A Critical Reflection

Self-Assessment And Evaluation

Assessment two involves a critical reflection and evaluation of the clinical teaching previously done. The clinical teaching was on applying effective and confident communication skills in the nursing practice. Feedback on the presentation has been collected from the students that participated. A self-reflection using the six elements of the reflective process of the Gibbs (1988) reflective model will be used as a guide. It involves one, describing what happened during the during the teaching and learning process. Two, feelings, this is what one thinks and feels. Three, evaluating, which involves identifying the bad and the good experiencing when teaching. Four, analyzing which involves finding sense in the situation. Five, conclusion which will involve asking oneself if there is something else one could have done. Six, action plan, it involves coming up with a strategy so as to handle situations that previously rose again. Secondly, a critical analysis and reflecting will be done so as to get a clear understanding of why the teaching was successful if it was and if it was not, explain why the failure. In addition to that, be able to explain the consequences of the bad and the good experiences. Explain how one can make it better next time.  Factors Influencing Effective Teaching In Nursing Discussion Paper

Quinn & Hughes (2007) stated that if one does not know whether learning is occurring it may be a waste of resources and time. Assessments and evaluations can be team or individual based. It can focus on the learning process or the learning outcomes. One can assess themselves or be assessed by others (Tighe & Bradshaw, 2012). In this case, I did a self-assessment to evaluate my teaching plan. The importance of assessing oneself includes; one, to confirm the learning outcomes. Two, to produce an ongoing achievement record. Three, it helps the learner (me) to be able to identify the areas of weakness and strengths. Four, it will help me to be able to identify areas that I have to develop. Five, it will enable me as a tutor to be able to identify ways in which I can help learners to learn. Six, the positive feedback will motivate me. Seven, the self-assessment will help in predicting my personal potential. The assessment will evaluate my personal qualities, feelings, attitudes, values, concepts, ideas, my professional skills and knowledge (Ruth-sahd, Beck & McCall, 2011; McGregory & Cartwright, 2013).

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In self-assessment it comprises of two elements; one, making the decisions on the standards of performance that are expected. Two, make judgments on the quality of my performance in relation to the expected standards (Cassidy, 2009). The standards expectations of the clinical teaching I did on ‘confidence and effective communication in nursing practices’ are as follows; one, during teaching all the students learning styles should be used so as to ensure that all the students learn. Two, the teaching strategy should explain how a confident and effective communication should be done by a nurse in the clinical areas. This entails the characteristics of an effective and confident communicator. Three, the learning environment should be learners centered. This is achieved through direct group discussions with the students. This helps the students in understanding the concepts in nursing communication (Cantillon, 2017). Four, ensuring all learners diversities have been accommodated. Cultural and background diversities affect learning. To ensure effective learning the two should be accommodated.

Gibbs Reflection Cycle

During the clinical teaching, I achieved most of the expected standards. On the learning styles, I combined the four styles; active experimental, abstract conceptualization, concrete experience and reflective observation (Benner, 2012; Kurtz, Draper & Silverman, 2016; Irby, 2014; Forbes et al, 2016). Different learners have preferred way in which they synthesize and articulate information (Bernsten, Bjork & Brynildsen, 2017). This ensured that all the learner’s needs were catered for. Secondly, the teaching strategy covered sufficient contents on confident and effective communication. The session explained communication barriers, the active listening, negotiating skills and interviewing techniques and on handover and reporting. With these areas well covered by the end of the lesson, the learners will be confident and effective communicators. Thirdly, the learning environment was learners centered. The learner’s centered environment is achieved through direct discussions, challenging the leaners and exercising critical thinking (Gifford & Fall, 2014). Lastly, I acknowledged the learner’s diverse cultures and backgrounds. Different cultures mean difference attitudes and personalities (Sandars & Patel, 2018). This understanding ensured that one I was cultural sensitive which made learning to be easy.

Self-assessment by reflecting and evaluating my clinical teaching using the Gibbs cycle (1988). The Gibbs cycle has six phases (Dye, 2011). This will help me focus on my strengths and weakness in clinical teaching. The first stage is the description (what happened?). I taught a class of 16 nursing students on confident and effective communication skills in the nursing practice. The class was a whole day long. The hours seemed to be so many for most students. Most of them seemed bored and tired. I taught the session in a classroom. This venue was not favorable for all students. I combined the four learning styles (Kolbs, 1984). I involved my students in learning, I gave them a chance to meditate and synthesized what I was teaching. I explained why things are done the way they are done (scientific rationale) for the theorist learners and lastly I planned practical for the active experimental learners. A combination of the four styles ensured that all learners were accommodated (Conner, 2008; Lewis, 2011). The teaching strategy I used was suitable although the objectives I intended to achieve was not fully achieved. The teaching plan touched on areas that diverged to other topics. The content of the session covered the learners need. Videos, verbal quizzes, PowerPoint and group/individual learning activities were some of the teaching aids I used. They proved to be effective. I also ensured that the learner’s environment was learners centered. I involved the learners through direct discussions. I also ensured that each learner felt accommodated as I understand and respect cultural diversity so I was culturally sensitive.

The second stage is the feelings (my reaction). My strengths included; being knowledgeable on the topic I was teaching. I was conversant with the topic. I made a teaching plan that highlighted on barriers to effective communication and I taught active listening and interviewing skills. secondly, I combined the four Kolb learning styles; discussions, meditations, and practical. I gave the learners a chance to ask questions and I clarified their concerns. Thirdly, I created a learner’s centered environment by making direct discussions. This ensured that the learners participated in their own learning. Fourthly, I was cultural sensitive which made all learners feel accommodated.

My weaknesses are as follows; one, I taught for so long despite giving them breaks in between. The average human concentration duration is 45minutes to one hour (Posner & Petersen, 2016). Two, my objectives (the learner’s needs) were not fully achieved. I left out the characteristics of a confident and effective communicator and also the importance of being an effective and confident communicator in the nursing profession. The Australian enrolled nurses are required to use documentation and communication when informing and also when reporting cases (Nursing and Midwifery Board of Australia [NMBA], 2016). The nursing field requires interpersonal skills, one of the major functions of nursing is coordinating different disciplines (Bourgeois, Dayton & Brown, 2011).

The third stage is an evaluation, that is, identifying what was good and bad during the clinical teaching. It was good because; one, I came up with a teaching plan that accommodated the content of the learner’s needs. Two, I used the four learning styles hence accommodating all types of learners. Three, I ensured that the learning process was learners centered. Four, I ensured that I created a suitable learning environment by being both culturally sensitive and also ensuring that the learners directly participated in learning through discussions. Five, I was confident and knowledgeable on the topic. The bad experiences were on; one, the length of the session. It was so long. Many students prefer short durations. They suggested for it to be half a day. Two, the learner’s needs were not fully achieved. I left out some contents of effective and confident communication in nursing practice.

The fourth stage is an analysis of the situations so as to make sense out of them. The clinical teaching was a success as a result of a well-planned teaching strategy. The teaching strategy involved the development of a lesson plan which covered most of the contents which were to be taught. I also used teaching aids that made it easier to teach. The combination of the different learning styles made it way easier to achieve the targeted objectives. The lecture seemed to be so long as the learners seemed bored and tired of the sessions and they eagerly waited for the breaks. The other bad situation was not satisfying the learners need sufficiently due to some missing contents.

The fifth stage is stating what else I could have done to make learning easier and the conclusion. From my self-assessment using Gibbs reflection cycle as a guide, it is clear that my clinical teaching was a success. The teaching was learners centered, objectives were met, teaching strategy was well planned and the learning styles were suitable for all the students. The challenges were on time as it took so long and on the missing contents. To avoid this in future I will be ensuring that I make a comprehensive lesson plan to avoid missing out some contents. To avoid learners from getting bored I will be ensuring that my sessions are short. This will increase my learner’s concentration and attention.

The sixth stage is action planning. This stage involves coming up with strategies that I will apply in future in case such situations arises again in future. The bad situations in my case were sessions durations and the missing contents. To avoid having lengthy and boring sessions I will make sure that I teach within the shortest duration possible. The time span of concentration and attention in human beings is an average of 45 minutes. To capture their attention, I will be ensuring that my lesson will be having short breaks after every one hour. I will also ensure that I involve the learners so as to keep them attentive. To ensure maximum content coverage I will ensure that I read broadly and widely so as to be more knowledgeable on the topic.

In this section, I will do an analysis of all the situations that occurred during the clinical teaching. I will explain what went well and what went badly. I will explain what influenced these outcomes and the consequences of the outcomes. I will describe my contributions to the situations. I will continue explaining if others caused the occurrence of the situations. I will describe how I feel when I receive both the positive and the negative feedback. If I was to redo the session what would change? I will explain how well I think my session was evaluated.

The clinical teaching was a success as a result of; one, a well-planned lesson plan. The principles of good teaching, a lesson plan is most important as it helps the teacher in time management and it is an important tool when evaluating and reflecting on a session (Pritchard, 2008; Thorners, 2009). I formulated my lesson plan through asking myself questions on the title of the topic, the duration of the session, the location I which the session will take place and the access to computers and internet. This did guide me on the type of teaching aids to use and the content of the session. The lesson plan gave me a platform in which I was able to assess my learners and myself throughout the session (Knowles, 2015; Mujis & Reynolds, 2016; Surgenor, 2010). It boosted my confidence.

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Two, the session was a success as I had set objectives for the session. The learners already knew what to expect from me and what they should have a mastery of by the end of the lesson (Knowles, 2015; Mujis & Reynolds, 2016; Surgenor, 2010). The reason behind coming up with the objectives is to be able to have a clarification on the purpose of teaching the session so as to ensure that the lesson taught is successful and these objectives have been achieved.  Factors Influencing Effective Teaching In Nursing Discussion Paper

Three, I used different learning styles so as to ensure that all types of learners were accommodated. Pritchard, (2008) states that peoples’ ability to learn depends on themselves and it is known that individuals have different styles in which they learn. The best way for a teacher to ensure learning occurs is by using different styles. For example, I used cognitive learning strategy that involved discussions, research, presentations, case studies, and self-assessments. It involves the use of visual and verbal teaching aids. Wragg, (2014) suggested that for successful teaching a teacher should ensure that the learner’s environment has plenty of tools that will enhance their understanding. I used PowerPoints slides, videos, images, tapes and case scenarios so as to develop an understanding.

The bad experiences were the long hours and missing contents. This reflects badly on me. I taught for a whole day. This was too much for the learners as the concentration and attention span of learners is usually limited to a few hours. The learners got bored, tired and longed for breaks. This affected their learning because as the day went along their concentration levels reduced. There were some missing contents. This was left out when planning the teaching. The part on characteristics of a confident and effective communicator and the importance of being an effective communicator were left out. This affected the attainment of the lesson objective. This was entirely my fault; next time will ensure I exhaust the content.

For further evaluation of my performance in the clinical areas, I used close-ended questionnaires to assess my performance in the clinical teaching. These questionnaires were answered by the students I taught the subject. The evaluation touched on all aspects, that is, the attainment of the objective, my knowledge on the content, my clarification qualities, the relevancy and consistency of the content, the appropriateness of the teaching methods I used, the suitability of the learning environment I created, and my confidence and communication skills. From the evaluation my knowledge of the content, relevancy, consistency, and appropriateness of both the audience and teaching aids I scored highly 80%-90%. The feedback I got from the questionnaires helps me identify both my strengths and weakness.  Receiving positive feedback is motivating while receiving negative feedbacks challenges me, they identify my weaknesses hence helps me in correcting them.

In conclusion, my clinical teaching was a success. I achieved most of the set objects I was to teach. I enhanced students understanding by using a good teaching strategy that ensured that the learning was learners centered. I ensured that all kinds of learners were accommodated by using different styles of learning. I was culturally sensitive and ensured that I respected the cultural diversity. I used a combination of teaching aids to enhance learners understanding. Despite all this, I left out some important facts and also I taught for so long which was not favorable. The later made the attainment of the objective not to be sufficient. With the assessment and the reflection, I have done above it is clear that I still have challenges when teaching but the good news is that I can change this to better my teaching in future.

References

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Bourgeois, S., Drayton, N., & Brown, A. M. (2011). An innovative model of supportive clinical teaching and learning for undergraduate nursing students: The cluster model. Nurse Education in Practice, 11(2), 114-118.

Cantillon, P. (2017). ABC of Learning and Teaching in Medicine. NY, John Wiley & Sons.

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Dye V., (2011). Gibbs’ reflection cycle; a theory or model of reflection. Academic Services & Retention Team, University of Colombia. 6; 34-98

Forbes, H., Oprescu, F. I., Downer, T., Phillips, N. M., McTier, L., Lord, B., … & Simbag, V. (2016). Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse education today, 42, 53-56.

Gifford, K. A., & Fall, L. H. (2014). Doctor coach: a deliberate practice approach to teaching and learning clinical skills. Academic Medicine, 89(2), 272-276.

Irby, D. M. (2014). Excellence in clinical teaching: knowledge transformation and development required. Medical education, 48(8), 776-784.  Factors Influencing Effective Teaching In Nursing Discussion Paper