Nursing Education

By Author: Anthony W Bills
Total Articles: 158
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Nursing Education
Feedback at the end was relatively positive.

After the session, the students, students looked motivated. The observer gave a positive feed back depending on how she found the participation of the student during the session. The students were participating through out the session and were asking clarifications on the parts they did not understand. As a teacher, the motivating students encouraged more and in depth discussion of the subject giving it more understanding.
The observer was also convinced that the session was effective and the students were taught well. This was based on the flow of ideas and conversancy with the subject and the topic. This helped in making the students feel what it takes to be working in the real market. As the students were preparing for the jobs hunt because they were already applying for jobs, the supervisor found that my lesson was helpful and would also prepare them for the challenges they might face in the field and the possible ways they can overcome them (Secker and Hill, 2001).
Students asked appropriate questions regarding employment, which showed ...
... motivation.
During the discussion in the session, students were asking different questions regarding the employment. The questions they mostly asked included:
• How can one be sure is ready for the employment?
• When applying for the job, what are the considerations one should consider before involving himself with the job?
• What is the criterion used to recruit the new employees without experiences?
• What are the probable challenges one would face in the field?
• What are the possible questions they may be asked during interviews
Some students stated they would use the learnt skills in future interviews.
When the students were asked how they would use the skills they have acquired during their learning, they stated that they would use them during interviews to enable them secure an employment. Others stated that they would use their skills in the field purporting that the acquisition of the skills were merely intended for being used in the field. This on the other hand made the observer feel convinced that the students were already confident and ready for the employment. Most students demonstrated that they would be the best in the field because they had all the necessary literature regarding the job and also they had confidence they are the right people for the job. This gave the observer another reason to credit me for demonstrating to the students that they are the right people for the job enhancing their motivation (Nelson-Jones, 2005).
What aspects of the session worked well and why?
There were several aspects that were used through out the session. This included the use of the resources, group and individual participation, summative assessment. The aspect that worked well more than others was the individual and group participation. This enabled the students to discuss and learn from each other and also be able to share what they know. On the other hand, individual participation during the session also worked well because it made it possible for the students’ state and also say what they have in mind. This also gave an opportunity to rectify where they may have gone wrong. On the other hand, it was easier to know which students are getting anything in class and those who are behind (Hargie and Dickson, 2004).
Individual participation was also used as a tool to gauge the student’s learning abilities because the more the student participate, the higher the chances of the student being a fast learner. Students will vast learning disabilities were noticed and formulation of the methods that could be used to assist these students and catch up with others.
Use of the available resources like the presentation helped the students much because it was a real demonstration on how the job market is like and also what is expected from the students. This also helped the students to formulate questions on the various parts they find contradicting and comment on the areas they find may be they may not be able to match the requirements and the possible alternatives.
The pace through which the session was being taught also mattered a lot. Not all students are fast learners, some needed explanations and others just needed highlights. To fulfil the needs of all these students, there must be a set pace through which all students will be able to learn and understand. Through giving demonstrations and examples helped the slow students understand fast and match with others with the same understanding (Egan, 2006).
I felt the power point presentation worked well.
The power point presentation that I was using worked well because the students were able to follow each part of the session. It was easy to demonstrate because it contained the overview and the notes that were easy to follow. The presentation also gave the students to distinguish what parts they are not familiar with and where they needed clarification from the lecturer (Egan, 2006).
Compared to other mode of teaching, power point gave a convinced and brief description of every part; this enabled the students to follow well without swaying their concentrations. It’s easier on the other hand to use different background colours that will keep in informing the students when a new point comes in. The colours enable to the trainer and the students distinguish the flow of points (Owusu-Bempah, 2002).
Students engaged and interacted well.
The students were able to engage them selves in the discussion and also interact with others well. This enabled them learn from the teacher and from the fellow students. I was able to know what part was unclear for the students and what part they have understood better (Burnard, 2005).
Students seem to want to know more about my journey after completing training
Since I personally passed through the same panel, the students wanted to know how the passage is and what challenges I personally faced through my journey. I was able to convince the students that they can make it since I made it too.
What aspects of the session would you change, how and why?
I would change the summative assessment because some students needed better explanations to different issues. This will be changed through minimizing the state of facts and requesting for more clarification in case a student states something without elaboration (Guardian, 2005).
Summary
Teaching students with different learning abilities requires patience and selection of the best teaching method that would fit all students. Some of the methods that have been proofed effective included the power point presentations and individual and group participation because they enhanced the student’s participation. The students seemed contented with the work and the session because they were able to understand whatever they were being taught and also were given an opportunity to ask questions where they did not understand.
References
Burnard, P. (2005) Counselling Skills for Health Professionals, 4th ed, Cheltenham: Nelson Thorne.
Egan, G. (2006) The Skilled Helper, 8th ed, Belmont: Thompson Brooks/ Cole.
Guardian (2005) Wallet Workout: A Fitness Check on your Finance, Guardian, Nov 19, p.10.
Hargie, O. and Dickson, D. (2004) Skilled Interpersonal Communication, 4th ed, London: Routledge.
Nelson-Jones, R. (2005) Practical Counselling and Helping Skills, 5th ed, London: Sage
Owusu-Bempah, K. (2002) Culture, Ethnicity and Identity, In: M. Davies (ed.), The Blackwell Companion to Social Work, 2nd ed, Oxford: Blackwell, pp. 304-312.
Secker, J. and Hill, K. (2001) Broadening the Partnerships: Experiences of Working across Community Agencies, Journal of Interprofessional Care, 15, (4 ), pp. 341-350.

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