Education in the patient care setting - Essay Example

?TEACHING PLAN (school) Demonstrate how you would develop and enhance the learning environment in your area of professionalpractice for either the patient or a colleague. Introduction The process of learning for health professionals and for students is a crucial element of the health service delivery. For health professionals, it is important to establish clear learning abilities in the practice in order to establish effective practices in health care. Nurses play an important role in improving the learning environment in the nursing and health practice. Their contribution to the learning process also helps improve health service delivery and patient outcomes. This paper shall demonstrate how I would develop and enhance the learning environment in my area of professional practice. My chosen area is the training and assessment of healthcare assistants and Registered Nurses in the use of syringe drivers/pumps, something I do regularly. This paper is being undertaken in order to establish a clear and comprehensive understanding of the health practice and all details related to its application within the health service delivery and profession. Discussion Principles of learning Before the means to develop and enhance the learning in my area of professional practice for a patient can be established, it is important to discuss first the different principles of learning which relate to the quality of feedback, individualization, relevance, and their applicability to practice. There are eight principles of learning which have to be considered in health education. These principles include: multi-sense learning, active learning, primacy and recency, tell them what you are going to tell them/tell them what you have told them, feedback, reward, practice and repetition, meaningful material, and holistic learning (Egle, 2007, pp. 4-5). In multi-sense learning, two or more senses are utilized, allowing the students to hear, to see, and touch, and to do (Kroehnert, 2000, p. 10). By using various techniques, it is possible to provide visual, auditory, and kinaesthetic outlets for more effective learning. Another principle – active learning also refers to learning by doing (Martyn, 2007, p. 71). This principle sets forth fact that as participants become more actively engaged in their learning, they are also likely to be engaged in the learning and application, as well as in the problem solving, and in case studies (Egle, 2007, p. 4). The third principle, primacy and recency – discusses that learners often remember the first and the last experiences (Castel, 2008, p. 429). A thorough and comprehensive introduction and conclusion are therefore important aspects of learning. The principle of telling them what you are going to tell them, and telling them what you have told discusses the fact that chunking or dividing lessons into mini-sessions can improve the learning process (Egle, 2007, p. 4). The fourth principle, that of feedback sets forth the importance of feedback from learners and trainers (Office of Assessment, Teaching, and Learning, 2010, p. 46). The message is actually the feedback; participants need feedback to assess their progress and the leaders need feedback to evaluate the sessions. The fifth principle is reward. This is about experiencing success and reward. Most people feel better when they are rewarded for their efforts and feeling good about themselves often leads to more improved efforts in their activities (Egle, 2007, p. 5). The sixth principle is reward, revision, and reinforcement (Sutton, 1999, p. 2). This principle sets forth that memory needs repetition of materials; the more it is repeated, the more it is ingrained in one’s memory. The seventh principle is on meaningful material. This principle basically sets forth that materials are related to previous knowledge and that participants are likely to learn best with materials which are relevant (Egle, 2007, p. 5). The last principle is on holistic learning. This principle sets forth that the material needs to match with the whole. In effect, giving learners a big picture context and then establishing details provide logical framework for thinking (Lowenstein and Bradshaw, 2004, p. 115). These principles establish the nature of learning and how learning can be improved or reduced by patterning the learning process based on these principles of learning. Learning theories There are various learning theories which can apply to the current learning process. The cognitive learning theory can be used in relation to the learners in this study. The cognitive learning theory focuses on what goes on inside the learner (Braungart and Braungart, 2007, p. 56). This theory believes that for an individual to learn and change, much focus must be given to his perception, thoughts, memories, and ways of processing. Cognitive learning is a very active process directed by an individual, it involves the perception of information and interpreting it according to what is known, the rearranging it based on new insights (Bandura, 2001, p. 3). This type of theory focuses on the fact that reward is not highly necessary in learning; instead, what is more important is on achieving the learner’s goals; these goals motivate him to act. Various educators seeking to impact on the learning process must highlight their various experiences, perceptions and their social influences which affect their learning (Braungart and Braungart, 2007, p. 55). To succeed in transferring learning, the learner must act on the information. This theory also highlights the fact that being mentally active with data can improve memory and retention (Kvam, 1999, p. 1). This theory is also supported by the gestalt perspective which sets forth the importance of perception in the learning process (Kohler, 1947, p. 57). It also believes that a learner sees and interprets, and subsequently responds to situations in his or her own way; it is therefore important for the educator to evaluate individual perception and learning based on the learner’s individual response (Quinn, 2006, p. 67). Communication is also an essential part of the teaching process. According to the Concise Oxford Dictionary (in Prozesky, 2000, p. 44), communication refers to the “act of imparting, especially news, or the science and practice of transmitting information”. There is a definite link between communication and teaching with teachers transmitting new knowledge and information to the students. Communication is decidedly a very complex process. At any point in the communication, the process may go wrong, and communication becomes less effective (Prozesky, 2000, p. 44). For example, the sender may not be able to express what he wants to say with clarity in that, the room may be very noisy, or the receiver may not be able to understand what the sender is saying. In order to be effective, the teachers have to try their best to be understood and to reduce the barriers to communication (Prozesky, 2000, p. 45). This may be achieved in various ways including improvements in lighting, speaker speaking slowly and clearly, using words which the listener would understand, and making sure that the room is quiet. The most important part of communication is on getting regular feedbacks from the receivers or, in this case, the students: Do they really understand what the teacher is saying and teaching? Communication may be verbal or non-verbal (Jeffrey, 2002, p. 51). Verbal communication obviously comes from spoken and written words; and non-verbal communication usually comes with gestures and demeanour. In order to achieve appropriate learning, both types of communication have to be utilized to portray information and to portray meaning (Jeffrey, 2002, p. 50). In most instances, both types of communication must match each other, in order to prevent confusion and miscommunication. By considering the above principles of teaching and learning, it is possible to achieve effective learning and transmission of communication to the student. Teaching plan 1. Student to access learning materials (booklets with information and activities), quizzes, scenarios and interactive learning online and to complete all activities plus a pre- session self-assessment questionnaire on current knowledge/confidence. This must be done prior to attending the skills session. 2. Student to attend skills session which includes discussion of topic and further explanation by trainer, demonstration of and practice with the equipment. Any questions are taken. Aim is for the session to be reasonably informal and for learners to feel ‘safe’ to voice any concerns/problems. This is facilitated by the trainer sharing past difficulties/ worries and by the judicial use of humour etc. This shall also include some lecture into the different uses of the equipment as well as its applications in the health care practice. 3. Demonstration to trainer of competence in using the equipment. Practical skill required/ expectations depend on whether the nurse is qualified or not and is determined by organizational policy. Each individual expected to evaluate own competence and practice within their own boundaries of confidence and competence. Skills session pre- set questions are given which need to be met to a pre- determined level or the student is referred to the Practice Educator for further training. 4. Completion of post- session self- assessment questionnaire and declaration of competence by learner. 5. Unqualified healthcare assistants must complete three audit forms while using/monitoring the equipment, from the patient care setting, signed by a qualified supervisor to confirm competence. 6. Updates following the initial training session. 7. Access to trainer at any time for additional support, information or advice. Assessment of outcomes In order to assess the learning outcomes of the students, a skills-based health education program can be implemented. This program has a wide range of knowledge, attitude, skills, and behaviour goals (Fountain and Gillespie, 2003, p. 3). In terms of knowledge, the students will be able to find out the purpose of syringes and pumps and their importance in the practice, as well as the usual procedures in which they are used in the practice. In the process, it is important to evaluate the students’ knowledge about syringes and their application in the practice. When presented with information on syringes, the students would be able to correctly identify where and why they are used in the practice, including their parts and application. In relation to attitude, the students will be able to manifest care and concern towards their patients and care in the process of using such syringes and pumps (Fountain and Gillespie, 2003, p. 4). It is therefore important to evaluate the student’s empathy and concern for their patients and to express their understanding of the care they need to demonstrate for their patients to whom they shall use the syringes. In terms of skill, the students must be able to carry out the procedures and use the syringes in the proper way, based on standards and regulations of the practice, and as instructed to them by their educators (Fountain and Gillespie, 2003, p. 4). As for behaviour, by determining how well the students use the syringes in the practice, and by evaluating the application of consistent and appropriate methods of use, the learning process of the students can be deemed effective and the learning goals, properly met (Bastable, Gramet and Jacobs, 2010, p. 81). Other assessment tools can be used for the students in this case. Close-ended questions can be used as self-report tools to measure student compliance with standards of the practice (Stevens, 2008, p. 84). Open-ended questions can also be used to evaluate a student’s learning outcome. Other tools like observation, collection of different records, scales, role-plays, interviews, time lines, diaries, journals, analysis of videos, performing skits, are just some of the assessment tools which can be used to evaluate student learning (Issel, 2009, p. 474). A three-point referenced scale for skill-related learning can also be used to evaluate the student’s learning. This scale can start with Level 1 (not met) where the student does not manifest core knowledge skills which were included in the class; Level 2 (not yet fully met) where the student can illustrate a core basic knowledge and skills included during the lessons; and Level 3 (fully met) where the student fully illustrates the mastery of knowledge and skills included in class, as well as the application of the contexts of the lesson beyond the applications covered during the regular lessons (Fountain and Gillespie, 2003, p. 7). For my lessons with the students, I would use the five-point criterion-referenced scale. This scale would start off with Level 1, which is very low achievement where the student does not adequately illustrate core knowledge, attitudes, and skills; next would be Level 2 or low achievement where the student can illustrate the various aspects of the core knowledge, attitudes, and skills in class with limited capacity; then level 3 or satisfactory achievement where the student adequately illustrates most of the core knowledge, attitudes, and skills in class; followed by Level 4 or high achievement where the student illustrates all of the core knowledge, attitudes, and skills in class with a high level of competency and ease; and finally Level 5 or very high achievement where the student illustrates mastery of the skill, as well as the knowledge, attitudes, skills which are not taught in class. In this case, the student also demonstrates initiative and creativity in his learning (Tymieniecka, 2007, p. 351). Learning and teaching issues In the process of learning, the students should be able to acquire skills in the use of syringes and pumps. The students were able to learn how to carry out the procedure in its entirety and they were actually able to practice and apply such skills first to a tomato, and then to a lesson dummy. The actual application of the syringe to a live person was illustrated during the latter part of the learning process. There are ethical considerations which arise from the use of live test subjects for the learning process. There is a health risk involved in the process because of the possibility of wrong application of the procedure. In the process, the live subject may be injured or harmed by the process of demonstration. Using dummies can mitigate the harm and improve the theoretical learning process; but it comes nowhere near the actual scenario which the students would encounter during the process. There is therefore still a gap between theory and practice and this gap can only be closed in with improved application and experience in the actual practice. The teaching plan can be used as part of the evaluation process in terms of how the goals of the learning plan are met. The teaching plan is a course of action which maps out how the learning process would proceed—based on set goals, learning outcomes, standards of the practice, as well as minimum legal requirements of the profession. I was able to establish an immediate means of assessing the student’s learning by evaluating the extent to which they have achieved the set goals. This was an easier means for me to assess the student’s learning, and for the student to also evaluate his own learning. Based on the teaching plan established, I was able to teach the students the step-by-step process of using the syringes and the pumps. I was able to provide sufficient background to them on the use and application of the syringes based on set principles and standards of the practice. I feel that the processes I applied in order to teach them about the use and application of the syringes successfully engaged them in terms of proper delivery of medications to the patient. I gleaned that the students were also able to understand how one step flowed to the next in a seamless transition. They could picture the process in their mind and apply what they were able to perceive and understand during their practical demonstrations. All in all, I feel that the teaching plan was able to provide a structure to the student’s learning process, allowing him to carry out the step-by-step process of learning and to reach the end goals of the learning process, and informing him of other initiatives he can take during the learning process. Reflection on learning achievements In evaluating my learning achievements, I can safely say that I have improved my leadership skills while performing my role as an educator. As a leader, I was able to firmly set goals for the students, and I was able to use such goals as a guide in all the planned activities of the lesson. As a leader, I was able to set rules and guidelines in the learning process in terms of classroom discipline, etiquette, and even protocol. The students were able to capitalize on the learning process by following the rules and protocol I have set during my lessons and the students were able to appreciate the less formal moments I allowed in terms of interaction with other students, as well as myself as professor. As a leader, I was able to exude authority by portraying a firm demeanour, one which the students understood to mean that I was serious about them learning from me and about mastering the skill being taught. In the process of teaching, I was also able to successfully link theory and practice with my students. At the end of the lesson, the students were able to understand the theory behind the learning process, and to see the skill being demonstrated and applied to a dummy and later to a live subject. There was much manoeuvring required with the actual application of the lesson, but with determination and dedication to the craft, I was able to translate the learning process into a more tangible outcome for the students. In seeing the skill applied, I noted how the students went through apprehension, anxiety, and excitement. They also were anxious about applying the process themselves however, once they got through the stage of using live subjects for the application of the skill, they were able to gain some confidence in further carrying out the process in the future. As an educator, I found out that it was easy enough to teach the students about the theories behind every procedure and every lesson. These were set theories which the students could even memorize and take to heart. Demonstrating how each procedure is to be undertaken carries with it a significant amount of caution which the students need to understand. Successfully transitioning from demonstrating the skill, to actually letting the students apply it is a difficult one. I was able to see my students’ transition from the classroom theory-learning stage, into the practical skill-application stage. It was a very encouraging site to see because the students were able to not just gain a cognitive understanding of the learning process, but a skills and behavioural conceptualization of the learning process as well. As an educator, I believe that my role is to guide the students across the spectrum of learning. In the process of learning, I believe that building a trusting relationship with my students can help the learning process become easier and more engaging. I was able to establish such a relationship with my students and in the process I made the learning process less tense, and still as effective. The students were able to see me as someone they could trust to properly and accurately guide them through the skills training. They also understood that they could approach me for assistance if they wanted and that I could be accommodating in answering the queries and clarifications. In understanding my role as a guide and as an educator, I was able to plan ahead of time and expect certain roles which I would be prompted to play for my students during the lessons. In reviewing my achievements as an educator, I was able to understand the importance of clarity, fortitude, and knowledge during the learning process. Clarity is an important skill for educators to master because without it, the students would be confused and ill-informed. These students often end up applying procedures wrong and learning ineffectually. Fortitude is also an important aspect of being an educator because I would and was challenged many times as a teacher. These challenges sometimes wore me down, but as I practiced fortitude, I was able to gain much strength in my role as an educator. With the right amount of knowledge, I was able to equip my students with the right information and to see such information analyzed, criticized, and eventually applied and tested in their actual practice. In the process, I was able to once again see theory be translated into practice. While teaching, I have also understood the importance of communication. Communicating with the learners is an important process in the implementation of the teaching plan. As an educator, I tried my best to be eloquent, clear, comprehensive, and informative to the learners. I spoke in clear sentences, and I made the information sharing process complete and open. I tried my best to exude an air of open-communication with my students, allowing them to understand that they could ask me questions anytime they wanted and they may choose to seek further information or even disagree with me during the learning process. I made it a point to use appropriate gestures which matched my words and my actions. In other words, I made it a point to match my verbal and non-verbal gestures with each other. In the process, I also observed my students nonverbal expressions. I noted when they were getting bored, or when they were having difficulty understanding me, when they needed me to slow down and use simpler terms, or when they needed a break from the learning process. During these times, I made proper adjustments in my demeanour and in my teaching style, to reduce their boredom, to improve their comprehension, or to allow them a few minutes of break. I found out that communication allows the learning process to be an easier and a more open process. In effect, it allows the information and the learning to flow unimpeded from the teacher on to the student. Conclusion The above discussion sets forth how the learning process in the health care profession can be improved and processed. There are different principles of the practice which have to be set forth and considered in implementing any teaching plan. These principles are used as guide in the formulation of any teaching plan. It consolidates and makes the teaching plan as comprehensive and as enticing as possible to the learner and the teacher. The teaching plan illustrated above is drawn out from the different principles of teaching and learning. It is a step-by-step process of learning which is orderly and organized based on the standard application of skills in nursing care. The process is also supported by the teacher’s reflection, assessing the process of teaching, as well as the important details which are needed to implement the skill involved. The improvements in care are based on the thorough application of skill and theory. These theories are supported by theories and by the appropriate communication of the learner and the educator. Works Cited Bandura, A. 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