Overall, the teaching session was a success and Rachel claimed that she had learned from it while I believe I have become a competent teacher. Learning Outcome 6.5.
Abstract Conceptualization.
Effective teaching, the author believes, is mainly influenced by learning theories, learning styles, teaching strategies and the learning environment. The author will attempt to convey how these factors influenced her teaching and how this influence, in turn, facilitated Rachel's learning. This will be achieved by identifying and relating relevant concepts to the teaching experience (Kolb, 1985).
Learning theories of behaviourism, cognitivism and humanism have attempted to provide explanations about learning that apply to people in general. These approaches can provide insight into some of the phenomena that are likely to be associated with learning, but individuals will differ in the degree to which such phenomena manifest themselves (Quinn, 2000). In order to maximize learning, knowledge of such theories is useful but it is of little practical use to consider theories of learning in isolation from either the individual or the learning environment.
Behaviorism believes learning to be a change in observable behaviour, which according to Watson (1878-1958, cited in McKenna 1995 p29), occurs when a link or connection is made between two events, that is a stimulus and a response. Skinner (1971) later suggested that it was the end result of a behaviour that governed its repetition, however, rather than being a random response to a stimulus he viewed behaviour as a deliberate action that was influenced by a positive or negative outcome (Quinn, 2000). On one occasion, Rachel was late arriving at her placement - the negative outcome being that a patient had to wait for her insulin injection. The patient's dissatisfaction was, as Skinner describes, the 'negative outcome'. The author discussed the importance of routine for certain patients in relation to their physical and psychological well-being. The following day Rachel was early and the patient received his insulin on time, much to his satisfaction. Rachel was early or on time on every occasion after this.
Bandura (1977) related this concept to his theory of 'social learning' and considered that in role modeling, one person sets a pattern of behaviour, which is then copied by another. Learning takes place constantly from observing role models deliver care, these practices are subsequently emulated (Stuart, 2003) particularly if the consequences are perceived to be desirable (Quinn, 2000). The early social learning theories place great emphasis on role modelling, which the author believes continues to be extremely relevant in today's climate of learning within the nursing domain because, as previously stated, 50% of the pre-registration programme is practice-based. Baichura and Riley (1985, cited in Quinn 2000 p99) used role modeling as a strategy for teaching trained staff and advocate that the nurse teacher must act as a professional model, showing enthusiasm about nursing and the ability to be skillful. Knox and Mogan (1987) conducted research to identify and compare the characteristics of best and worst clinical teachers as perceived by students. The findings showed that 'being a good role model' was the highest rated characteristic for 'best teachers' (Kuen Li, 1997). Learning Outcome 6.7.
Behaviourist approaches to learning have made significant contributions to learning theory in the past, McKenna (1995) however, believes their usefulness in the future appears to be limited. The author disagrees. Social learning theories, particularly Bandura's theory of role modeling - appear both useful and relevant and were of great influence to the author during teaching Rachel as, being newly qualified herself, the author remembers clearly both good and bad role models throughout her own training and so aspired to be a good role model to Rachel.
Practicing within her first year of qualifying as a Registered Nurse, the author is aware that such inexperience might be viewed by some as a barrier to effective teaching, however, the author felt that this actually assisted in the development of a close, trusting relationship between herself and Rachel. In a study by Earnshaw (1995) students regarded junior staff nurses (Grade D) as being closest to them professionally. These staff nurses were able to identify with the students and as such they displayed a great deal of empathy towards them because of their recent insight into the stresses of training. The fact that a number of students preferred grade D staff nurses is not surprising given that Bandura (1977) noted that people are more likely to imitate role models who are similar to themselves. Role models, according to Morton-Cooper and Palmer (2002), provide an observable image for imitation, demonstrating skills and qualities for mentees to emulate. Marris (1992) surmises it is important that qualified nurses set a good example for student nurses but does, however, warn they take care not to adopt a prescriptive approach. The author agrees with Ogier (1989), Melia (1987), Marson (1982, cited in Marris 1992 p144) whom conclude that the effect of role modeling - which can be a successful method of learning - should not be underestimated, and could be used more constructively if nurses were aware of the opportunities it presents. Learning Outcome 6.7.
Cognitive theories of learning by discovery, reception and information processing promote meaningful learning whilst recognizing students' previous knowledge and individual stage of development, according to McKenna (1995). Marris (1992) believes that encouraging the development of cognitive skills and providing learners with positive feedback enhances the learning process. It is, however, becoming increasingly less feasible for teachers to impart all the knowledge students need and so they have a responsibility to equip learners with questioning and problem-solving skills and to instill a sense of curiosity and self-motivation to learn (McKenna, 1995). Learning Outcome 6.3.
Early cognitivist theorists included Piaget (1969), a psychologist who focused on the intellectual development of the individual and his/her adaptation to the environment. For adaptation to occur, there must be some form of organization within the individual, and these two processes work independently and parallel (Quinn, 2000). It was natural for Rachel to be continuously developing her intellect, as she was a motivated, adult learner. Her adaptation to the environment, however, was influenced by many factors.
Later cognitivists included Ausubel (who was primarily, an educationalist). One of the key strategies for learning advocated by Ausubel (1987) is the concept of an advance organizer; a strategy introduced in advance of any new material in order to provide an anchoring structure for it (McKenna, 1995). The pre-reading material provided for Rachel appeared to increase her cognition and heightened her learning. Rachel also acquired basic knowledge of wound care during college lectures and a previous practice placement on a surgical ward. The advance organizer mechanism elicited Rachel's prior knowledge of the subject, bridging this with new material during the teaching session. Ausubel (1987) also suggests that students learn more efficiently when they are presented with material in an organized sequenced form that can be assimilated to their previous knowledge. Quinn (2000) believes this approach is very appropriate for adult learners who have a wealth of prior knowledge and experience and are able to manipulate ideas. Ausubel's approach of organizing and sequencing material was of particular use when planning the teaching session and in the preparation of pre-reading material for Rachel. Ausubel (1987) further advocates a method of expository teaching in order to enhance meaningful learning. The method involves high levels of interaction between the teacher and the student (McKenna, 1995). In advocating such a method, Ausubel combines a mix of learning theories, thus achieving an eclectic approach. Learning Outcome 6.1.
According to McKenna (1995), humanistic theories of student-centered and andragogical learning provide an excellent basis for the teacher/student relationship and the creation of a learning environment that does not stifle or limit progress. Bruner (1960) believed that the ultimate aim of teaching was to instill a general understanding of the structure of a subject adding that learning is an active process stimulated by curiosity (McKenna, 1995).
Androgogy, as promoted by Knowles (1970), refers to the art and science of helping adults to learn and acknowledges that adults need to be self-directed in their learning. A mix of cognitivism, humanism and social learning theory influences Androgogical theory. The author, when asking Rachel to formulate ideas for possible learning experiences, was aware of her need as an adult learner to be self-directed and of andragogical theory. Marris (1992) concurs the androgogical model supplies a much more significant ideology for learning. Burnard (1988) described the key features of andragogy as;
- Adults need to be able to apply what they have learned.
- Adults have a wealth of personal and life experiences that should be used in education.
- Adult learning involves an investment of self and any new learning will affect that self-concept.
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Adults are mostly self-directed and their education should accommodate this (McKenna, 1995). Learning Outcome 6.3.
Goode (1998), however, accepts that in nursing students cannot be completely self-directed, as they 'do not know what they need to know'. This is a good example of why mentors' need to know what and how to teach. By discussing Rachel's ideas with her, the author was able to manipulate them into manageable teaching/learning experiences whilst allowing Rachel to feel she was actively participating in directing her own learning. Jasper and Rolfe (1993, cited in Goode 1998 p87) conclude that students who play a major part in what and how they learn become autonomous and grow into autonomous practitioners.
Maslow (1971) made a significant contribution to the humanist approach with his theory of motivation and hierarchy of needs. The goal of education according to Maslow is to assist the achievement of self-actualization and fulfill the maximum potential for personal growth (Quinn, 2000). Rogers (1960), who also advocated a student-centered approach to learning, identified a continuum of meaning. At one end of the continuum is material that has no personal meaning; it has no relevance and so becomes futile. At the opposite end is significant, meaningful, experiential learning that involves thoughts and feelings (McKenna, 1995). The teaching session enveloped all of Maslow and Rogers' aspirations of a student-centered approach. The material was significant as it related to community nursing and meaningful through encompassing Rachel's own ideas. The teaching session was of a practical nature it was, therefore, experiential fulfilling Rachel's potential for personal growth. Andrews and Roberts (2003) deduce there is no doubt the clinical milieu is full of rich learning experiences and that learning is more meaningful if the learner actively participates. If student nurses are to gain maximum benefit from their clinical placements, it is essential nurses involve them in patient care as positively and actively as possible (Marris, 1992). Experiential learning, as described by Kolb (1984), offers a holistic approach to learning by integrating students' experience, perception, increased cognition and professional behaviour. Learning Outcome 6.3.
Experiential learning can be dissected into various stages. Steineker and Bell (1979) divided the stages into five levels (Fig.2) from the student being aware of a new experience, through deciding to become part of the experience to the union of the student and the learning experience.
Fig.2
The Experiential Taxonomy; Steineker and Bell (1979, cited in Quinn 2000 p151);
Taxonomical Level Description
- Exposure; Consciousness of an experience.
- Participation; Deciding to become part of experience.
- Identification; Union of learner with what is to be learned.
- Internalization; Experience continues to influence lifestyle.
- Dissemination; Attempt to influence others.
Rachel's level of knowledge and motivation to learn is typical of one being in the third stage - identification, whilst the author, having gone through all five stages, was attempting to influence Rachel through the teaching of a skill. Learning Outcome 6.3.
Greenwood (1993, cited in Goode 1998 p89) considers that experiential learning and reflection-in-practice can reinforce effective learning. Goode (1998) adds that time for reflection must be made available in order for learning to take place. Reflection-in-practice was achieved both during the teaching session and afterwards and was critical to the achievement of meaningful learning. Rachel was also required to write a reflection of the placement as part of her Learning Profile (see Appendix II).Clark et al (1996, cited in Williams 2001 p30) conclude that reflection is necessary to make sense of professional experience including the everyday events of practice. Learning Outcome 6.5.
Along with theories of learning, knowledge of individual learning styles, teaching strategies and an awareness of the learning environment can positively influence the achievement of learning objectives. By discussing Rachel's ideas with her, the author was able to ascertain Rachel's learning style, motivation to learning and personal aspirations and goals and aimed to formulate the teaching session based on her unique and individual needs. Honey (1982) suggests there are four different learning styles; activists, reflectors, theorists and pragmatics. On reflection it would seem that the author is a theorist, described by Honey as 'one who likes to learn by looking at the underlying ideas and systems and at all the different options'. The author regards Rachel, on the other hand as an activist; 'one who likes learning by doing and learning in a team, they do not like ploughing through masses of reading, they want to get on with their learning'. In acknowledging the styles described by Honey (1982), providing Rachel with pre-reading material was not conducive to her individual learning style, though she did state that she had read and understood the material prior to the teaching session. Bradshaw (1989) reminds us, however, that the learner may alter his/her learning style in order to benefit from all the learning experiences available, and this may have been true of Rachel. It is also worthwhile to acknowledge that learning styles may be affected by the stage of development within nursing practice and education. Learning Outcome 6.3.
There are numerous teaching strategies described in the literature - lecture, demonstration, debate, role-play, case study; for example. The question and answer teaching strategy is described by Reece and Walker (2003) as an informal assessment technique, a way of ascertaining the students existing level of knowledge and/or the learning that has taken place at the end of a teaching session. Both parties initiated questioning before, during and after the teaching session and along with being formally prepared as a teaching technique, these questions and answers were also pertinent to aiding the interpersonal relationship of the author and Rachel, thus creating a positive mentor/student relationship. Learning Outcome 6.4.
The most appropriate strategy for teaching a motor skill, according to Reece and Walker (2000), is through demonstration and individual practice. They suggest that in a one-to-one situation, teaching is tailored to meet the individual student's needs and abilities and to accommodate the differences between students. Quinn (2000) reports the teaching of a motor skill involves the provision of information and the opportunity for practice. The author utilized many of the following points for the teaching of a motor skill during the teaching session;
- Provide an atmosphere conducive to learning;
- Carry out a skills analysis to determine part-skills and elements;
- Determine the sequence of the procedure;
- Assess entry behaviors of students;
- Model the skill by demonstration at normal speed;
- Teach the sequence of the procedure;
- Teach the motor skill be either whole-learning or part-learning method;
- Allocate sufficient time for practice;
- Provide augmented feedback on performance;
- Prompt students to use intrinsic feedback; and
- Encourage transfer of existing similar skills by pointing out their similarity (Quinn, 2000).
It was irrelevant for the author to divide this particular skill into part-skills as Rachel had practiced it previously, and so the skill was taught using Quinn's whole-learning method. Rachel also had prior knowledge of wound care. Closing the theory-practice gap is an important function for teachers. By assessing Rachel's theoretical knowledge prior to the session, the author was able to base the session on what she already knew, and therefore, teach the skill relating to her knowledge and comprehension. Rachel felt that this particular skill (pertinent to all registered nurses within any nursing environment) needed to be practiced further in order for her to become competent. Competence is defined by F.E.C.U. (1984, cited in Quinn, 2000 p231) as 'the possession and development of sufficient skills, knowledge, appropriate attitudes and experience for successful performance'.
Characteristics of performance at different stages of skill acquisition are described by Benner (1984, cited in Quinn 2000 p181) as novice, advanced beginner, competent, proficient and expert. In studying the five stages, two appeared to reflect the stages of skill acquisition of the author and Rachel. The author was competent at the task, a level she considers necessary in order to teach it effectively. Rachel was required to be either a novice or an advanced beginner for learning to take place, in this case she was an advanced beginner. She had gained sufficient prior experience to deliver marginally acceptable performance but still required adequate support in the practice setting (Quinn, 2000). The stages are only an indication and mentors should remember that they are unique to the individual, for example; a beginner may be qualified for a number of years before he/she becomes competent.
Student nurses' ability to learn a skill is also influenced by the commitment and preparation qualified nurses put into creating a conducive learning environment (Marris, 1992). The author was aware of the explicit differences between the ward environment and the community in carrying out such a skill and of the possible barriers to teaching/learning. Orton (1981, cited in Stuart 2003 p186) described the clinical learning environment as a group of stable characteristics unique to that setting. Stuart (2003) adds that the environment for teaching and learning in the community opens another world for students. Although they do not have to work within the constraints of a hospital environment, students have to learn a different set of factors that influence practice (White and Ewan; 1991, cited in Stuart 2000 p187). Learning Outcome 6.2.
According to Quinn (2000) all a teacher's careful planning can be undone if he/she neglects the environment within which the session takes place. Parlett and Hamilton (1977, cited in Stuart 2003 p186) define the learning environment as the social, psychological and material environment in which students and teachers work together. The author perceives that the social environment encompasses the setting and the unique ethos of that setting, the team members and of course, the patients/clients. The author was limited in the extent to which she could change the social environment in order to facilitate Rachel's learning but was, at least, aware of its influence. The psychological environment, she believes, is more easily manipulated. Quinn (2000) advocates that the learning environment should be as pleasant and comfortable as possible. This can be achieved by the formation of a positive mentor/student relationship.
The mentor, according to Andrews and Roberts (2003), is seen as important to student learning and the relationship between the student and mentor is fundamental to the quality of the learning experience. A mentoring relationship is one that is enabling and cultivating, a relationship that assists in empowering an individual within the working environment (Morton-Cooper and Palmer, 1993). Bennett (2003) deduces that a mentor should;
- Foster a relationship conducive to learning;
- Contribute to a supportive learning environment;
- Have an awareness of how students learn best;
- Ensure the learning experience is a planned process; and,
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Provide student assessment. Learning Outcome 6.1.
Achievement of the full benefits of planned clinical experience is, therefore, dependent to a large extent on the nature of interactions between students and clinical nurses (Jackson and Mannix, 2001). A study conducted by Hart and Rotem (1994) revealed that students highly valued positive relationships with clinical staff and had an acute need to feel that they belonged and were accepted in the clinical environment (Jackson and Mannix, 2001). Nolan (1998, cited in Jackson and Mannix 2001 p276) further declares that until students feel accepted, learning cannot proceed.
Accounting for these factors, the author felt she manipulated the psychological environment to the best of her ability within the time spent teaching Rachel, utilizing advice from Marris (1992) who believes that giving student nurses positive feedback is a valuable method of initiating discussion and evaluation, and offers an opportunity to give encouragement. The discussion between the author and Rachel concerning her ideas facilitated the development of a positive relationship based on mutual trust and respect by the use of open questions and the use of positive interpersonal skills such as body language. This gave Rachel the feeling that the author was interested in her views both as a student and as a person. The relationship was further aided during the teaching session by the author reinforcing positive behaviours, giving praise and encouragement and by Rachel's self-motivation and enthusiasm to learn. Learning Outcome 6.1.
The author views the material learning environment as consisting of resources, information and equipment - also difficult to adapt. In a study conducted by Anderson and Jack (1991) nurses empowered students by showing them how to locate information, thus helping them to develop some level of independence in clinical areas (Jackson and Mannix, 2001). The author, as stated, provided Rachel with pre-reading material. However, empowerment and independence may have been better achieved had she have shown Rachel how to locate this information herself. An awareness of how the learning environment has a direct effect on the student experience is vital and Quinn (2000) concludes it is not always appreciated that students themselves are very much a part of the learning environment and not merely the passive recipients of its influences. Learning Outcome 6.2.
So far the author has demonstrated how learning theories, learning styles, teaching strategies and the learning environment affected the teaching of Rachel and the facilitation of her learning. In concluding Kolb's experiential learning cycle, it is vital to gain a holistic view of the experience by reflecting on negative aspects and any aspects that may have been omitted when teaching Rachel. This knowledge will aid the author during future interactions with students.
Active Experimentation.
Accounting for theories of behaviourism, cognitivism and humanism, I agree with McKenna (1995) who considers that an eclectic, flexible approach to learning is most effective as students have individual learning needs. The teacher, thus, can help by using a variety of teaching strategies that are appropriate to the students' learning style, their stage of cognitive development and the subject being taught. The learning style of the student, as described by Honey (1982) is imperative to effective teaching. Had I accounted for this aspect appropriately, I would have guided Rachel to the relevant information and given her the autonomy to utilize it, as she felt necessary. Other teaching strategies may have benefited the session such as problem-based learning, simulation, discussion, self-directed study and lectures. All have unique attributes and, I believe, using a number of different teaching strategies might have aided Rachel's learning further. Learning Outcome 6.3.
The environment was adjusted as much as possible to accommodate Rachel (without making it seem unrealistic) but I am aware of situations in which learning may be less of a priority, such as when time is limited or when patients are not so compliant to students. Time is universally regarded as the biggest constraint on effective mentoring (Wilson-Barnett et al; 1995, Watson; 1999, Phillips et al; 2000, cited in Pulsford, Boit and Owen, 2000 p441). By allowing plenty of time for the teaching session, this was not an issue. Learning Outcome 6.2.
It is sometimes the case that the mentor/student relationship is fraught for various reasons. This can be overcome by recognizing students as newcomers to clinical areas and in showing understanding for their natural tentativeness and feelings of uncertainty. During my time as a student, I was given 'Welcome Packs' on a number of occasions that contained information pertinent to placement areas. These packs were very helpful and made me feel both welcome and appreciated, thus, I feel a Welcome Pack I have devised (see Appendix III) would benefit future students placed within my clinical area.
During future interactions with students, I will make better use of my knowledge of learning theory by utilizing various teaching methods and strategies, allowing students more freedom to direct their own learning and recognizing their individual needs and learning styles.
Conclusion.
A great deal is written about how students learn but not so much is written about how we should teach (Quinn, 2000). This highlights the fact that mentors require adequate preparation to enable them to manage the educational activities to support learning and assessment (Stuart, 2003). In promoting learning in practice, mutual respect and valuing the merit of passing on nursing skills through practice-based learning is crucial (Glen and Parker, 2003). It is important that Schools of Nursing and mentors work together to ensure that students, who represent the future of the profession, are provided with the best possible opportunities for clinical learning.
Having had no prior experience of mentoring students, I am acutely aware that I am limited in the extent to which I am able to compare and contrast this experience and in discussing all of the possible variables. I nevertheless, believe that the experience has broadened my horizon on mentoring and what it entails and this change has been significantly affected by the theory learnt of teaching and assessing.
The aims of this paper were for me to analyze, critically the teaching of a student whilst on placement within the community, aspiring to provide the student with the opportunity to develop her clinical skills, integrate theory and practice and assist her socialization into nursing, as recommended by Wong et al, 1998; Conway and McMillan, 2000; (cited in Jackson and Mannix 2001 p270).
In conclusion, I feel my initial aims have been achieved and both practically and theoretically, I am aware of all of the components to successful teaching and assessing and will utilize this knowledge during my continuing journey as a qualified mentor of student nurses.
Preparation for Mentorship & Assessing.
Assessment; A Reflective Account.
Introduction.
In order to undertake the assessing of Rachel, I acted as her mentor on numerous occasions, assessing her both formatively and summatively. My mentor was present during most of these occasions. Learning Outcome 6.4.
Reflection.
Education is essential for the development of expert nurses and other healthcare practitioners in order for them to be able to deliver the high quality care that patients need, expect and deserve. The role of the assessor, according to Howard and Eaton (2003), is fundamental to this crucial process. Atkins et al (1993) and Rowntree (1987) discuss the reasons for assessment as including;
- Motivating students;
- Diagnosing strengths and weaknesses;
- Establishing progress;
- Providing feedback;
- Establishing the level of achievement;
- Predicting a student's likely performance; and,
- Maintaining standards (cited in Parker, 2003).
In planning for assessing Rachel, I aspired to achieve these aims. Rachel brought to the placement a Learning Profile (see Appendix II) which consisted of clinical learning outcomes, a student reflection on clinical learning outcomes, intermediate and final reports, a learning plan and a General Assessment Grid (GAG).
According to Stuart (2003) assessment is an integral part of professional health care training and is a multifaceted process, providing formative (that is, ongoing) and summative (that is, culminating) opportunities for scrutinizing students' progress toward achieving learning outcomes (Williams, 2003). Both forms can be employed to ascertain students' developmental needs as well as to evaluate their progress (Fahy, 2001). The documentation provided by the School of Nursing recognizes this fact and, I believe, is adequate in assessing students in the practice area.
Quinn (2000) defines the separate components of assessment as; formal, informal, quantitative, qualitative, episodic, continuous, formative, summative, teacher-centered, student-centered, norm-referenced, criterion-referenced, achievement, aptitude/personality, paper and pencil, practical/oral, local and national. A sound assessment strategy, according to Nicklin and Kenworthy (2000), will utilize a number of methods in order to receive a comprehensive picture of the student. I utilized many of the components described above, however, I was careful not to norm-reference Rachel during the assessments.
One of the controversial issues in mentoring, however, is whether or not a mentor should also act as an assessor in relation to their students. Anforth (1992) argues that the role of mentor is incompatible with that of assessor, since it presents a moral dilemma between the guidance and counseling role and the judgmental assessment role. However, if the mentor has an open, honest and friendly relationship with the student, assessment can provide a rich source of feedback and dialogue to further the student's development. A qualitative, student-centered approach was taken in order to aid a positive mentor/student relationship and also utilized were the methods described in detail within the previous paper (Critical Analysis of a Teaching Experience). Learning Outcome 6.4.
Prior to mentoring Rachel, I ascertained her existing level of knowledge using a variety of strategies including verbal and non-verbal communication, question and answer sessions and discussion of various topics related to community nursing. Informal (formative) assessment was undertaken throughout the placement and strategies utilized again included verbal and non-verbal communication, question and answer sessions and discussion of various topics, but also included encouraging Rachel through verbal feedback, giving constructive criticism and dealing with issues on both sides in a positive, non-blaming culture.
Structured (summative) assessments were carried out half-way through the placement at an intermediate interview and at the end of the placement by way of a final report during planned, formal meetings which included written evidence of Rachel's progress and achievements. I completed the GAG at both interviews, as requested by the School of Nursing. The GAG contains the criteria by which students are assessed in relation to the way in which they deliver care, interact with patients or otherwise perform their duties in the practice area. Prior to writing both reports, I discussed Rachel's progress with her. Rachel stated that the opinions given were representative of her progress and of what she felt she had achieved. Both Rachel and I felt that the assessments were a fair representation of her learning and Rachel further stated that the meetings provided her with the knowledge for her to further her development. I perceived the summative assessments to be adequately planned and, thus, were positive experiences for both parties. Overall, both formative and summative assessments were successfully carried out and I believe I have become competent at assessing students. Learning Outcome 6.5.
An important factor not yet identified is the liaison between nurse teachers and mentors, which facilitates effective interdepartmental cooperation (Marris, 1992). An awareness of the current curricula and the availability of a named 'link-tutor' were also key features in mentoring and assessing Rachel and, had the need arose, I would have elicited proactive liaison with the link-tutor and/or the School of Nursing. Learning Outcome 6.6.
Conclusion.
The aims of this paper were for me to reflect on the assessment of a student whilst on placement within the community, aspiring to motivate Rachel, diagnose her strengths and weaknesses, establish her progress, provide feedback, establish Rachel's level of achievement and predict her likely performance, as recommended by Atkins et al (1993) and Rowntree (1987) during the assessment process. Using Kolb's cycle as a structure, I gave an overview of the assessment experience, comparing and contrasting formative and summative assessment. I gave an affective account of how both the student and myself viewed the assessments and went on to explore the components of assessment and various assessment strategies. Analysis and reflection of how the experience related to theory was demonstrated. Finally, I focused on the importance of liaison with the School of Nursing/link-tutors and knowledge of the current curricula. Learning outcomes 6.5.
In conclusion, I feel I have achieved my initial aims and will utilize the knowledge gained through theory and practice, further when assessing students.
Preparation for Mentorship & Assessing.
Conclusion.
"You are a role model, teacher, mentor, assessor, nurse, source of
information - a multi-skilled professional who can make a real
difference to the student experience".
Howard and Eaton (2003).
The aims of this portfolio were to;
- Critically analyze and demonstrate the development of effective and supportive relationships with students based on mutual trust and respect;
- Critically analyze and take action in creating an optimum learning environment for the area of practice;
- Critically examine and demonstrate the development of strategies to facilitate the students learning;
- Critically analyze and engage in the assessment and evaluation of students in the practice setting;
- Reflect on practice as a practitioner, mentor and assessor in the clinical area;
- Critically analyze, implement and contribute to the development of curricula as appropriate to clinical practice; and,
- Critically examine the concept of role modeling and act as a role model in the practice area.
I have achieved these aims by providing evidence in written form of the products and processes of my learning. The portfolio attests to the achievement of learning outcomes and of personal and professional development by providing critical analysis of its contents (as recommended by McMullan et al 2003, cited in Webb 2003 p601). I utilized a reflective cycle in order to encompass an affective account of the experiences described and gave a rationale for its use. A table of evidence guides the reader to a critical analysis of a teaching experience, a reflective account of an assessment, practical learning outcomes achieved by the author, a log of learning events, a peer review of teaching and assessing and a variety of appendices.
Through writing this portfolio, I have developed the skills required to support students to learn and teaching, assessing and mentoring are now fundamental aspects of my role and responsibilities as a practitioner. I will utilize these skills in assuring that my workplace provides an area in which students experience good quality care and treatment of patients and clients, as recommended by the DoH (2001) and recognize that I have a direct influence on the quality of student placements. I feel I am competent at fulfilling the roles of mentor, teacher and assessor and in planning learning opportunities, facilitating and supporting the learning process, assessing learning and providing feedback to students on their performance, as recommended by Neary, 2000; Eraut et al, 1995 (cited in Stuart 2003 p33).
Preparation for Mentorship & Assessing.
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