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Introduction

PROMOTING LEARNING IN HEALTH CARE PRACTICE SWANSEA UNIVERSITY SWANSEA HOW TO SET UP AN ARTERIAL LINE INTRODUCTION The author is a senior Staff Nurse working in a busy four-bedded Intensive Care Unit combined with a two-bedded High dependency Unit, in a local hospital. Within the unit, there is a lot of equipment that the staff should have sound knowledge of and be able to use competently. One of the most common pieces of equipment that is used within the author?s intensive care unit is the arterial line. Arterial lines were first introduced by Hales in 1733, who inserted pipes several feet long into arteries of animals. (Yentis, et al 2004 pg. 43). An arterial line is one of the invasive forms of monitoring allowing accurate blood pressure measurement, with the constant succession of systolic, diastolic and mean pressure, and enables the frequent sampling of arterial blood gases .Oh (1997). The reason why the author chose this subject is that most of the patient within the intensive care unit requires hemodynamic monitoring of their cardiac and respiratory condition. Last year alone from January-December 2006, 349 patients were admitted, and 75 % of that population had an arterial line inserted. Setting up an arterial line is an essential part of my job as an intensive care nurse, therefore, it would benefit the student learner to be competent, in utilising the equipment, so that the safety of the patient can be maintained continuously. The learner is a female student nurse who is currently working within the Intensive Care Unit, with her allocated preceptor and with other nursing staff in the absence of her preceptor, Our responsibility as colleagues is to teach continuously and to help facilitate learning within the clinical placement. ?Placement are essential and should be planned systematically so that theory can be applied critically by the student ? such placements (should be) planned solely to meet educational needs?. ...read more.

Middle

The position of the teacher, within this process is one of a critic. From the literature of this taxonomy, one of the key characteristics of this form of learning is that as this active involvement as this type of experience .This type of experience would be compatible with my teaching session as the teaching session, involved practical skills within the clinical area. Learning theories provide a framework for studying the process associated with learning. As such, they endeavour to answer questions about the key elements of learning. Theories of learning are numerous and different and to date no single theory of learning has provided all the answers to all the questions raised. (Oliver and Endersby 2000). An understanding of some of the main theories of learning is useful because it provides us with the opportunity to examine or re-examine our own beliefs and assumption about people, knowledge, motivation, environment, assessment and many other things associated with learning ( Nicklin and Kenworthy 2000). Theorists are categorised into three elements behaviouristic, humanistic and cognitive. Behavioural learning theories included, Pavlov (1927) who experimented with salivating dogs using logic and reason, his findings have been used in the learning process by humans, this is called conditioning. The basis of conditioning is reward, following a desirable response, which acts as reinforcement and increases the desirable response to be repeated. Skinner (1971) carried out experiments on pigeons and found by rewarding acceptable behaviour the pigeons could then be taught to perform the type of behaviour that he wanted them to learn, Therefore Skinner?s experiments showed learning was maximised by positive reinforcements. This behavioural theory may be used in the teaching session, implementing praise can be incorporate when appropriate at each stage of the desired behaviour. Two forms of learning theories can be highlighted to identify the behavioural approach cited in (Oliver and Endersby 2000) pg 56. These are: Classical conditioning ? the reflexes that Pavlov described were of two types, unconditioned and conditioned. ...read more.

Conclusion

Overall, my assessor stated that the teaching session was very good. Further recommendations that I would like to suggest are more handouts on methods of teaching for example practical demonstration within the unit so that all the qualified nurses can improve their knowledge, skills and confidence in order to teach future students, within their clinical placement on the intensive care unit. Additionally I would like to suggest that regular teaching sessions be held on a weekly basis, to ensure that all qualified nurses remain competent in setting up of equipment within the intensive care unit. CONCLUSION The teaching process can be quite complex but utilising the nursing process, to identify the different stages was very helpful. Undertaking the assessment process with the student was very important, as I was able to identify what the student, prior knowledge was, what the student needed to know, and by comparing this information, the learning deficit was identified. Planning and organising is the key to successful learning, based on the objective and goals, which were applied within the learning domains as it promotes and encourages a logical sequence and development (Oliver and Endersby 2000). The learning objectives were achieved through observation discussion, feedback and through the demonstration of the practical skills, in setting up the equipment. From reviewing the learning theories through reading the relevant books, journals, and articles, I increased my knowledge base on how different people learn. The teaching session lasted the allocated time, and it provided me with the opportunity to reiterate on the subject, and to reflect on the learning experience. Additionally, through reframing the living experience, through discussion with the assessor and other qualified staff, I was able to re-evaluate the teaching experience and I was able to integrate new skills and knowledge from the teaching experience. By undertaking this teaching session, I wish to further increase my knowledge and skills, in conducting future teaching session, with the student, within the Critical Care environment. ...read more.

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