According to Maslow (1971) the humanist theory of learning is concerned with feelings and experiences. My learning was definitely influenced by her positive attitude and manner, which, as suggested by Maslow leads to personal growth and individual fulfilment. In addition, Anna had adopted a neobehaviourist approach to learning, which is identified by constant communication, planning of feedback and regular evaluation (Nicklin & Kenworthy, 2000).
During my time on placement it was clear that Anna was creating learning opportunities and resources at all times. I also found she was able to explain tasks clearly and to answer any questions that I had. This is something typically favoured by nurse educators (Li, 1997). A question would never go unanswered and if she could not provide a full answer, she always directed me to a colleague whose knowledge was adequate enough to satisfy my learning needs. This is in line with the English National Board mentor guidelines (ENB/DoH 2001b).
Anna was extremely approachable and would often demonstrate tasks with which I was unfamiliar. I learnt mainly through observation until I felt confident to practice a task independently. This is an effective social learning method as learners are able to learn new behaviors as well as to modify undesirable behavior through imitation (Bandura & Walters, 1963). This is associated with role modeling and I was also influenced by Anna’s enthusiasm and interest towards a subject (Bidwell & Brasler, 1989).
Anna’s teaching methods involved a lot of immediate positive reinforcement. This was an effective stimulus likely to produce a repeat action (Thorndike, 1986). Gagne (1985) proposes that information is more likely to be retained when encouragement and guidance is utilised by the teacher. Anna was able to acknowledge my efforts when I had researched a subject or task. This made me eager to learn and sustained my level of interest. This theory of learning is well established by the works of Skinner (1968).
When I was required to learn a skill with which my mentor was unfamiliar, I was encouraged to research these areas. She gave me direct access to multiple sources of information including books and online databases (Neary, 1997). Anna would regularly assign me to a different team member as a temporary mentor. I was grateful, but on some occasions it was clear that I was assigned to a member of staff who did not have the same level of experience as Anna because they sometimes found it difficult to answer my questions. As the action plan states, ensuring that all mentors have the same level of knowledge would be beneficial, albeit unlikely.
Anna would consistently enquire about my existing knowledge on a subject or task which helped me to perform a thorough self-assessment, and to re-examine what I had already learnt. Neary (2000) states that revisiting areas that have already been studied can enhance cognitive learning. This is associated with a major theme in the theoretical framework of Bruner (1996), who explains that learners are able to construct new concepts and ideas based upon their current or past knowledge.
Feedback sessions were typically planned but were sometimes spontaneous. This was due to time restrictions and nurse workload. These unprompted sessions could perhaps be improved if they were more structured (Hinchliff, 1999). This is also supported by Quinn (2000) who believes that lesson planning is vital for learning because it ensures that all areas of learning are addressed, which results in higher productivity in terms of learning (ENB/DoH 2001b).
Essentially, teaching and learning sessions should be conducted in an environment conducive to learning (Neary, 1997). Typically the physical learning environment was acceptable. There was adequate space, privacy, appropriate lighting and satisfactory noise levels. However, one teaching session was conducted in the surgical Recovery Room. I found this learning experience particularly memorable as it was far too cold and there were a large number of distractions. The action plan at the end of this report states that this problem could be alleviated for future students by organising a consistent and suitable area prior to such meetings (ENB/DoH, 2001a).
Psychosocial factors that encouraged my learning included my first impressions of the staff. Most were accustomed to having students and were friendly and helpful. This made me feel safe and accepted within the team. The majority of staff on the ward demonstrated adequate levels of knowledge whilst also being approachable and supportive. Staff members would often seek out learning opportunities for me which was particularly valuable.
Morgan (2002) states that it is vital that qualified nurses ensure students become part of the ward team, because this can be beneficial to their learning. In addition, the NMC requires that nurses support the development of student nurses. This was evident because each member of staff readily contributed to my learning experience through their willingness to share their professional knowledge with me (NMC, 2004).
In conclusion, this placement was a positive and memorable learning experience. Primarily I learnt by observation and role modeling whilst utilising cognitive processes. Teaching behaviours that are humanistic also motivated me to repeat an action when praised and supported. Andragogical processes involving self-directed learning were also important to my learning.
Regular discussion is vital to ensure the learner is provided with some form of direction, as well as provide the opportunity to express any needs. Planned and structured teaching sessions are particularly beneficial to the learner because they enable the mentor to teach a session logically, and to maximise learning efficiency by utilising time effectively. Multidisciplinary team members with the same level of knowledge as the main mentor are also preferable. Additionally, factors influencing learning with regards to the physical learning environment are significant in the enhancement of learning for students, as stated in the action plan overleaf.
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Table 1: Action Plan to highlight problems associated with teaching and learning.
REFERENCES
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BIBLIOGRAPHY
Ausabel D (1968) Educational Psychology: A Cognitive View. Holt, Rinehart and Winston, New York NY.
Dix, G and Hughes, S. (2005) Teaching students in the classroom and clinical skills environment. Nursing Standard. 19(35): 41-47.
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Susie Shek Page ID Number: 0400799
