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Critical Case Study Exploration by Using Gibbs Model - Essay Example

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Critical case study exploration by using Gibbs Model Name: Instructor: Task: Date: The literature has shown the significance of inventing strategies that help improve the student’s performance in a learning environment. They have shown some learning, as well as teaching strategies that can serve the purpose of improving a student’s performance…
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Critical Case Study Exploration by Using Gibbs Model
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Critical Case Study Exploration by Using Gibbs Model

Download file to see previous pages... 3). On top of the sustained practice, it is also necessary to avoid relying on a single learning strategy. For instance, a student can incorporate both visual and verbal methods in learning. Student can hold discussions with fellow students thus brainstorming what they have learned in class (Davis 2009, p. 21). Studies have exposed the significance of discussing with fellow students what one has learned in class. The last but not least strategy that can improve the failing student’s performance is the incorporation of practical sessions in the syllabus. It is impractical for a student to attain success by holding to the effective learning strategies only. Therefore, alongside such strategies, it is requisite for teachers to devise effective teaching strategies for purposes of augmenting the student’s performance. The Constructivist teaching is one of the current teaching strategies allowing students to examine what they are familiar with, thus making knowledgeable decisions on the learning content. Moreover, the inclusion of some practical lessons in teaching is crucial, in enhancing a student’s understanding of the course content. This section will utilize Gibbs (1998) reflective model to answer some questions related to the case study. For instance, the first question demands that I identify my thoughts and feelings from the given case study. It is apparent that the student’s performance in the placement has tremendously declined. Prior to commencement of the program, I had a strong feeling that she would depict a high level of understanding for the subject. The result of my thought would be because she seemed kind and caring for patients. However, after the program commences, it is clear that I am totally mistaken because of incompetency demonstrated by her (Bulman 2004, P. 2). Therefore, her inefficiency in whatever she engages herself in makes me think of the possibility of poor learning and teaching practices. Her inability to prioritize the patients’ needs has shown her high level of incompetency. For instance, the student’s inability to relate the class theory to the practical is a clear indication of ineffective teaching, as well as learning methods. In my scrutiny, the student nurse ought to take their class work serious thus depicting a high level of competency in class work. Therefore, the case study indicated that nursing students did not dedicate their efforts to learning. I thus propose that, for an effective performance, the instructors ought to integrate teaching strategies that allow for the student’s active participation. The main reason behind the declined level of incompetence is due to the standardized examinations, which students must sit for in determining the level of qualification. Sources have shown that, it is only after a nursing student excels in such exams that they attain the acquiescence to deal with patients. Those who fail to excel in such exams ought to retake them until their verification by the authorities. The literature also illustrates the issue of nursing incompetence in the stagnated, as well as the developing countries. Poor teaching strategies are the main causes of the decline in performance. Furthermore, the policy that aids in the examination of nursing qualification is erroneous thus a high level of ineptitude (Iyer 2001, p. 4). Therefore, the concerned authorities have implemented strategies ...Download file to see next pagesRead More
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Critical Case Study Exploration Using Gibbs Model
She also displayed poor practices. Being frequently late for duty, she could not be allowed to practice as she usually did not complete the instructions given to her by other staff. She left the patient care unfinished. Having difficulty to prioritise, she could not co-ordinate the care needs of patients.
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