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A written reflection on one of your teaching sessions ( a 'critical incident' or a 'significant event' which demonstrate a structured review of the session, makes brief reference to a relevant educational debate, knowledge and literatu - Assignment Example

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My main duty is to lecture nursing students and post registered nurses in clinical practice. My lessons do not entail providing basic nursing knowledge. I have developed the assumption that my students are well equipped…
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A written reflection on one of your teaching sessions ( a critical incident or a significant event which demonstrate a structured review of the session, makes brief reference to a relevant educational debate, knowledge and literatu
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A written reflection on one of your teaching sessions ( a 'critical incident' or a 'significant event' which demonstrate a structured review of the session, makes brief reference to a relevant educational debate, knowledge and literatu

Download file to see previous pages... I noted most of my students could not effectively educate a diabetic patient on how to self-inject themselves. In theory, the process is well described but numerous students could not carry out the actual procedure. The incident can be described as critical since a nurse at this level should have knowledge on how to inject insulin. In addition, as a lecturer I felt that teaching skills were not effective enough to develop the practical skills of nurses. One may point out that, the modern day education system lacks the ability to equip students with basic professional skills (Callara 56). Success in theory provision in the classroom should be supplemented by an equal in significance provision of practical skills.
After the incident, I sort to analyze the pattern of the problem in the class. 80% of the students pointed out that their practical skills were not good enough for a guaranteed admission in medical institutions. The pattern surprised me. The fulfilling part of the incident is that students were able to open up on their weaknesses on their lack of skills. However, it was less fulfilling to realize that students have a problem in theory application.
From a personal reflection, I embraced the assumption that theory lessons were provided with much preference than practical lessons in the modern day classroom. The incident depicted that the assumption was accurate. In addition, the changes in the curriculum should be considered to increase the ability of students to apply theory learned in the classroom (Dewit 77). From the experience I learned that, students require tutoring in practical at the same intensity as lectures in theory. Occasionally, this is not the case. Tutors usually develop practical requirements for students to do as assignments and provide a report. The strategy does not provide students with the required skills regardless of that there are provided with theory directions (Dewit 112).
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