Establishment and Implementation of the Role of Practice Teacher - Essay Example

Develop and submit a strategy for establishment (primary care trust) and implementation of your new role as a practice teacher Part One Introduction In order to understand the role of practice teacher in primary care trust, we should refer at a first level to the role of teacher within the learning environment in general. In this context, we could refer to the study of Raban (2001, 34) who stated that ‘along with the cognitive growth, social opportunities influence learning; indeed, learners of all ages are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others’. The above comments include a series of valuable suggestions for teachers within all learning environments. In accordance with the above view, the role of teacher within a specific learning environment can be proactive only in case that the delivery of the material included in the curriculum is combined with the effective explanation to the students of the value of the knowledge transferred to them not only by a scientific point of view but also practically in their daily activities. However, because social and cultural trends change constantly, so do the methods used by teachers in the various learning environments. The above issue is also highlighted by Wagner (2001, 384) who supported that ‘the problem is that fundamental changes during the last quarter century in the nature of work, in expectations for citizenship, in our understanding of what must be taught and how, and in students motivations for learning - taken all together - have rendered our system of education totally obsolete; now all students need different and more sophisticated skills, such as the ability to solve problems, work in teams, and learn independently’. Despite the above, the role of teacher in the personal and professional development of students remains significant. Only the methods used across the various educational sites have to be differentiated in order to be more ‘acceptable’ from students. Current paper focuses on the role of teacher specifically within a primary care trust environment. As already explained before, his role should be considered as having similar characteristics/ aspects with the one of the teacher that works within a common teaching environment (e.g. school, university). However, specific differentiations have to be made in his case in order for teaching within the nursing environment to be effective towards the target set by the relevant administrators. Because of the above, the general characteristics of the role of teacher within a common teaching environment are analytically presented below combined with an explanation of the role of teacher within the primary care trust. On the other hand, the incorporation of a specific example referring to the issue under examination has been considered as necessary in order for the issue mentioned above to be effectively addressed. Part Two 2.1 Role of practice teacher in the community nursing environment in relation to health visiting practice (Legal policy around education, Clinical supervision, Professional responsibilities, Accountability Employee/proffesional/Student/relationship, mentor support, Models of Management, Partnership working, Interproffesional working environment, politics, supervision, teamworking, Advocacy, Leadership roles) In order to understand the role of practice teacher in the community nursing environment, it is necessary primarily to refer to the role of teacher within the educational sites in general. Afterwards, the particular characteristics and needs of the community nursing environment can be taken into consideration in order for the appropriate policy to be used when evaluating the role of practice teacher within the specific environment. In this context, we could refer to the study of Pena (1996) in which it is stated that ‘comparisons involving different groups of students are demeaning and stratifying and that effective schools and consultation with teachers recognize "human agency, [and] the values, commitments, expectations, and actions of the people who work in [schools]” (Skrtic, 1991, p. 208, in Pena, 1996, 316). Under these terms, it would be necessary for teachers of all levels to use the appropriate policies promoting diversity and equally supporting students of all social, cultural and racial backgrounds. In the community nursing environment the application of the above strategy could help towards the improvement of the trainees’ performance and the increase of productivity within the particular unit. The importance of equality as a necessary element of any educational policy has been extensively highlighted in the literature. In this context, it is noticed by Fullan (1999, 2) that ‘diversity means different races, different interest groups, different power bases and basically different lots in life; to achieve moral purpose is to forge interaction and even mutual interest across groups’. If diversity is promoted, it would be ensured that the productivity of employees (trainees and students within the community nursing environment) would be promoted even in the long term. From another point of view, it is suggested by Reigeluth (1983, 222) that ‘a critical characteristic of meaningful learning is mindful activity in accordance with which in order for learners to be active, they must manipulate something (construct a product, manipulate parameters, make decisions) and affect the environment in some way’. In accordance with the above, the success of any educational effort is not depended only on the skills and the competencies of the particular teacher but also on the willingness of the learner. Indeed, in the study of Ediger (1999, 57) was revealed that if desiring ‘to attain an adequate self concept as an objective of instruction, students need to be successful learners; feelings of failure in learning opportunities should be omitted’. Of course, it would be expected that the students/ trainees within a specific community nursing environment (as in any educational site) may face problems regarding the understanding of the material delivered and its practical implications. This issue is of particular importance especially for the people working in the medical sector in which the possible negative outcomes of a specific initiative could result to the death of the patient involved. It is clear from the above that both teachers and learners within a specific educational site needs to be appropriately prepared and willing to participate actively in all initiatives aiming to the completion of the relevant task (study of the material related with the specific course and understanding of its practical implications). Because of the existence of many adverse conditions regarding the application of educational schemes (a situation which can be observed in many countries internationally) and the work of teachers within them, it can be considered as of critical importance for the failure of the project under examination. Regarding the above, Hargreaves et al. (1998, 2) suggested a series of principles that can be applied by the managers of any educational organization:: ‘a) new and often tightly defined curriculum targets, standards or outcomes that emphasize various kinds of higher order thinking, b) more systematic and pervasive forms of standardized testing, c) innovative teaching strategies such as cooperative learning and reading recovery, d) the impact and rapid spread of new technologies’. All the above plans, if appropriately applied they could help teachers in all educational sites (including the primary care trust) to offer to students the necessary educational and social support in order to be appropriately developed (both personally and professionally) even in the long term. However, apart from the responsibility of students/ learners as described above, the leader involved in the relevant effort should also try to develop the communication and the cooperation within the learning environment by appropriately intervening where necessary. Figure 1 – Parts of a leader’s responsibility in an educational environment (as in Senge, 2000, 327) The role and the responsibilities of the leader within a particular educational unit can be observed in figure 1. In accordance with this figure, the role of teacher is significant towards the appropriate structuring and the development of the so called ‘learning cycle’. In other words, teacher in a specific educational site (he/ she could be regarded as having a similar role with the one of leader) should intervene in a series of activities aiming to the appropriate application of the educational policy in general and at a next level to the resolution of specific problems appear within the particular site. In this context, it is noticed by Ediger (1999, 57) that the objectives set by leaders within a specific educational site ‘need to be achievable by students and the learning opportunities to attain each objective need to be meaningful, purposeful, provide for individual differences, and secure learner interests’. Of course, it is possible that different strategies are applied by leaders within each particular educational site. However, certain policies are applicable in all similar environments but only the term that appropriate preparation has been made in advance customizing the strategies followed in accordance with the needs of the particular case. The preparation made by teachers regarding the application of a specific educational policy in practice should be divided in many parts. One of the most significant parts is the authentic assessment which ‘includes such ways to measure student progress as writing portofolios, cooperative group projects, exhibitions, observations, personal communication, experiments, and performances’ (Simon, 1986, p. 12, cited in Williams, 1999, 153). When authentic assessment is applied on a particular educational site, a specific methodology should be followed in order to avoid any potential resistance to the attempted changes. On the other hand, it should be noticed that knowledge does not have the power to promote the skills of students if it is not combined by a series of specific initiatives and efforts. Regarding this issue, it is noticed by Barnett (2000) that ‘a student’s acquisition of communicative skills, power, confidence, and ability to assert oneself are of significant importance; in addition, creativity, judgment and responsibility form part of the very valuable, complex skills, and necessary objectives required in higher education in this age of “supercomplexity”’(Barnett, 2000). The above view also supported the assumption presented above that the skills of students within a particular educational environment can be promoted only through the application of specific policies in practice; the development of the issues related with the site’s operation only by their theoretical aspect cannot provide sufficient help towards the successful resolution of the problem, i.e. the increase of participation of students in the class. With a special reference to the nursing programs based on universities, it is stated by Salsali (2005, 29) that ‘faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced; the ultimate goals is the improvement of teaching by nurse educators’. However, the above target is not very likely to be achieved if students are not appropriately prepared for the class and they would choose the place taking into consideration just the location and the time required for the relevant project. On the other hand, teachers in nursing education should take into consideration the fact that the skills of the students in the particular sector (as in all relevant sites) can differ significantly. The above issue was mentioned by Isaac (2001, 214) who referring generally to leaders noticed that their work should follow specific standards/ requirements: ‘a) First, the work must provide a reasonably challenging assignment for the follower, in light of the latters self-confidence, abilities, education, training, skills, and experience; b) second, the leader must consider the ability of the follower and c) third, the leader must recognize that followers differ significantly regarding their levels of self-confidence when attacking a task’. However, because in the educational site the attempted changes (implemented by teachers/ leaders) may face significant resistance (when competing with educational practices that are applied traditionally) teachers should try to follow the most usual educational techniques (with reference to those used in the specific educational site) trying to avoid radical changes except in cases that these changes are necessary for the success of a specific educational project. In this context, it is mentioned by Alford et al. (1994, 369) that ‘to some degree, change in education is stressful, because schools are universal institutions charges with the service of children of citizens who want change and those who resist it’. However, even in these cases ‘sometimes, it is the bold and powerful leader who effectively demonstrates the initiative and responsibility for direction of the group and organization towards its goals’ (Bass, 2000, 22). In other words, the success of any educational project depends not only on the curriculum used but also on the skills of the persons (teachers and administrators) involved. The above assumption is also supported by Pena (1996) who stated that the success of any plan implemented on a specific educational site depends on the skills of administrators who should ‘enable teachers to assess their willingness to extend their roles and to work with the personal experiences and learning styles that diverse students may demonstrate in school’ (Pena, 1996, 317). Generally, it could be stated that all persons involved in educational projects should focus on the personal development of students while the ‘transmission’ of knowledge should be based on the improvement of communication and cooperation within the class rather than the ‘one-way directed’ delivery of curriculum. 2.1.1 Nursing education in UK – general framework All issues related with nursing education in UK are regulated by the Nursing and Midwifery Order 2001 (Statutory Instrument 2002, no. 253) which refers to the establishment (article 3 (1)) of a specific body/ organization, the Nursing and Midwifery Council (and its Committees), that will be responsible for the application of the rules including in the above order across Britain. More specifically, in accordance with the article 3(2) of the above order: ’Article 3 (2) The principal functions of the Council shall be to establish from time to time standards of education, training, conduct and performance for nurses and midwives and to ensure the maintenance of those standards’ (Nursing and Midwifery Order 2001). In this context, the decision on hiring teachers that will work in the particular sector belongs to the above organization. In fact in the article 3 (14) it is stated that ‘Before establishing any standards or giving any guidance under this Order the Council shall consult representatives of any group of persons it considers appropriate including, as it sees fit, representatives of - (a) registrants or classes of registrant; (b) employers of registrants; (c) users of the services of registrants; and (d) persons providing, assessing or funding education or training for registrants or prospective registrants’ (Nursing and Midwifery Order 2001). The above mentioned Order has a specific section that refers to the Council’s power of deciding on any issue related with the education and training provided to nurses and midwives across UK. More specifically, article 15 (1) states that the Council has the power to set the standards of education and training required for nurses and midwives in Britain. The requirements for admission to the relevant programs are also mentioned in the above article. 2.2 Implementation of the role of practice teacher – description of strategy involved In accordance with the issues developed above, practice teachers in the community nursing environment should follow specific rules when attempting to apply a particular educational project on a community’s nursing educational site. Relevant rules applied for administrators in educational sites in general could be proved particularly valuable in the completion of the above task. More specifically, in accordance with the study of Hammill et al. (1994) administrators in educational sites should focus on a series of issues when attempting to implement a specific policy within an educational site/ school: ‘(a) What educational purposes should the school seek to attain? (b) What educational experiences can be provided that are likely to attain these purposes? (c) How can these educational experiences be effectively organized? (d) How can we determine whether these purposes are being attained?’ (Hammill et al., 1994, 5). From another point of view, it is suggested by Hopkins et al. (1997, 65) that ‘one of the most effective techniques to create a proactive educational site is the application of a series of phases which formulate (when being completed) an integrate Research and Development scheme’. The above assumptions could be applied also in the educational projects referring to the primary care trust. A series of issues could be also possibly taken into consideration when delivering the curriculum within a nursing educational site: ‘a) the growing quantity and complexity of knowledge and ignorance, b) the growing demands for a skilled labour force and a sophisticated citizenry, increasingly raising the minimum level of functional literacy and c) the social and technological change, increasingly requiring lifelong learning and unlearning’ (Unruh, 1975, 270). In certain cases, the education provided to nurses can be a particularly challenging task especially when the particular care sector is a demanding one. In this context, it is noticed by Hravnak et al. (2007, 16) that ‘assisting nurses in gaining the cognitive and psychomotor skills necessary to safely and effectively care for patients with cardiovascular disease can be challenging for educators’. The challenges mentioned above could be faced effectively if a supplementary tool of education is used in the specific case. Regarding the case mentioned above, it is mentioned by Hravnak et al. (2007, 16) that ‘recently, a technology known as high fidelity human simulation was introduced, which permits learners to interact with a simulated patient who is offered for a realistic learning environment’. In fact, by simulating the real conditions of care practice (wherever such an option is offered) teachers in primary care trust would be able to apply effectively all educational projects related with the specific sector being sure for the success of their efforts. Specifically regarding the professional support given to nurses and midwives in Britain it is suggested by the Standing Nursing and Midwifery Advisory Committee (SNMAC) in a report published by the Department of Health (2005) that ‘nurse and midwife career structures should be established, which acknowledge different support and assistant practitioner grades, progressing into staff grades, perhaps culminating into advanced and specialist and leadership roles’ (Department of Health, 2005). On the other hand, in accordance with a study of Geoffrey Meads (Professor in the University of Warwick and University of Winchester) published by the Department of Health in 2007 ‘establishing interprofessional education is an endless priority and process to which individual projects are seen only as one ‘contribution along the way’. This contribution is the more effective and enduring when its influences are indirect, in effect laying long-term siege to the fortresses of resistance that can so easily still rebuff a heads-on assault’ (Meads, 2007, 19). The above comments have been made by Meads because of the lack of effective communication among professionals in the nursing education area (a phenomenon that has been revealed through the research made by Meads across a series of Medical Schools in Britain). Part Three Conclusion One of the most significant problems for teachers within primary care trust would be the lack of adequate support for the promotion of the appropriate educational projects. Generally referring to changes attempted in organizations Senge (1990, in Bass, 2000, 18) noticed that ‘organizations need to adapt to their changing environments while local line leaders in the organization and high level executives as well as internal networkers and community leaders are needed in order to motivate and direct the organization and its members, to learn to adapt to the changes’. However, even if all necessary efforts are made by teachers in primary care trust, the success of the relevant educational projects could not be guaranteed. On the other hand, in many cases the need for specific initiatives is made clear among practitioners in primary care trust (referring especially to the educational part of the above sector). For this reason, it is supported by McCurdy et al. (2004, 1755) that ‘leading health institutions have recognized the need for improvements in health professionals’ environmental health education’. However, even under these terms, the applicability of the relevant projects cannot be ensured. The intervention of stated could possibly help towards the improvement of conditions applied on the primary care trust education. The support of state could have several forms, a series of which have been proposed by O’Donoghue (1998, 15): ‘a) changes in the way teaching and learning occur in schools; b) changes in the occupational situation of educators, including conditions of entry and qualifications of teachers and administrators and c) changes in the distribution of power between schools and their clients’. However, state should not be considered as having the decisive role in the success of educational projects applied in primary health sector. Administrators of the relevant departments are equally responsible for the success of the relevant initiatives. In this context, we could refer to the study of Elmore (2000, 16) who noticed that ‘the job of administrative leaders is primarily about enhancing the skills and knowledge of the people in the organization … holding individuals accountable for their contributions to the collective results’. The above views are also in accordance with the suggestions made by O’Neill (2002) regarding the role of leader in the success of all projects applied on a particular organization. From a similar point of view, we could refer to the study of Ashforth (1995, 97) who noticed that ‘leaders may persuade with logic, but they motivate through emotion; leaders must come to grips with the challenges of emotion, a key driver of productivity, quality and other factors that lead to business success’. Regarding specifically the leaders in educational sites, it is noticed by Sergiovanni (1990, in Bass, 2000, 22) that ‘educational leaders, like leaders in any organizational setting will help promote excellence in their schools with good management, good social and interpersonal relations, and expert knowledge of their field’. In accordance with the issues developed above, the main priorities of teachers (who are perceived to act as leaders in the specific case) in primary care trust should make the necessary preparation in order for the methods applied on the education and training provided to nurses to be appropriate in terms of the needs of the specific sector and the skills of the persons (nurses) participated in the relevant program. The application of the standards set by the authorized organizations (see previous section) could ensure the success of the relevant initiatives. However, teachers should be allowed to take initiatives using their own skills and targeting at the improvement of the competencies of the nurses participated in the specific educational project. In the above context, it is noticed by Bottery (2004, 1) that ‘educational leadership is taken extremely seriously across the globe; there are now a considerable number of initiatives for its development in places as diverse as Canada, the UK, Sweden, the USA, Singapore, Hong Kong and Australasia’. On the other hand, it is mentioned by Smith (2002, 4) that ‘effective schools are vibrant, enthusiastic and ever-changing organisations’. The above assumptions could be equally applied on educational sites related with primary care trust. It is for this reason that all principles (like diversity the importance of which is highlighted by Miller, 1994) applied in education in general should be also taken into account when designing the educational projects applicable on sites related with primary care trust (Blenkin, 1997). In any case the application of standards and requirements set by the relevant governmental authorities (Department of Health and Nursing and Midwifery Council) should be taken into account by practice teachers involved in educational projects within the primary care trust environment. However, appropriate mechanisms should be also developed in order to ensure that educational projects applied on the above mentioned sector follow the rules related with the provision of education and training within the particular sector. 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