this paper intends to outline instances where teaching and learning are effective in nursing environment.Additionally,it also seeks to outline barriers that exist to effective learning and teaching in the clinical nursing environment …
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Therefore, good clinical and academic settings are necessary for students to achieve effective learning results. Consequently, present day nursing educators exert a high value and emphasize much on students to learn in a clinical environment (Doenges & Morehouse, 2003). In this respect, this paper intends to outline instances where teaching and learning are effective in nursing environment. Additionally, it also seeks to outline barriers that exist to effective learning and teaching in the clinical nursing environment and select strategies along with their implementation details and processes. In a nursing environment, one of the instances where teaching and learning is effective is that which has an interactive network between forces present in a clinical setting and that which influences the overall student’s clinical learning results (Ozkahraman & Y?ld?r?m, 2011). It comprises everything that surrounds a student, including clinical staff, equipment, patients, setting, and educators (ABA, 2005). Thus, an environment in which a student sets is an imperative element in the whole process of learning. In addition, instances where teaching and learning are effective exist in an environment where practice has a considerable percentage in the overall grading of learning (Andrews & Roberts, 2003). This is because practice provides learning opportunities that enable students to achieve proficient clinical skills as well as the stated outcomes (Begley, 2004). With reference to medics, discrepancy exists between and among theory, practice, and the aspects of both theory and practice. The reason is because practitioners and educators work from different angles. One is from practice while the other is from teaching (Brown, 2005). As such, in order to be in a position to meet the clinical learning requirements of all students, an educator must introduce the spectrum of practice and interaction (Chappell & Aston, 2004). This means that in nursing profession, there must be interactions between students and clinical staff since practice is essential for the former’s future exposure to the real market (Clarke, 2003). The third instance in which learning and teaching are effective is where the surrounding environment presents a platform for tackling challenges and engaging in continuous discourse with deep thought (Begley, 2003). In such an environment, students gain an innate understanding of the real nature of their profession (ABA, 2002). Furthermore, students undergo many experiences that are imperative and cognitive for learning exploration and description, hence acquiring or rather attaining the most competent level of knowledge. In a challenging environment, learners participate in qualitative research, which is an ultimate part of effective studying as it provides complex fraternities of understanding and knowledge application (Aston & Molassiotis, 2003). This instance gives room for collection of data rich in phenomenology and reexamines the experiences that are usually useful and meaningful for attaining a pragmatic outcome. This instant stresses and provides consent for acquisition and practice of ethical codes. All of the three instances stated above are effective because they validate and refer all themes of teaching and learning to original descriptions and formulate, examine, and move significant statements as well as their meanings with regard to the appropriate transcriptions (Condell, Elliot, & Nolan, 2003). They all support the basic and important assets of a conducive clinical learning environment and account for accurate data that are essential for a broader aspect of teaching
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A Critical Analysis of Examination in Assessing Psychology Students at University 2011 Introduction In order to enhance learning of students, their assessment by examination is significantly important in education process. The work undertaken by the students during the course and their approach to learning the subject matter are identified as well as affected by the assessment of such activities through examination.
Normally, the foundation stage begins when children attain the age of three. This is the age when majority of the children are attending nursery or some form of pre-school just after their third birthday. Children might find themselves in various setting during this stage (foundation stage), although the common ones includes attending a full-time of a part-time pre-school, although a few will wait until they have attained the requisite age before attending any sort of school.
And Honey and Munford (1992) claimed that awareness of learning styles not only helps the teacher but also makes the learner become more knowledgeable about his own personal learning process so that he can achieve his developmental goals (Beard and Wilson, 2006).
Technological advances requiring specialised nursing skills and economic demands have led to changes in an effort to improve effectiveness whilst the quest for quality has led to seeking and applying the latest and most effective techniques to improve standards.
According to paper Interactive Teaching techniques have been existed worldwide as the foundation of formal educational system. It establishes the base for future education. It prepares students in fundamental skills and awareness and can be defined as prior to formal education that comes after that.
The integrated model modifies existing courses to include appropriate information about trainee and providing services to them (Myers & Blake, p. 143, 1986). The advantage of this model is that all teaching students are provided with the information necessary for their work setting, and there is flexibility in meeting the diverse needs of students (Myers & Blake, p.
What positives can she attribute to growing up as a biracial child in a society that seemed prejudicial to her?
Adese uses the qualitative method of research to provide verbal data to her readers (Adem & Thompson, 2010). She has gathered information and presents it to
The focus also uses such information in making necessary instructional approaches and offering practice opportunities.
The teacher can integrate maths based on learning areas. Learning process perceptions at different levels are constructive
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