Enquiry-based learning is the standard model for investigating the various ways by which students can learn to solve issues and problems. It helps them to establish critical nursing skills after analyzing events…
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The aim of this essay is to explore the process of Enquiry-based learning (EBL), to exemplify knowledge, and to understand gains from this process. EBL is also a process which seeks to assist students in linking theory with their clinical practice. It also seeks to reinforce student’s team working culture as an importance part of the nursing practice. It is a process based on face-to-face facilitated sessions, student’s self-direction learning, feedback, presentation, and reflection. This essay shall first reflect on the EBL process, and then critically discuss the main issues raised in the EBL presentation on the identified concept. Finally, it shall conclude by considering an example of one patient from my clinical practice and evaluate the implication of the concept in the practice. The Gibbs Reflection Model shall be used to reflect on the learning process in this EBL experience. This reflection model is based on the description of the event, what I felt about the event, my evaluation, analysis, conclusion, and action plan for the event. Description of the event At the start of our EBL presentation, we met with our facilitator. We presented the concept to the group as a means of familiarizing the members to the concept and as a means of clarifying what we would be carrying out as a group. The group was given the scenario and the trigger word was spirituality. Each group member was then given a clear duty to accomplish in the presentation. There were three main members, including that of the chair, the scriber, and the facilitator. The chair’s role was to maintain order in the group, to agree upon what was achieved during the sessions, and to set dates and times to meet. The role of the scriber was to keep a record of the decisions and agreements of the group, and email it to the members. The facilitator’s role was to ensure that the group was working on the EBL processes and to provide feedback after the presentation. The other group members had various roles to play, mostly on searching for useful information on the topic from the journals, textbooks, or library resources. Feelings At the beginning of the project, I felt nervous and excited at the same time because I did not know how the group work process would work and I was also not sure how I was going to take part in the activity. I was also apprehensive about how other members would react to my contribution. However, even though I was nervous or hesitant, I was confident with my skills of leadership, sharing, task allocation, task completion, of meeting deadlines; and on the useful skills I have gained from my previous group work and my work experiences. I was able to gain more confidence when we started our group meeting and I realised that my point of view was taken into account and all my ideas were welcomed by the group. Then I was also able to contribute to the group work by doing the research and giving feedback to the group. Finally I was pleased by the fact that as an individual I could contribute to the group and that the group was also able to trust me and my work. This gave further support to Reid’s (1981, p. 191) statement when he said that “group work is a mutual support in which an individual and the members of group are engaged on the enterprise of carrying out the group’s common goals”. Evaluation (What was good and bad about the experience?) The presentation was good in general as the aim was clearly explained in the introduction and the reader had good eye contact with the audience. The power point presentation showed
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