Students Role as a Teacher or Educator of Nurses - Research Paper Example

ASSESSMENT TASK Humanistic Learning Theory Introduction Nursing education is one of the most essential elements of the nursing practice. With nursing education, the skills and knowledge needed to secure quality nursing practice can be transmitted to new potential nurses. For registered nurses involved in adult nursing practice, the humanistic learning theory can be an appropriate theory. This paper shall present a discussion of this student’s role as a teacher or educator of nurses, considering what sort of teacher this student would aspire to be; the humanistic theory as it applies to this student’s approach to learning; the types of learning this student would work with; and the considerations which must be taken into account in the planning of teaching sessions in a clinical or classroom setting. Body Nursing education has been considered essential education, one which helps individuals and learners reach their fitness for practice. Essential education helps mould a student and it may be argued under these conditions that nurse education involves training, not so much education (Freshwater and Stickley, 2003). Before the Prior to Project 2000 studies in the UK, nurse education was mostly related to the apprenticeship model of training (Bines and Watson, 1992). Such model includes gaining skills via on-the-job training using theoretical elements. The objective for traditional nurse education has been on securing specific skills and knowledge in order for students to reach a higher standard of practice (Gillespie, 2002). The classroom therefore has been supported by knowledge and practical learning which has been essential in the clinical setting. Propositional knowledge can be defined in relation to textbook knowledge where an individual learns facts and theories on a subject matter without having to directly experience it (Burnard, 1987). Project 2000 in the UK challenged traditional nurse learning. Models of education changed to the more technocratic models (Gessner, 2011). In effect, curriculum development models have been closely linked to the instrumentalist principles, humanism, as well as functionalist models. Based on these perspectives, the student inherits wisdom and values from society, helping him or her become a better nurse and practitioner. This student aspires to be a teacher/educator in adult health nursing. This type of educator was chosen over other types of teacher because this type of learning includes a wide range of knowledge and expertise which would be a challenging and engaging field of practice to enter. The preparation of lessons would help inform this teacher, as well as the learners. The learning process would require significant resources which would also require coordination with other practitioners and other nurses. Working with other nurses and practitioners is always an important aspect of the healthcare practice. Humanistic theory The humanistic theory presents with relevant points for nursing education. Various experts consider humanism as an inherent part of the change in nursing philosophy as it cover the multinational population including different practice needs (Mulholland, 1994). The specific concern of humanism being an educational theory is on the dignity of autonomy of man (Billings and Halstead, 2009). Humanism arises from existentialism which directed most of its activities on focusing on the role of the individual in terms of his commitment and personal choice. Educators who support the humanist philosophy of education support a setting where students are primarily responsible for their learning, focusing on the freedom of choice within the educational process. The student directs learning and the educator is the guide (Purdy, 1997). The educator makes the most of the student’s personal learning and development, supporting the student as he matures as a person and as a learner; and also supporting the non-authoritarian applications in the educational process. The educator also helps the student reach self-actualization which as discussed by Maslow (1954) involves the full exploitation of talents and potential. Humanist learning must indicate a chance for the student to learn via different experiences, reflecting on them fully, thereby promoting self-knowledge (Billings and Halstead, 2009). The general goal of this humanistic theory is to help learnings in securing and reaching their maximum potential. As such, its application as a learning theory in this case is very much appropriate. This teaching model is based on the elements of humanism, existentialism, and phenomenology. The principles of humanism provide value to individuals including the responsibility of human beings with each other (Kleiman, 2007). Individuals who want to become nurses protect such responsibility via their patient interactions. This theory incorporates humanism with the existential conceptualization of patient and nursing experiences and the meanings which they give to such experiences. The phenomenological understanding supports reflection among nurses based on daily experiences, and provides a better understanding of the meanings of experiences (Giorgi, 2005). This model supports possibilities in improving students and their ability to learn course-related content. It includes the basic relationship between the student and teacher based on significant exchanges. The teacher supports dialogue and would have to be ready to listen and to engage. The student and the teacher participate in a very engaging discovery (Kleiman, 2007). Common qualities as well as differences among the participants are accepted and are considered instruments of growth for the teacher and the student. The metaphysical elements in the humanistic theory are different from the traditional theories; as such, this humanistic theory was chosen over other learning theories. In the medical and clinical practice, real evidence is empirical evidence (Gessner, 2011). Assessments carried out by practitioners would be considered more realistic as compared to subjective evidence. However, in relation to the humanist theory, the subjective data as well as data in the person’s and learner’s mind would be considered the reality. As indicated above, humanism is rooted in existentialism where personal meaning is being sought in a setting of impersonal thoughts using secular resources (Billings and Halstead, 2009). In case of humanism, reality is founded on the feelings as well as the experiences of the learners. The meaning gained by a person from specific experiences is the most realistic experiences. Personal meaning and subjectivity may not be clear; however this is the actual concern of humanists (Playle, 1995). In effect, the reality of experiences is found in individuals themselves (Bevis, 1989). Learning within the humanistic theory is based on experiences which highlight the values which are important to individuals (Kleiman, 2007). Phenomenological applications including self-reflection assist learners in understanding what would be true to their personal values (Kleiman, 2007). Within the field of research, humanists often do not participate in quantitative studies, but they seek to explore the actual experiences of people using the phenomenological perspective to research (Traynor, 2008). In contrast to traditional theories in education, knowledge within the humanistic sphere is based on experience, applying the cognitive and affective elements (Scanlon, 2006). Inasmuch as humanism seems to be a strong theory to apply for registered nurses, some criticisms on its use have also been noted. Humanistic research for one is not rigorous enough, and may not provide the full truth. Humanism also seems to merely be an attempt to specifically differentiate education from the medical, in this case, the nursing profession, and managerialism which has failed to react to the actual needs of the patient (Traynor, 2008). The vague elements of this model do not make the nurse liable for securing quality care. The other elements of the humanistic theory include compassion and respect for multiprofessional relations. For this theory, the primary qualities which nurses must uphold are clearly indicated. The elements of humanism support the value and the role which individuals have in relation to each other (Kleiman, 2007). Nurses must provide care and compassion in their nursing practice, not just with patients, but with other health professionals as well. Nurses must empathize and be sensitive to the needs of their patients which also upholding their dignity and respect. These professional qualities are important in the humanistic nursing setting and are very much important for patients as well as other health professionals (Greenwood, 1998). In promoting multiprofessional relations with others, the results help support favourable outcomes for patients and for the health care delivery in general, including student self-gratification (Kleiman, 2007). Recently, the focus has been on humanistic theory. This teaching model can be considered as a foundation for educators for their students in different educational levels and courses and ensuring balance between the technical qualities of nursing and the human-related elements which highlight the essential aspects of the nursing practice (Kleiman, 2007; Randle, 2002). Humanism supports learning with experience and actual doing. Related activities include reflection which helps students search for the personal relevance of his experience (Billings and Halstead, 2009). Studies and discussions have been presented on the curriculum revolution which requires a transition from the behaviourist applications to the more caring model. The specific issue relates to the fact that education and practice are founded on behaviourism, which is a very limiting theory, also oppressive, and dismissive of those which can be observed (Bevis, 1993). The traditional educational philosophies tamp down on creativity, often leading to immaturity and the lack of critical thinking among students (Bevis, 1993). A major change in nursing education is important in order to ensure that caring would be the foundation of nursing, and caring is essentially humanistic (Bevis, 1993). The humanistic theory was considered by some to have emerged as a reaction to the behaviourist theories. Humanism in nursing seeks to differentiate itself from the behaviourist theories, as it now seeks a shift to the less impersonal or mechanical type of care (Traynor, 2009). Some major schools have used the humanistic theory in their programs and course subjects. The University of Pennsylvania (2010) in the US has focused on the relevance of student-centred learning with the student being responsible for their learning. This is very much related to the humanistic theory, with the educator being the facilitator of learning, giving freedom of choice for students in relation to the learning process. The University of Virginia (2008) and its School of Nursing has also applied this theory with their faculty acknowledging how education must involve critical thinking, awareness, as well as social and cultural diversity. The student is considered an essential part of the learning and the teacher merely facilitates the learning. Although the humanistic theory is a perfect match for nursing education and caring-focused care, legitimate concerns from critics have to be recognized (Parker, 2002). The model also supports students and the fact that they may have their own specific pace in learning, their objectives may however not be clear (Scanlon, 2006). Educators and teachers may consider implementing elements of humanistic theory into the curriculum mostly because of its favourable collaborative elements seen in students and teachers. This can help students mature as confident students, students who can also work well with other members of the multidisciplinary team (Bevis, 1993). This theory can also apply well to graduate level students and other adult learners especially in instances where responsibility for learning is dependent on the learner. This theory can be seen often in the age of curriculum changes in the nursing education setting, especially with the increased focus on caring and empathy (Cadman and Brewer, 2001). Students are expected to learn the theoretical and applied elements of the human-centred approach to care (Evans and Allen, 2002). They would likely understand and include humanism in their practice. Students are also likely to incorporate the humanistic model in their patient interactions and indicate that this theory has secured favourable results on patients and other health professionals, also ensuring a more personal and self-actualized practice (Kleiman, 2007). Assessment of student learning would likely indicate how much students have learned based on the humanistic theory and the different related possibilities which the model can still provide in terms of improving the quality of patient care and in ensuring professional growth and personal actualization (Kleiman, 2007). The considerations which must be included in planning teaching sessions within a clinical or classroom environment is the tailoring of each course, the specific level of students, with the corresponding philosophies of a nursing department or school (Kleiman, 2007). The goal in this case is to introduce students to the ideas and concepts inherent in their experiences which would help them understand human reactions to health issues, prompting them to be curious and incorporating in them the desire to improve their experiential knowledge (Freshwater, 2003). Lessons have specific points of emphasis, clarifying humanism and communications, including conflict resolution (Manthey, 2001). These can be the primary topic in the basic courses or they may be incorporated in specific courses like emergency care, mental health care, or paediatrics. Such lessons are very much interconnected with each other and while focusing on specific points within the nursing practice, other significant elements of nursing are often present. The discussions already indicated above are applied to provide support for the engaging parts of various lessons (Bastable, 2008). These discussions indicate examples for actual practice which demonstrate issues being considered at present. In open sessions with students, students are able to discuss their experiences based on situations where they communicate with students, patients, teachers, and other personnel (Rolfe, et.al., 2001). Students then include their values, their perceptions, and their theoretical understanding which may conflict or may agree with what is previously known about their specific care (Kleiman, 2007). Students often conceptualize the situation differently based on their background and experiential knowledge. Students also need to contextualize the situation within the context of professional practice, putting much focus on nurses and their social policy declarations, ethical practices, their bill of rights, and their legal standards (Stickley and Freshwater, 2002). From the discussions and material in the classroom setting, the students would have to write their self-reflections basing it on their experiences with patients, and some of these experiences may be shared to the rest of the class (Manthey, 2001). These self-reflections would not be graded. Students can learn from these methods in terms of theoretical and practical elements of human-centred applications in patient care. They would have a better understanding of these methods and of their lessons and to include concepts related to humanism as well as phenomenology in their nursing practice (Kleiman, 2007). Students are expected to include a more humanistic approach into their patient relations and indicate how this approach was able to lead to favourable results for patients and other health professionals. They are also expected to understand and demonstrate how the humanistic approach was able to secure personal, and a self-actualized gratification in the lives of the nurses and the patients (Lauterbach and Hentz, 2005). From the reflections, the knowledge and learning of the students from the application of the humanistic theory can be noted, with results significantly related to quality patient care, as well as personal growth and satisfaction (Lauterbach and Hentz, 2005). Conclusion The humanistic theory has various possibilities in terms of nursing and nursing education, especially as it improves the opportunity for delivering quality and caring nursing delivery. Self-actualization is reached with the administration of high quality care. Self-actualization is seen in relation to participation in classes founded on this theory. The results support the understanding that including theory into practice is possible, practical, as well as highly advantageous for students, including adult level students. Students and professions within the integration processes can understand the complicated elements and theories, incorporate them into their practice and would feel satisfied in reaching such point. The humanistic model can be applied as a basis for teachers and educators in all levels and in all courses in order to balance the scientific as well as technical elements of the nursing profession as well as the human-related functions which help clarify the essential nature of nursing. References Bastable, S. (2008). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. London: Jones & Bartlett Learning. Bevis, E. (1993). Alliance for destiny: education and practice. Nursing Management, 24 (4), 56- 61. 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