Educational Theories: Preparation of Sign-off Midwifery Mentors - Essay Example

Preparation of Sign-off Midwife Mentors, a Reflective essay based upon a teaching session in clinical practice Introduction Educational theories play a major role in the dissemination of skills and knowledge from the educator or mentor to the student. These theories provide a clear guideline of the ideal approach to take in the process of education (Gibbs, 1994). Many theories have often been dismissed as not being relevant to real practice. However, educational theories stand out as being very relevant to the practice of teaching and learning. This paper is a reflective essay based upon a teaching session that I undertook with a third year student midwife. Being a qualified midwife, I am required by NMC to be its mentor, a role that involves successful completion of an NMC approved mentor preparation programme. My roles included facilitation of learning, supervising and assessing students in a practice setting. All midwives are required by NMC to be sign-off mentors particularly to those under training. This essay is a reflection on my teaching session and focuses on the aspects of my teaching session. It critically analyzes how educational theories underpin the facilitation of learning in clinical practice. How educational theories underpin the facilitation of learning in clinical practice Teachers and other educators are faced with numerous situations where they have little or no idea on how to handle them. It would be much easier if there were evidence-based guiding principles for these teachers. Fortunately there is a set of theories that can greatly inform the teaching practice and avoid such situations (Andrews and Wallis, 1999). The learning theory According to Malcolm Knowles, Andragogy refers to the science and art of assisting adults to learn (Knowles et al, 1984). Andragogy has its base on five key assumptions about how adults are motivated to learn, their attitude towards learning and how they learn. (Candy, 1991) However, there is a wide gap between practitioners and academics, leading to the belief that theories are irrelevant to practice. First, the theory assumes that adults have a sense of independence and self direction. This in itself is an assumption that these learners are already motivated enough to carry on with the learning process. Second, the theory assumes that these adults have a lot experience, which could turn out to be a rich learning resource. They can easily compare their experience to the theories being learnt, leading to a better grasping of what is being taught. Experience and theories complement each other in enhancing the learning process. Third, the theory assumes that adults greatly value learning that is capable of integrating with their daily lives' demands. Fourth, the theory assumes that adults prefer immediate and problem centred approaches to learning as opposed subjected-centred ones. Finally, the theory is of the assumption that adults derive their learning motivation through internal drives as opposed to external ones. The adult learning theory has seven principles derived by Knowles and commonly referred to as principles of Andragogy. The first principle calls for the establishment of an effective climate of learning, where the learners can feel comfortable and safe and can express themselves. The second principle calls for the involvement of learners in mutual planning of curricular content and relevant methods. Thirdly, learners should be encouraged to devise their own objectives of learning in order to give them more control over their own learning. Fourth, learners should be encouraged to devise strategies to use the resources in achieving their objectives. The fifth principle proposes the involvement of learners in the diagnosis of their own needs, a step that helps in triggering internal motivation. The sixth principle supports learners to carry out their plans of learning. The seventh principle demands the involvement of learners in the evaluation of their learning in order to develop their critical reflection skills. Planning and organization Having discussed with the learner about her current needs and level of understanding, it was decided and agreed that neonatal resuscitation would be the subject for the teaching session. A variety of teaching methods were used including one-to-one tuition, simulated scenario based practise and a quiz to help understanding of the anatomy and physiology. I am of the view that I took the best approach in planning and organization of learning since I involved the learner in the process (Darra, 2006). This enabled me to know her exact educational needs and the areas to put emphasis on. This is in line with the principles of educational theory and practice. Communication I felt that I used my communication skills to good effect. Good eye contact, relaxed environment, appropriate open questioning, opportunities to reflect and check understanding (Bandura, 1977). I felt that I maintained a good balance of these all through the training period. All these factors led to an effective learning process that met the requirements of NMC. Learning environment The student was made to feel at ease and comfortable at all times. A designated place was sought to discuss learning outcomes and reflect both prior to the session and afterwards. We did not encounter any disturbances or interruptions during the learning process. The student acknowledged that she was made to feel comfortable at all times. This environment enabled the student to raise any concerns she had and request for further clarifications on any of the concepts she did not understand. This approach went a long way in creating a good learning atmosphere for the student. There was a good teacher-student relationship, which is highly advocated for by the education theories and principles. This kind of learning environment can be viewed as having met most of the requirements in Abraham Maslow's hierarchy of needs. Interruptions and disturbances can be regarded as hindrances to acquiring of the physiological needs of education. Since such hindrances were absent, the student was able to focus on higher level needs; acquisition of knowledge and skills (Maslow et al, 1998). This learning environment therefore met Maslow's hierarchy of needs comprising physiological needs, security and safety needs, self esteem needs and self actualization needs with regard to education. Learning styles I used a variety learning styles including lectures, simulations, and role play experiential learning which went very well with the student. These learning styles were carefully chosen in line with the needs of the student. Management of learning The teaching session was complemented by current up-to-date guidelines produced by the Resuscitation Council (UK), guidelines that are adhered to by our hospital. I felt it important that the student had an opportunity to practice hands on with a mannequin through simulated scenarios, one-to-one tuition covering anatomy and physiology; she was also questioned regularly to ascertain her understanding. This also offered the student a chance for further reflection. I am of the view that management of learning was done very well and in accordance with the education theory. Moreover, this enabled her to acquire the necessary skills and knowledge in the midwifery field, in compliance with NMC regulations. Resources I used a comprehensive teaching plan, gave appropriate handouts for student to enable her acquire the skills systematically. Moreover, I ensured that we had overall aims and objectives of each teaching session and made use quizzes, rhesus council guidelines, mannequin and use of resuscitaires. I feel I provided the necessary resources to the student to enable effective learning, to meet the requirements of the NMC (Kaufman et al, 2000). Reflection On reflection with the student, it was agreed that the information given was appropriate to her current level of knowledge and understanding. She already had a good level of comprehension and felt that the teaching session enhanced it further (Schon, 1987). She particularly enjoyed the scenario based simulation and opportunity to practice. Evaluation Despite my initial nervousness at being assessed myself I felt that the teaching session went well. Use of appropriate questioning at regular intervals enabled us to discuss many points and issues rather than just me giving her lots of information solely. I felt the physiology became a little dry at times and better use of the quiz would have resolved this; this would be something I would do slightly differently next time (Begley, 1999). I received good positive feedback from the student who enjoyed the experience as it complemented her knowledge and understanding. Conclusion This reflective essay has clearly shown that it is possible to bridge the gap existing between practice and educational theory. Through the use of learning and teaching methods that utilize educational theories and the principles derived from them, medical educators and mentors will become more effective. This will not only result in the enhancement of the development of skills and knowledge, but also positive attitudes among the learners, leading to the improvement of the next generation of mentors and teachers. The ultimate result of this is better trained healthcare personnel who give high levels of care to patients. This will in turn result to an improvement of in patient outcomes. Bibliography Andrews, M and Wallis, M (1999) Mentorship in Nursing, Journal of Advanced Nursing Bandura, A (1977) Social learning theory, Practice Hall, New Jersey Begley, C (1999) Student midwives' views of learning to be a midwife in Ireland, Midwifery Candy, P (1991) Self-direction for lifelong learning, Jossey-Bass, San Francisco Darra, S (2006) Assessing midwifery practice from the mentor's perspective, British Journal of Midwifery Gibbs, G (1994) Reflective cycle, Oxford Polytechnic, Oxford Kaufman, D et al (2000)Teaching and learning in medical education: how theory can inform practice. London Knowles et al (1984) Andragogy in action, San Francisco Maslow, A et al (1998) Maslow on Management, John Wiley Schon, D (1987) Educating the reflective practitioner, San Francisco, Jossey-Bass Read More