Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields. Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student however to enhance by mentorship capability I need to establish relationship with other mentors that is founded on sharing evaluation feedback as an approach to building my scope with regard to student evaluation, facilitating learning and assessment in practice essay. By facilitating learning and assessment in practice essay a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to benefit myself as well as the student. This demands application of a situational approach to leadership when handling different leadership situations at work. I work in a general medical ward but we do nurse other types of cases such as surgery, cardiac or even pediatrics.
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Introduction I am a registered nurse based in a ward that manages spinal and orthopaedic conditions among patients. Currently, I am finalising my training as a qualified mentor. This paper presents a reflective account of my experiences in facilitating, teaching, and assessing student facilitating learning and assessment in practice essay during their learning practice. It also highlights the learning outcomes drawn from the experience. Through demanding and instilling high standards of professionalism during assessments, practice-based learning makes sure that nursing students are able to effectively practice before they are registered facilitating learning and assessment in practice essay nurses Myall et al.
Order custom essay Facilitating Learning And Assessment In Practice with free plagiarism report. This demonstration of my eligibility to assess and supervise nursing students in practice coupled with successful completion of this training will allow me to be an effective mentor in nursing Price, Nursing Standards In order to promote adherence to specific attributes that support assessment and learning in practice, the nursing standards offers specific guidelines that must be met by teachers, practice teachers and mentors NMC, Specifically, the fixed requirements cover standards, facilitating learning and assessment in practice essay, frameworks, and information on the approaches for assessment in nursing practice.
There standards are defined by eight domains including: leadershipevidence-based practice, context of practice, creating a learning environmentlearning evaluation, assessment and accountabilitylearning facilitation, and establishment of valuable working relationships NMC, Linking these domains to my own practice, I hold high regard for leadership and formation of useful working relationships. Consideration of the imperativeness of family-centred approach to nursing care and the promotion of good working relationships demands effective leadership. To be specific, leadership in my case involves influencing others, improving nursing care, and role modelling NMC, This demands application of a situational approach to leadership when handling different leadership situations at work.
However, it is imperative for a nurse to act in the best interest of the patient Price, which can best be achieved through autocratic approach to leadership. Consequently, establishment of effective leadership and relationships require knowledge, skill, facilitating learning and assessment in practice essay, and experience and are vital in the provision of high-quality nursing care Myall et al. The sustained pressure from clinical commitments and the limited time availability affects the process of student supervision and assessment during practice-based learning NMC, More so, there may be inconsistency in achievement, which affects the process of student assessment with regard to their fitness to practice NMC, In other cases, some students in practice-based learning do not conform to the existing support systems for instances of failure limiting their learning and effectiveness of the assessment.
In addition, the supervisor may be reluctant to fail an incompetent learner due to perception that he process is too complex or general poor assessment, this also posed a challenge in my practice. The existing nursing standards that guide learning and assessment of students in practice offer frameworks for nursing mentors. However, the document is limited, as it does not consider all competence assessment aspects Myall et al. Therefore, some forms of assessment are subjective as much as the framework for assessment is provided due to the intrinsic nature of the nursing profession and the variations in nursing skill-set to facilitating learning and assessment in practice essay assessed.
These issues are enhanced in situations where a mentor fails to fail instances of incompetency among learners Myall et al. These problems are resolved through the use of sign-off mentors that offer final evaluation of the students before being accredited to be effective to service as professional nurses at the end of nursing training program NMC, Consequently, more support to the nursing standards is needed to promote effectiveness of learning assessment for practice-based learning. This support is provided various nursing documents such as nursing guides, which offer strategies and support for practitioners in the nursing profession.
The ensure the diversity of the nursing settings are accommodated during the assessments, there are several assessment approaches that can be used in student mentorship programs including mini clinical assessment exercise, direct observationcase-based discussion, and mini peer assessments Myall et al. Mini clinical assessment exercise offers an overview of student performance of key clinical skills. This assessment approach works both in routine patient encounter as well as ward environment. Direct observation of procedural skills involves observing a nursing student which conducting a clinical procedure where the observer provides necessary feedback at the end of the procedure. A good example of a clinical procedure that can be observed is preparation of a dressing trolley by a student.
Finally, facilitating learning and assessment in practice essay, mini peer assessments encompass a team of qualified professionals that offer feedback on the performance of an individual. There are four vital areas that cover student assessment, namely motivationperformance, skill, and knowledge. Therefore, successful implementation of student assessment require coordination between service providers and educators to ensure the assessment approach is appropriate in terms of its summative and formative perspectives which are imperative in promoting a working linkage between theory and practice Myall et al, This portfolio outlines an assessment of the competency of a nursing student with regard to the appropriate use of pain assessment tools, facilitating learning and assessment in practice essay.
I considered this to be vital in the profession of nursing due to the importance of pain assessment skills in nursing care as it is classified as the fifth vital sign in nursing Murray et al. Considering the requirement that nursing students should actively participate in vital signs, developing this competency is vital for patient safety Price, Further, I considered this assessment to be a direct observation of a procedural skill where I was available during the whole process while offering feedbacks and assessments on the process NMC, To ensure the assessment was a success, I developed a plan that included a criterion for implementing the process as well as questions that were used for testing the levels of understanding exhibited by the learner.
The questioned used in the assessment were open-ended to allow the student to offer the rationale behind their action path. The assessment was initiated after ensuring the ward was quiet enough to minimise the effects of a noisy setting on the assessment program. The process commenced with an official introduction between me and the student as an approach to familiarization between me and the student to minimise instances of anxiety Price, facilitating learning and assessment in practice essay, After that, I proceeded by informing the student my expectations, the timeline, and offered my reassurance that the process was not formal as I was just interested in observing the process and offering my feedback at the end of the process Murray et al.
As much as I had previous encounter with the student, lack of enough background information hampered my effective participation in the growth of the student during the practice-based learning. Furthermore, I did not clearly identify the outcomes of the assessment at the beginning of the assessment. As much as appropriate information was provided and the environment was conducive, facilitating learning and assessment in practice essay, developing a summary of discussion could have enhanced the levels of student conceptualization of the expectations as well as minimize anxiety and confusion NMC, When the student completed the first process, I asked the student several questions.
The student also effectively addressed the nursing situation at hand, as he utilised Wong-Baker pain rating to stabling the pain situation by the patient Wong et al. From the case, it was evident that I had a problem with my communication skills as I had to repeat myself severally before the student could understand what I was addressing. I offered the student a feedback session with the aim of promoting proactive learning relation with the student Murray et al. This feedback included active involvement of the student in the development of an action plan for dealing with the identified inconsistencies during the assessment. The process of provision of the feedback considered developing a positive and constructive impact on the student to assist the student in building self-esteem, cultivating a positive working relationship as well as a supportive learning environment which are important aspects that reduces anxiety during nursing practice Myall et al, This feedback was provided immediately after the assessment session as an approach to providing the student with prompt support and offer immediate corrective measure for any unpleasant conduct exhibited by the student during the session Zachary, Based on the assessment and my individual reflections on the outcomes, I identified various areas of my practice that require improvement.
Specifically, facilitating learning and assessment in practice essay, my feedback on the assessment was limited and did not offer the student a wider scope on improvement. Furthermore, my speaking speeds need to be slowed to ensure effective communication. I also need to focus on developing in-depth background information about the student before the assessment as well as offering the student the expected outcomes of the assessment. In addition, asking the patient about the service will also enhance the determination of the performance of the student as well as development of an effective feedback.
Reflective Commentary Mentorship is an important leadership characteristic Zachary, facilitating learning and assessment in practice essay, Transformational leadership is founded on the ability of an individual to influence others through affecting their thinking. Adoption of this approach of leadership in nursing promotes autonomy as well as enabling the students to realise their full potential. It is also central to encouraging the development of excellent Interprofessional rapport Myall et al. By becoming a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to benefit myself as well as the student.
This influence can also be transferred to other situations in the nursing environment, which will culminate to a better outcome in my nursing practice Price, Common obstacles to mentorship such facilitating learning and assessment in practice essay staffing issues, hectic hospital environment, and clinical commitments influence my ability to perform as a mentor and hence the development of an effective relation with the student is essential Price, ; Appendix 2. Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student however to enhance by mentorship capability I need facilitating learning and assessment in practice essay establish relationship with other mentors that is founded on sharing evaluation feedback as an approach to building my scope with regard to student evaluation.
Being able to share with other mentors about feedback can also expand my evaluation to the benefit of the student. As much as this approach is effective in enhancing a student mentorship program in hospital settings, it is challenging especially in cases where other mentors are not interested in sharing their experiences and work limiting its usability. Promoting teamwork in mentorship can be an effective approach to overcoming this obstacle. Dealing with the problem of anxiety requires innate understanding of the student, which implies discussing with the student the most appropriate way for implementing the assessment. This is effective as it encourages the student to be actively engaged in the assessment program and also creating a better relationship between the mentor and the student Zachary, Conclusion The process of student assessment is only successful if it is administered objectively and fairly.
It is also necessary for ensuring approved nurses are competent enough to guarantee patient safety. Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields. To achieve this, I will focus on developing a closer working relationship with the students to ensure all competency issues are identified and addressed timely. This is important in ensuring the students that I encounter do not face surprises later during their summative facilitating learning and assessment in practice essay or even when practicing as facilitating learning and assessment in practice essay nurses. Furthermore, involvement of the patients and their families in the assessment of my students will be a major trademark of my mentorship and assessment program as I regard inputs by the patient vital to determining the competency of the student nurse.
Consequently, as much as the practice of assessment and mentorship is challenging and compound in nature, I believe that effective application of relevant knowledge facilitating learning and assessment in practice essay skills while focusing on the expected outcomes, it is possible to deliver efficiently in this function. This reflection process has enriched my understanding on the concept of mentorship and its significance in the nursing profession. It has also enhanced my perception of the concept of professional and personal development. I believe that if I eliminate the few areas of weakness that I have identified in the reflection, I will be able to offer effective mentorship and assessment for nursing students in clinical practice.
References Bradshaw, A. Murray, C. Myall, M, facilitating learning and assessment in practice essay. Jones, T. Nursing and Midwifery Council, NMC. Additional information to support implementation of NMC Standards to support learning and assessment in practice. London, UK : Nursing and Midwifery Council NMC. The Code: Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Price B. Polit, DF. Nursing research: Generating and assessing evidence for nursing practice, facilitating learning and assessment in practice essay. Zachary, LJ. Appendix 2: Essential competencies for an effective mentor This essay was written by a fellow student.
You can use it as an example when writing your own essay or use it as a source, but you need cite it. Explore how the human body functions as one unit in harmony in order to life. Facilitating Learning And Assessment In Practice.
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As much as appropriate information was provided and the environment was conducive, developing a summary of discussion could have enhanced the levels of student conceptualization of the expectations as well as minimize anxiety and confusion NMC, When the student completed the first process, I asked the student several questions. The student also effectively addressed the nursing situation at hand, as he utilised Wong-Baker pain rating to stabling the pain situation by the patient Wong et al. From the case, it was evident that I had a problem with my communication skills as I had to repeat myself severally before the student could understand what I was addressing. I offered the student a feedback session with the aim of promoting proactive learning relation with the student Murray et al.
This feedback included active involvement of the student in the development of an action plan for dealing with the identified inconsistencies during the assessment. The process of provision of the feedback considered developing a positive and constructive impact on the student to assist the student in building self-esteem, cultivating a positive working relationship as well as a supportive learning environment which are important aspects that reduces anxiety during nursing practice Myall et al, This feedback was provided immediately after the assessment session as an approach to providing the student with prompt support and offer immediate corrective measure for any unpleasant conduct exhibited by the student during the session Zachary, Based on the assessment and my individual reflections on the outcomes, I identified various areas of my practice that require improvement.
Specifically, my feedback on the assessment was limited and did not offer the student a wider scope on improvement. Furthermore, my speaking speeds need to be slowed to ensure effective communication. I also need to focus on developing in-depth background information about the student before the assessment as well as offering the student the expected outcomes of the assessment. In addition, asking the patient about the service will also enhance the determination of the performance of the student as well as development of an effective feedback. Mentorship is an important leadership characteristic Zachary, Transformational leadership is founded on the ability of an individual to influence others through affecting their thinking.
Adoption of this approach of leadership in nursing promotes autonomy as well as enabling the students to realise their full potential. It is also central to encouraging the development of excellent Interprofessional rapport Myall et al. By becoming a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to benefit myself as well as the student. This influence can also be transferred to other situations in the nursing environment, which will culminate to a better outcome in my nursing practice Price, Common obstacles to mentorship such as staffing issues, hectic hospital environment, and clinical commitments influence my ability to perform as a mentor and hence the development of an effective relation with the student is essential Price, ; Appendix 2.
Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student however to enhance by mentorship capability I need to establish relationship with other mentors that is founded on sharing evaluation feedback as an approach to building my scope with regard to student evaluation. Being able to share with other mentors about feedback can also expand my evaluation to the benefit of the student. As much as this approach is effective in enhancing a student mentorship program in hospital settings, it is challenging especially in cases where other mentors are not interested in sharing their experiences and work limiting its usability.
Promoting teamwork in mentorship can be an effective approach to overcoming this obstacle. Dealing with the problem of anxiety requires innate understanding of the student, which implies discussing with the student the most appropriate way for implementing the assessment. This is effective as it encourages the student to be actively engaged in the assessment program and also creating a better relationship between the mentor and the student Zachary, The process of student assessment is only successful if it is administered objectively and fairly. It is also necessary for ensuring approved nurses are competent enough to guarantee patient safety. Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields.
To achieve this, I will focus on developing a closer working relationship with the students to ensure all competency issues are identified and addressed timely. This is important in ensuring the students that I encounter do not face surprises later during their summative assessment or even when practicing as registered nurses. Furthermore, involvement of the patients and their families in the assessment of my students will be a major trademark of my mentorship and assessment program as I regard inputs by the patient vital to determining the competency of the student nurse.
Consequently, as much as the practice of assessment and mentorship is challenging and compound in nature, I believe that effective application of relevant knowledge and skills while focusing on the expected outcomes, it is possible to deliver efficiently in this function. This reflection process has enriched my understanding on the concept of mentorship and its significance in the nursing profession. It has also enhanced my perception of the concept of professional and personal development. I believe that if I eliminate the few areas of weakness that I have identified in the reflection, I will be able to offer effective mentorship and assessment for nursing students in clinical practice.
Bradshaw, A. Murray, C. Myall, M. Nursing and Midwifery Council, NMC. Additional information to support implementation of NMC Standards to support learning and assessment in practice. London, UK : Nursing and Midwifery Council NMC. The Code: Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Price B. Polit, DF. Nursing research: Generating and assessing evidence for nursing practice. Zachary, LJ. Tags: Assessment , Facilitating Learning , orthopaedic conditions. If you enjoyed this article, subscribe to receive more just like it. Including student tips and advice. Click here to ask a question about this article.
Home Our Story Why WritePass? Facilitating Learning And Assessment In Practice rodrigo January 13, WritePass - Essay Writing - Dissertation Topics [TOC] Introduction Nursing Standards Facilitating Learning and Assessment Reflective Commentary Conclusion References Appendices Related. I managed to alleviate her anxiety by giving her encouragement and motivation. Eventually, she expressed her willingness to learn with my guidance in order to be a competent and knowledgeable nurse. Initially, I had a professional conversation with URN. J to assess her learning needs. Indeed, reflective practice is part of requirement for nurses to enhance professional skills Somerville and Keeling, She admits that she has less exposure during her student time performing ET suctioning due to limited clinical posting at intensive care units.
Further, she reflects to me, her experience on ET suctioning during her student time, which caused her embarrassment after scolded by her tutor in front her colleagues for not maintaining sterile procedure. Reflection-on- action is the most common form of reflection practice interlinking mind events that have occurred in the past which challenge the thoughts to improve Somerville and Keeling, Lack of skill and knowledge in ET suctioning may lead to complications for patients Proto et al. Eventually from there, agreed with URN to teach and guide her to develop her skills to be competent in performing ET suctioning so we signed the learning contract.
In the learning contract, I asked her to fill up her own learning goals Appendix 3. J had the strong desire to learn and want to be a competent nurse. She emphasized to me that she will take all the initiative to learn and to gain the skill competency. Timing describes learning contract encourages self-directed learning among learners to focus along their learning for improvement. An individual effectively learns best through their preferred learning style Franken, So, prior drafting lesson plan and teaching strategies for URN. J, I told her that I wanted to assess her learning style.
Unloaded the Honey and Uniform Learning Style Questionnaires LSI online and asked her to answer it Appendix 4. According to Honey and Uniform , their LSI can be a selection tool for both learner and trainer to identify and decide the best learning experience opportunities for them on the job. Further, Honey and Uniform LSI outcome categorize individual according to their learning style as an activist, reflector, theorist and pragmatist Appendix 5. The LSI revealed URN. J learning style was a pragmatist. An individual with pragmatist earning style benefits from what is learned in practice and like to try out new techniques that is relevant to their work with practical advantages Burton, 1.
J was happy as the result was similar to her personal manner of learning style initially. The following day, I came up with a lesson plan Appendix 6 which will suit URN. The lesson plan was set with similar learning objectives that URN. J filled up earlier in the learning contract. It is to allow appropriate learning activities to take place in order to meet the earning outcomes in this learning partnership. A well planned lesson plan, aids to brief the daily teaching plan for the educator Neural, I gave URN. J a copy of the lesson plan for her reference and mental preparation. Neural describes, a lesson plan gives a better picture for the learner about what activities the educator intends to carry out for the learning. We also discussed about her role as an adult learner, she has to be responsible for her own learning to gain knowledge besides I will guide her alongside.
I asked her to keep a learning diary to reflect and write about her learning activities. Learning diary is a useful tool for learner to evaluate their learning progress and think of action plans for their improvement Tang, A person who teaches and guides an adult learner functions as facilitator in creating a learning environment Lee, , p. According to Elevate-Jones and Lateran , learning at clinical practice area open opportunities for learning nurses to develop their skills, knowledge, attitudes and values of a URN. On the first day as per lesson plan, URN and met up in our clinical practice area and had a simple briefing about the learning objectives, learning outcomes and the learning activities that were planned for 1 week of the time period.
Then, I started my orientation tour with the physical layout of the unit. I lead her to our unit discussion room where a mini library is set up with various relevant reading materials for learning purpose. Besides, a computer with internet access is placed in that room. I encouraged URN. J to use the facility available for learning. For new nurses transitioning into a new practice area, good orientation is important Jewell, New nurses need to feel accepted prior integrating into the inter-professional team. My intention was to help URN. An analysis by Japanning and Lessee reveals good relationships are needed to accommodate an environment conducive for clinical learning while poor relationships may cause denomination and stress to learn in becoming a competent practitioner.
Next, we were at the patient cubicle, there was an empty bed. I showed her our unit patient bedside setting. I taught her how to function the professor pump, cardiac monitor, wall unit 02 and vacuum port with suction pressure regulator. Then, showed her items and equipments needed for ET suctioning. Showed her where to obtain the consumable items for the procedure. Lee , p. J expressed the orientation tour was informational for her. Further, we discussed for next day lesson plan, I asked her to revise on the human respiratory system and the importance of ET suctioning skill in airway management. Second day, URN. J and met up at our unit discussion room. We briefly discuss on the human respiratory system and the importance of ET suctioning. I praised her for the good knowledge in theory.
According to Cooley , it is necessary for a professional nurse to balance in both academic and clinical skills to relate theory-practice independently. Then, I gave URN. J printed hand out on ET suctioning procedure steps Appendix 7. Passable , identifies Bloom Taxonomy supports teaching in cognitive domain can be one-to-one instructed by using written tools to stimulate learning. The cognitive domain of learning needs to gain knowledge and promote critical thinking to implement on psychosomatic skill development. Finally, we were in the practice area, URN. J had a chance to observe a nurse performing TIE suction.
Consequently, on the third day I started with a short intro to the skill by referring the note that have given her earlier. I prepared the items and equipments needed, and then demonstrated the full procedure to her by explaining every step with rationales. She observed carefully and took notes. According to Book , observation of a skill with relevant knowledge input through list Of direction and explanations with demonstration enhances skill-learning process. During URN. Finally, she was able to carry out the procedure under my guidance. Besides, she should not confuse about the use of dominant and non-dominant hand.
Subsequently, on the fourth day, URN. J and went around the clinical area and performed ET suctioning for ventilated patients. She was not shy or feared to offer the nurses to do the reoccurred with my guide for their patients. I guided her in some steps of the procedure for about six patients. Clinical coaching sessions, aid in building self- confidence and motivate the nurse to improve their skills towards competency with a better understanding Skeleton, According to Passable , a learner with psychosomatic learning behavior, develop their skills by observing, imitating, practicing and adapting. Towards the end of the day, I asked URN. J about how the learning process is taking place in the practice area. She told with more practices, she is improving her skills and quenches in performing ET suctioning under aseptic technique.
Furthermore, Beck et al. I encourage her to keep the good work and to be prepared for the formative skill assessment next day to evaluate her learning. I briefed her about how she will be assessed. According to Quinn , formative assessment provides information on the learners progress towards meeting the competency in progress while, summarize assessment is done at the end of learning to determine whether the competency been achieved. Formative assessment is done in the mid of the learning process, to provide feedback about learners progress and look for areas of development. I have adapted and modified Bond criterion reference performance with checklist assessment tool to assess URN.
J competency in TIE suctioning. A checklist can be used to evaluate psychosomatic skill competency Hunt, On the formative assessment day, URN. J appeared nervous.
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