The conclusion sums up the issues of teaching assessments by presenting the facts on how worthwhile and beneficial they are to student nurses as well as practicing nurses due to how they can guide nurses into utilizing more effective nursing techniques to provide more up to date services and meet the demands of patients.
We were a large group, made up of nurses, midwives and radiographers. To enable us all to effectively undertake our micro-teaching session on the same day, we were split into smaller groups of 5 students with one tutor.
Our group comprised of adult nurses, all from different wards and specialities. Our group met at the designated time and place allotted to us. It was a large classroom, which when we entered was hot and stuffy and with the agreement of the group, we opened the windows to cool the room down and make it conducive for learning. The desks were moved into a semi-circle to allow a less formal atmosphere.
The large room where learning on fluid management of a patient undertaking C.A.P.D. (continuous ambulatory peritoneal dialysis) was a conducive environment for learning. Having opened the window to let fresh air made it even better for the learner would be comfortable thereby concentrate on the teaching. One important factor that influenced the learning session was that my colleagues and I have a good working relationship. It made the learning environment more relaxed and conducive. The rationale to use a humorous attitude to a serious topic was to emphasise the need for a humanistic approach when teaching the patient such a daunting subject. Diaz-Buxo, J.A (1996)
Identifying the Needs of the Learner
The learners were not familiar or had little knowledge on fluid management of a patient undertaking C.A.P.D. (continuous ambulatory peritoneal dialysis). The few learners who had little knowledge of the subject did not understand an exception period when dialysis solutions are being exchanged. When exchange is taking place, the old dialysate is allowed to drain by gravity through the catheter into an empty container. After this is completed, a fresh bag of dialysate is connected to the catheter. The solution flows into the peritoneal cavity by gravity, and the bag is disconnected once it is empty. This process is repeated three to five times daily. Flessner (1997)
The students did not also know the techniques for assessing the adequacy of peritoneal dialysis which are controversial. Survival appears to be most strongly correlated with residual native renal function, which is better preserved in patients on peritoneal dialys