Educational Practice as an Idea of Human Beings and the World - Essay Example

Rationale and Discussion of Teaching Plan for Nursing Postgraduate Course: Nursing Responsibilities when Assisting with an Endotracheal Intubation Name: Student No.: Date: Name of Supervisor: Introduction Each educational practice is an idea of human beings and the world they inhabit. The practises that go into education are not separate from attitudes to people and their interaction with the world. Learning is a product and a practice. There are various theories of how learning takes place. Alan Roger’s (2003) treatise of task-conscious or acquisition erudition is one, as well as the learning-cognisant or formalised learning. Previous definitions of learning identify it as a change in behaviour; it is viewed as an upshot of a process. It is tangible and is beneficial in spotlighting a fundamental factor of learning, and that is change. The clarity of this concept is sensible when wanting to conduct experiments although it is rather a dull tool. Some questions it answers include; Must there be evidence of performance for learning to have taken place? What factors would promote behaviour change? Does the behaviour change involve potential for change? (Merriam and Caffarella, 1991: 124) The four orientations of learning as outlined by Merriam and Caffarella (1991) are in the table below: Characteristic Behaviourist Cognitivist Humanist Social And Situational. Learning Theorists Skinner, Tolman, Guthrie, Watson, Hull, Pavlov, Thorndike Koffka, Kohler, Piaget, Bruner, Ausubel, Lewin, Gagne. Rogers, Maslow Lave and Wenger, Salomon, Bandura. Outlook of Learning Process Behaviour change. Inner, cerebral procedures (including insight, recollection processes and acuity. An individual operation to accomplish their potential. Communication /Surveillance in social framework. Progress from the margin to the axis of a community of practice Locus of Learning Motivation found in outer environment. Inner cognitive construction. Emotional and cognitive requirements The people and environment have a relationship that includes learning. Aims of Education Create change in behaviour toward the necessary path. Empowerment towards knowledge and skills that enhance learning. Self-actualisation and autonomy. Partaking fully in community activities and use of wherewithal. Role of educator. Shapes the milieu to reflect desired result. Constructs the substance of learning activity Enable advancement of the entire person. Endeavours to institute societies in which discourse and participation can take place. Expression in mature pedagogy Behaviour aims. Proficiency founded education Development and training of skills. Mental development Aptitude, knowledge and recollection as a product of age. Erudition on how to learn. Andragogy Learning that is self-directed. Socialisation Participation socially. Associationalism Discourse. The above schematic demonstrates the different views that often entail differing concepts on the aims and procedures that embody pedagogy and the function of teachers within it. It is also notable that these theories are applicable to various sectors of the acquisition-formalised scholarship gamut. Didactic Method Didactic lessons utilise models that are presented for the mutual contemplation of student and teacher. For instance, the comprehension of Renaissance art would entail contemplation of the pieces by the class. In this way, there is progress toward greater understanding of the concepts within the phenomenon. The process of didactic instruction begins with the concept under contemplation. A representation of the concept is displayed for analysis, together with replicas and each is examined for its merits and properties. This is followed by comparison of the ideas to each other, to identify common ideas. Lastly, dissimilar categories are compared and this facilitates the isolation of what is unique about your idea. This method can effectively be used in science, music, art, languages and mathematics (Kern, 2011). Dialectic Method This is also known as the Socratic Method. It involves an unyielding quest for truth through the use of unending enquiry. To begin, it is necessary to identify a goal and then pursue it. Once understanding of dialectic instruction is refined through experience in questioning, and then Socrates’ method can be adopted. This entails two stages: the ironic and maieutic. The ironic stage involves probing questions that test the student’s understanding in order to identify the flaws in his reasoning. These could entail inconsistencies, deficient description of terminology, defective judgment and other widespread errors that are frequently made. The aim of this stage is to cast doubt on the student’s convictions in order to assist them to perceive reality as it is. Once this happens, the student is prepared for the maieutic stage. More suggestions are made by the educator at this stage than the first. However, questions are still the driving force for the student. The purpose of this stage is to create a more precise perception of truth. Both these methods impart knowledge by the asking of questions. This is the most effective method to train the mind (Kern, 2011). Nursing Responsibilities When Assisting With an Endotracheal Intubation Reason for Procedure Endotracheal intubation is used for safeguarding gastric aspiration and discharge. It is also used to access and preserve breathing in complicated airway and surgical positions or procedures. It also supplies positive pressure aeration, inhibited concentration of oxygen up to 100% and enables elimination of emissions through suction. Nursing Objectives Nurses are present during the procedure to dispel the unease of the patient. They also support the medical officer as needed to set up the pertinent equipment. Figure 1: set up of equipment for endotracheal intubation. Source Damien RN (2011)            Nursing Responsibilities The nurse needs to ensure that the patient has nil by mouth at least 4-6 hours before the procedure. With the exception of situations that are life threatening. The Anaesthesiologist may require that the Registered Nurse to apply Cricoid pressure by insertion of her fingers on the cricoids cartilage and application of pressure to block the oesophagus. She should maintain the pressure until so instructed by the anaesthetist after the cuff of the endotracheal tube has been puffed up. It is the nurse’s duty never to leave the patient alone while intubated. Lastly, if the patient has dentures, they can be left on site as the anaesthetist prefers. Should they require to be removed, then they must be placed in a well-labelled receptacle (Damien, 2011). The nurse begins by gathering the pertinent equipment and notifying respiratory therapy as well as radiology to prepare for intubation and mechanical ventilation. She or he then explains the aims of the procedure to the patient and gives them the chance to express their anxieties and answer any questions arising. A discussion on modes of communication while intubated is carried out and procurement of a magic slate is done. Any prescribed analgesics and sedatives are administered and oxygen and ETCO2 levels monitored every half to one hour. The report is conveyed to the physician. The Endotracheal tube could need suctioning every once in a while to ensure clear airways. Periods of constant rest must be facilitated and vital signs monitored every 1-2 hours. Skin colour is assessed, together with capillary refill and incidence of oedema every four hours. Urine output is monitored hourly and lung sounds and chest excursion every 2 hours according to the Nursing Care Plan (2003). Teaching Method The didactic method is used in the teaching plan because it is the most suitable method to pass on the information necessary to have an effect on the designated learning outcomes. Assessment Criteria Effective assessment and feedback procedures rely on ten principles that are required to: Shed clarity on what good performance entails. That is its objectives, criteria and values. It must measure the extent to which students are able to employ the goals, criteria and standards throughout the process of assessment. It should promote the expending of time and effort on difficult pedagogic tasks. Provide an examination of what level the assessment tasks promote the revision of class work, in and out of the formal learning environment as well as individual study; And to what depth. Convey high value feedback data that aids students self-correct. Promote constructive encouraging beliefs and confidence. Encourages discourse and interaction around the topic being learned both amongst peers and between teacher and student. There must be opportunities created to promote this. Enable the advancement of self-examination and expression in learning. Facilitate choice of assessment by learners in both content and processes. The students should be involved in the process of making decisions about policy and practice of assessment. Enable the progression of communities based on learning. Assist in the adaptation of learning to students’ needs by teachers Nicol (2007). Extensive research has revealed that students do not perform as well as they might in assessments because of a failure to understand what is required of them Rust, Price and O’Donovan (2003). Self-regulation cannot take place unless there is understanding of exactly what is expected of them. When the scholastic framework is connected to occasion for peer discourse and communication, it not only promotes a feeling of belonging but also augments academic learning. Many academic bodies promote dialogue amongst peers and linked learning through group projects. A benefit of including dialogue in the schedule is that it results in decrease of the teacher’s voice making way for the voice of the student to be heard (Gravett and Peterson, 2002). This empowers the student. References Damien R.N. (2011). High Dependency Unit Endotracheal Intubation. Dames Clinical Nursing Education Webring Gravett, S and Peterson, N. (2002). Structuring dialogue with students via learning tasks, Innovative Higher Education, 26 (4): 281- 291 Kern, Andrew. (2011). Two Methods of Instruction. Articles from the Classical Teacher. Circe Institute. Merriam, S. and Caffarella. (1991). Learning in Adulthood. A comprehensive guide, San Francisco: Jossey-Bass. Nicol, David. (2007). Principles of good assessment and feedback: Theory and practice. Keynote Paper. University of Strathclyde Nursing Care Plan. (2003). A Client with ARDS Rogers, Alan. (2003). What is the Difference? A new critique of adult learning and teaching, Leicester: NIACE. Rust, C., Price, M. and O’Donovan, B. (2003). Improving students’ learning by developing their understanding of assessment criteria and processes, Assessment and Evaluation in Higher Education, 28 (2): 147-164 Read More