Teaching in clinical practice - Essay Example

? Teaching in clinical practice al affiliation Teaching in clinical practice Learning refers to the relatively undeviatingchange in behaviour, poignant execution that results from individual experience in the environment. Learning is a lifelong dynamic process, where individuals acquire desired knowledge that can be used to perform an action (Woolfolk, 2001). Teaching theory is a rational structure of incorporated constructs and doctrines that explain or forecast how individuals learn. There are several theories of learning that have been developed by psychologists that can be applied in teaching situation (Ormrod, 2004). Learning theories have contributed to the understanding of how people acquire knowledge and change their behaviours. Vygotsky (2009) states that teaching theory is an accepted principle that helps in understanding, explaining, predicting and controlling a particular concept. The human development theories vary in their approach, strength and weakness, but they possess one common aim, which is to give an important understanding of human development and behaviour. The theories are in four groups. Psychoanalytical is a social and personality theory, cognitive refers to the mind and its importance; behavioural relates to external factors while the humanistic deals with individual potential. According to Gagne (2005), learning theories applied at the personal, class, and societal levels not only aid in understanding and educating on current material, but also get to the bottom of challenges, modify detrimental behaviour, put together productive associations, direct feelings, and expand efficient deeds. Cognitive, behaviourist and social teaching theories are mainly practical to medical learning as a feature of specialized nursing put into practice. Behaviorists picture learning as the outcome of the stimulus circumstances, and the responses that result sometimes known as the stimulus response form of learning. The learning in this notion is relatively simple (Hinchliff, 2009). Behaviorists view responses and then influence the surroundings to convey meanings on the proposed change. At present in teaching and clinical teaching, behaviorists are more liable to be used in amalgamation with other teaching theories, particularly in cognitive theory. In this case, it is justified to argue that behaviorist theory is more important in nursing and health care institutions. To adjust people’s feelings together with their responses, behaviorists moreover, modify the stimulus situation in the surroundings or transform what goes on subsequent to a response occurrence (Quinn & Hughes, 2007). Motivation is the need to diminish some feelings in an individual, therefore, content, self-satisfied, or replete persons have modest inspiration to be taught and revolutionize. Making conduct to change from the early teaching to condition to other behavior is mostly a substance of performance. Transition is supported by a correspondence in the stimuli and responses in the teaching condition comparative to prospect situations where the reply is to be created. To a great extent, behaviorist teaching is founded on respondent training and operant training actions. The Pavlovian, also called the Respondent conditioning considers the significance of stimulus surroundings and the relations created in the teaching procedure (Ormrod, 2004). It is essential that teaching goes beyond instilling an impartial stimulus which is a spur that has no scrupulous worth or implication to the student. This is corresponding to a logically happening uncontrolled or untaught stimulus and uncontrolled condition response. After a small number of such merging, the impartial stimulus unaided, devoid of the uncontrolled stimulus, produces the same uncontrolled response. Consequently, teaching takes shape when the current conditioned stimulus is connected. To conditioned responses, a course that might properly take place devoid of deliberations on consideration or alertness. For instance, a case from physical condition care where somebody with no knowledge of health care institution, might admit a sick family member who might feel offended with the smell in the hospital. This can be applied to behaviorist theory of teaching. Cognitive teaching theorists emphasize on the magnitude of what the student learns (Vander, 2007). A cognitive theory entails a number of other minor theories and is extensively used in teaching and counseling. This is important in teaching; variations are in the personal mental process which entails individual attitudes, thinking capacity, intellectual thinking and ways of solving problems. Cognitive teaching is an extremely vigorous process mainly aimed at making an individual learn. Bandura (2001) argues brings to light the fact that, cognitive teaching entails looking for information, understanding according to what is previously known, and then incorporating the information into novel knowledge and comprehension of thoughts. Cognitive theories of teaching assert that incentive is not essential for education. More significant aspects are students’ goal achievement and credibility that develops conditions that are not the same, inequality and apprehension that stimulate them to take action judgment about opinions, varied diereses, opportunity, and societal experiences that influence any education situation and students’ mental understanding, or understanding of their way of learning. Cognitive learning theory entails quite a lot of recognized perspectives, such as gestalt, in sequence special consideration, human development, community development, and community cognition theory. Furthermore, in recent times, the education process has been developed to include issues connected to people’s feelings within cognitive theory. Bruner developed Cognitive approach, compared mind to a computer, in terms of processing data. Harari &Legge (2000) indicate that he had a breakthrough on, how our mind responds to stimuli. Cognition refers to knowledge acquired while cognitive processes mean the processes of acquiring knowledge, used and retained. Additionally, Brain (2000) indicates that cognitive theorists argue that adults have a great likelihood of getting to the formal operational phase. Adults are successfully educated from the existing methods to productive individuals. Secondly, in relation to adult conceptualization, psychologists advocated for complex process of reasoning in adulthood, away from formal actions. For instance, people learn how to deal with complicated ideas when they get older, an interpretation of the fact that is when they are in a position to combine information, and successfully incorporate what they have been taught. This is a unique that as it distinguishes adult way of learning from teenage way of teaching (Kramer, 2003). Adults can reveal a highly developed level of reckoning derivative from their knowledge and experiences, or they may reproduce minor stages of thoughts owing to lack of teaching, illness, hopelessness, unexpected stress, or treatment (Kiyak, 2005). Research shows that adults in general do well with independent learning that is where the learner is in control. Self-sufficiency and program is an open underlying principle for teaching. A challenge learning approach as an alternative of teacher centered approach, and the chance to use their knowledge and experiences to assist community members, according to Tennant (2006) is applicable. The importance of cognitive theory to learning is that nursing and other health professional education programs would be; if they are well applied, implemented and given utmost importance in terms of development of intellect functioning with patients, relatives, and employees, they encourage self- adjustment as a way to encouraging optimistic personal enlargement and successful leadership. Research shows that the improvement of these contributions in personality, and patients is connected with a better probability of strong performance, psychosomatic comfort, happiness, and consequential communal interactions (Brackett, 2004). An important advantage of the cognitive theory to physical condition care is its support of identifying and accepting individual difference, and diversity in the way people learn and deal with experiences. Cognitive theory has been practical in developing practical activities for breast cancer patients (Rogers, 2004), sympathetic human being differences in actions (Stroebe, 2006), and handling adolescent misery in ladies (Strauman, 2006). Cognitive theory displays the broad difference in how students aggressively develop their perceptions; deal with education situation; program, process, develop, recover ideas and work with their attitudes and feelings. These attributes are associated with communal and enriching experiences. The problem educators experience is to determine students’ cognitive level of development and the communal influences on education, and then determine ways to promote close, imagination, and difficult solving of problems. There are also challenges in accepting what is going on in the mind of the learners and in manipulative teaching activities that cheer public to reorganize their attitudes, sort out their thoughts, control their feelings, modify their actions, events, and produce resolutions to challenges. Carl Rogers and Abraham Maslow developed the Humanistic approach in America in the 1960’s in a reaction against the two other prominent mental approaches. The importance is positioned ahead of the individual and the motive that makes individuals carry out certain actions. Maslow’s ladder of desires shows how one gets to obtain needs (Bush, 2006). The Social learning theory according to Bahn (2001) drew out a view point on education that entails deliberation of the individual distinctiveness of the beginner, actions patterns, and the environs. Currently, his concentration is directed to the crash of community issues and the community context where teaching and actions occur. As the model has developed, the students have turned out to be seen as the main point what came to be known as human agency, which implies that the call for identification of what students think and how they are comprehend and handling societal situations. For this reason careful consideration needs to be put on the healthcare surroundings as a communal situation. Under health care, the application of the social learning theory has been implemented in nursing teaching, in terms of assessing psychosocial problems, and to make use of corroboration classes. For instance, research shows that those health practitioners, who are conscious of their duties and everyday jobs in developing an optimistic work situation, improve teaching, capability, and approval in their line of duty. Nurses have put these into practice especially application of social learning main beliefs’ in teaching teenagers (Stiles, 2005) and in taking care of drug addicts among grown-ups (Akers, 2009). The major challenge however, is that, the social teaching theory is complicated and cannot be prepared, calculated, and assessed. Maki (2010) indicates that Bloom developed a learning approach that identifies three levels in which learning takes place; cognitive– knowledge gain, psychomotor– skill development, and affective– attitude formation. The most striking aspect of the learning theories is that, the educator and learner have specific roles to play in an attempt to achieve the set objectives of learning. It is vital that the educator uses a variety of methods in instruction, since learners learn differently. The instructors must ensure that the lesson is designed in such a way that the needs of the learner are met (Cope &Informing Science Institute, 2006). The speaker aims at giving a lecture on record keeping as a tool for professional teaching practice, from the legal and professional issues surrounding it. The topic was chosen to increase awareness, increase knowledge and change the attitudes of aspiring nurses. Good record keeping enhance communication by enables the multidisciplinary team to communicate effectively with patient, family and the entire team, ensuring continuity of care Jasper (2007) emphasizes that proper documentation and record keeping is vital in the clinical setting. The teaching sessions not only educated participants on the subject of record keeping and documentation, but also looked at importance of accurate documentation and record keeping and the consequences, if the obligations are not met. The target audience involved in the teaching sessions were pre registered nurses third year students. To demonstrate this, he used analysed theories of learning and the learning process, in agreement with preparation and presentation of the lecture. Byrnes (2001) proposes that a plan is a method of organizing thoughts in sequence, as they will be delivered in teaching session. When planning the lecture, the fact that adult are independent; self-directed; goal oriented; relevancy oriented; problem-solvers and have built up life experiences where taken into consideration. Teaching strategies fall into three groups; large groups, small groups and the individual. These strategies involve teacher centred activities and learner centred activities. Byrnes (2001) argues that the teaching approaches are suitable in teaching larger groups of students. Some of these strategies include the lecture method that takes place when the teacher focuses on information transfer. Characteristically, the speaker stands before a class and delivers information for the learners. The class, in this case in centred on the teacher, not on the student. Lectures are an uncomplicated way to instil skills in the learners. In the course of the lectures, the educators control the content being taught in the lesson as they are the generators of knowledge. Lectures are often simple to develop as compared to other methods of instruction. Other methods include; demonstration method where learners get involved on the teaching learning process by demonstrating activities after being demonstrated to them by the teachers. Team teaching is where the learners get involved in teaching learning activities through group discussion, debates and presentation in the classroom situation. Question and Answer method allows students and the teacher brainstorm of topic issues as they give different responses based on topic of discussion while in video teaching learning takes place through the use of visual aids used in the classroom by the teachers as they teach in classroom. Some of the limitations of using lecture methods include the fact that learners who have hearing impairments will have a difficult time being engaged by lectures. Students who are slow in taking the notes will have trouble understanding what they should remember from lectures and at times, students find lectures uninteresting; thus a majority of them end up losing interest in the concepts being taught. Planning and delivering a lecture was just a complicated process which incorporates a lot of factors. These factors have to be taken care off in a methodical way, for effective teaching to produce good outcomes. A procedure known as APIE was considered, it entails Assess, Plan, and Implement and evaluate, and this facilitates measurable effectiveness teaching. The researcher lecture was based on record keeping and documentation. The seminar room provided by the university, and was arranged in advance. On the day when the teaching session was to be held, the researcher got there early but found it difficult to locate the lecture room, he finally located it was slightly late. This raised his anxiety levels. The teaching deliverance stated in the morning, my turn happen to be in the afternoon which to calm my nerves down. The lecture starts with introducing about the presenter and the topic being lecture together with specific outline the lecture will follow till the end. The actual presentation using projectors in form of power point presentation. PowerPoint presentations can be applied in a lecture presentation to give a general background information throughout a lecture; by using a presentation that is out of topic from the lecture can make listeners switch of from the presentation because listeners get ideas from the context of presentation. National Science Teachers Association (2002) indicates that the use of PowerPoint presentations is usually used in a lecture class to give highlight on specific ideas. When the speaker moves the slides during the speech an important point can be discussed using the power point presentation Using power point presentation, information is believed to be more effectively (Dennick & Exley, 2009).This presentation allows the presenters to display diagram’s pictures and other relevant pictorials during the presentation. Jasper (2011) adds on to say that, all this makes the presentation interesting; thus, motivating the speakers. Some of the power point slides can be printed to the class and used as handouts that students can follow as the lecture presents his lecture. Application of Gibbs (1998) reflective process in this case will be applied in the case of teaching record keeping and documentation. The model advocates for description of the topic, feelings in regard to the topic, evaluation of the entire topic, analysis, summary and action plan. With this model, it becomes extremely easy for the learners to be conversant with the entire topic. The first stage of the cycle is inclusive description of events that is related to the topic. The adult learners are asked to devise the first step towards keeping proper documents. Under supervision the adult learners must be directed towards devising the best way of categorizing documents after observing the process being conducted by other nurses. As a nurse, I must come in to help the adult learners who are having issues categorizing some of the documents in the clinical setting. Gibbs (1998) seconds step includes reflection on the entire event. Being under supervision, at times, the adult learners were nervous in the course of study as were not sure whether they were doing the right thing or not. Upon questioning some were too afraid that they were doing the wrong thing, some ended up evaluating the entire process. On Gibbs’ (1998) model, the third stage requires the learners to have a reflective on the entire learning process. Some of the learners were able to weigh the wrong and the bad in their clinical practice. The notion of the learners on record keeping being an unimportant event was cleared from the minds of many of the adult learners. Stage four allows for reflection of the situation. In this case, the adult learners were in a better position to understand the reasons behind the importance of the theme under study. Through evidence, a majority of the adult learners attested to the fact that record keeping cannot be alienated from the successful clinical practice (Geyer, 2006). Evaluation relates to the fact that, the adult learners become conversant with the importance of proper documentation in clinical practice by basing their arguments on facts and justifications in the learning environment under the guidance of the nurses. My action plan in this case will be related to the fact that further research needs to be conducted on the importance of proper documentation and records. Discussions with the qualified nurses will aid in emphasizing the need to keep proper records in the clinical setting. Reflection on the entire practice will enable the adult learners revolutionize their perception on the record keeping and documentation. With reflection among the adult learners, it becomes easy for them to take part in proper record keeping and documentation. Conclusively, teaching and assessment in the clinical setting, according to Downie &Basford (1998) must be inclusive of follow up on the progress of the learners in the clinical setting. In the case of effective teaching in terms of instilling skills in the adult learners in proper documentation is only possible through if the clinical teacher engages the learners in a reflective teaching and learning process (Brookfield, 1995). References Bahn, E. (2001) Social learning theory: Its relevance to the framework of nurse instruction. Nurse Instruction, 21: 110–117. Bandura, K. (2001) Social cognitive theory Perspective. Annual Review of Psychology, 52: 1–26. Brackett, G. (2004) Integrating feeling and cognition: The responsibility of touching intellect. Hillsdale, NJ: Lawrence Erlbaum. Brain, C. (2000) Advanced subsidiary psychology: Approaches and Methods. Cheltenham: Nelson Thornes. Brookfield, S, D. (1995) Becoming a Critically Reflective Teacher. Jossey-Bass Publishers. San Francisco. Bush, G. (2006) Education about knowledge: From theory to trends. Teacher Education, 34, 14–18. Byrnes, P. 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