen et al., 2011). In this case, one of the important steps was to familiarize Catherine with a multidisciplinary team o enable her understand the different cultures and feel comfortable while operating in any of them (Mc Nair et al. 2007, p. 425). Before the beginning of any assessment session the mentor should make the student aware of all these plans in order to reduce the level of anxiety since t significantly affects the learning outcomes (Hand, 2003). In addition, I would ensure that Catherine begins by performing simple tasks first to prevent her from being overwhelmed by the busy schedule that she is not used to. Zulelo shows that students usually are able to recognize their clinical weaknesses and become concerned about their shortcomings. In turn, they become relieved when their mentors reveal areas that need to be improved (2000). The NMC highlights that mentors must have the opportunity to meet n order to explore issues of assessment and supervision together with other mentors and practice teachers on a face to face level. The students should also be encouraged to perform a self assessment on their required clinical outcomes (Duffy, 2003). Stage 4: Analysis The responsibility of the mentor is to teach, assess and guide the student. As such, he or she should act as a role model for the student. It is by reviewing of the assessment documentation that the mentor is able to confirm the learning outcomes that the student is expected to achieve. It is always advised that the mentor and student be on the same shift for effective guide and support (Anderson 2011, p. 50). In clinical practice, it is mainly advised that the mentor encourages the student to always record their experiences and opinions in a daily book in order to use it as reference (Gray & Smith 2000, p. 1545). The mentor questions the student in order to stimulate her level of critical thinking level and enhance her problem solving skills (Carlson et al. 2009). The mentor should also identify the main causes of failure in the student. As such she should approach the problem from a professional perspective and avoid bearing a judgmental and emotional attitude when investigating the problem (Hodges 2009, p. 34). In this case, I gave myself and Catherine enough time to listen to her concerns and feelings so as to get feedback. The feedback should be a continuous process that should be received during the first assessment. It helps to know the performance and hence corrects the failing student since she is able to reflect on her mistakes and correct them (Duffy & Hardicare 2007b, p. 28). Stage 5: Conclusion Failure can at times bring about positive outcomes. Thus, it is of great importance to discuss with other colleagues who also serve as mentors whether the expectations of the student are realistic. This is because they have interacted with the student, are aware of his failure and as such are in a position to provide a realistic plan to achieve the expected outcomes. The crucial problem areas should be adequately documented along with the plans meant for development. It is also important to reveal that there are some evidences of success for the student. Finally, if a student is to pass a placement, the mentor should ensure that they are confident about patients being in safe hands in the future (Sharples & Kelly 2007, p. 45). This is if the students proceeds with the routine and qualifies to be a nurse. It is also vital that mentors are not afraid to fail students. They should additionally realize that failing students are identified so as to prepare for greater achievements within the clinical practice. Stage 6: Action Plan The mentor is usually encouraged to follow the reflective plan in order to look forward and make plans in case they come across a similar situation in the future (Royds 2010, p. 22). It is the role of mentors to consider whether the expectations of the student are realistic (Duffy 2003). This includes the incorporation of a reflection, which helps the mentor to learn from previous experiences and thus apply them in improving their current practice. It is also important to contact the tutor of the student so as to discuss personal concerns. It is after this step that a mentor is able to reflect herself and learn how to offer support to failing student. I thus found the first contact with the student an important step in building an effective relationship with her (Wilkes 2006, pp. 42-47). From this step, I was able to realize that students have experiences of different levels that are influenced by the previous experiences (Benner, 2001). This reveals that there are five levels of experience, which include novice, beginner, competent, proficient and expert. With this, it becomes important for the mentor to identify the level of experience in which the student is ranged in order to be in a position to prepare the convenient teaching plans. As the mentor to Catherine, I was able to identify the correct assessment and learning styles to apply during the initial stages. This, as Frankin (2009 ) indicates, provides a better learning environment for students. Conclusion Mentoring is a significant complex and challenging task. However, to make the task much easier the mentor should apply some of the available models. In this case, chose to use the Gibbs model as the reflective framework due to its efficient outline in helping to handle the problem at hand. This is applicable in the initial, mid and final processes of the mentoring and assessment process. The chances of availability of learning difficulties in a student should be identified early enough to give the student a chance to develop an action plan that helps them to achieve their learning outcomes. With it, both the mentor and student in this case were able to realize that learning is a proactive process. In addition, it also requires a conducive clinical environment in which the student works. Moreover, feedback, which should be constructive and continuous, should be importantly provided. It is because students find it extremely useful in understanding any of the concerns that a mentor may possess. Bibliography Anderson. L, 2011. A learning resource for developing effective mentorship in practice. Nursing Standrard. Vol. 25 (51): Pp 48-56. Andrews. M., and Chilton .F, 2000. Student and mentor perceptions of mentoring effectiveness. Nurse Education Today. Vol. 20: Pp 555-562 Benner. P., 2001. From Novice to Expert. Excellence and Power in Clinical Nursing Practice. Addison-Wesley, California. Duffy, K., 2003. Failing Students: a Qualitative Study of Factors that Influence the Decisions Regarding Assessment of Students’ Competence in Practice. Glasgow Caledonian University. Retrieved 10 Nov. 2013 from www.nmc-uk.org/ Duffy, K. and Hardicre, J., 2007a. 'Supporting Failing Students in Practice 1: Assessment', Nursing Times 103 (47): pp 28-29. Duffy, K. and Hardicre, J. 2007b. 'Supporting Failing Students in Practice 2: Management', Nursing Times 103 (47): pp 28-29 Gibb’s. G., 1988. Learning by Doing: A guide teaching and Learning Methods. Oxford, Further Education Unit, Oxford Polytechnic. Gray. M.A., and Smith. L. N., 2000. The qualities of an effective mentor from the student nurse's perspective: findings from a longitudinal study. Journal of Advanced Nursing. Vol, 32 (6). Pp 1542 -1549. Hodges. B., 2009. Factors that can influence mentorship relationship . Nursing standard. Vol, 21(6): pp 33-35. Jokelainen. M., Turunen. H., Tossavainen. K., Jamookeeah. D., and Coco. K., 2011. A systematic review of mentoring nursing students in clinical placements. Journal of Clinical Nursing. Vol, (10): Pp 11-13.. MC Nair. W., Smith. B., & Ellis. J, 2007. A vision of mentorship in practice. Journal of Preoperative Practice. Vol. 17 (9): Pp 421-430. Nursing and Midwifery Council (NMC), 2008a. Standards to Support Learning and Assessment in Practice. Second Edition. NMC. London. Royds. K., 2010. Using reflective practice to learn from good and bad experiences. Learning Disability Practice. Vol, (13), no (5): Pp 20-23. Sharples, K. and Kelly, D., 2007. 'Supporting mentors in practice', Nursing Standard 21 (39): pp 44-47. Wilkes. Z., 2006. The Student-Mentor Relationship: A review of the literature. Nursing standard. Vol. 20 (37): Pp 42-47. Read More