This is reflective journal that I maintained throughout the last semester. I am a senior nurse working in a multispecialty hospital, where different aspects of nursing are embodied regularly during practice. I am senior nurse, so my work also included teaching a group in my field work. As is evident, this teaching session involved learning, and my job was also to learn in parallel. The audience was student and registered nurses, and during this semester, I also had to attend teaching sessions taken by other registered nurses. Therefore, it could be a dual process, where the teacher has bilateral opportunity to learn as a faculty as well as a student When I decided to keep this journal as a means for reflective practice, I was not very systematic in keeping regular notes. This perhaps happened due to the fact that I did not take reflective journaling very seriously. Now, while presenting it in the form an organized journal, I see that that would have been better to keep an organized note. As I allow the work to guide me, I see that it generates a conscious intention in me, and it becomes a contemplative practice. In this journal I would reflect upon this process of transition in me to examine how well I did my work, and what could have been done better to make my practice more fruitful.When I was intimated that I would be required to take teaching session on contagious diseases and method of prevention through isolation to a group of 20 people comprising of registered nurses and nursing students, I was immediately very nervous. As a registered nurse I am quite confident about the principles of infection prevention in our hospital, but knowing things and teaching things are different. This would be practice of learning, and the first question I asked to myself was, whether I was competent enough (Nursing Council of Hong Kong, 2004). This was an education programme designed to provide the nurses necessary skills, knowledge, and attitudes to practice in future in their respective roles. Those who were registered nurses and belonged to the group of students, this session would definitely need to be designed to refine their skills and update their knowledge. Ultimately, these educations would serve to contribute to the maintenance of high standards in practice delivering the best possible care. I questioned myself about whether it was necessary or not. It is true that this teaching would at least promote life-long learning in the constantly changing requirement of standards of service. This topic would definitely relevant to the leaning and practice needs of the group. The students are expected to undertake infectious diseases nursing following the completion of the course. Only thing I could not clearly saw was what would be taught and why that would be taught. It would need a curriculum model, and given the mixed nature of the group, learning would be seen as a change in the observable behaviour of the students in practice, but it should be a process. I understand that this programme would be much more focused on the development of understanding (Paterson, B.L. & Pratt, D.D., 2007). I decided that in my introduction to the training programme, I would highlight these points, so students may participate in a more active manner. Given the fact that I am a first-time teacher, I also made a note that I would familiarize myself with the curriculum design of the course.
The teaching should occur according to the learning needs of the students. I was not an educationist, but it was immediately very important for me to know and design the content of my course (Beitz, J. M., 1996). To be able to do that, I had to first examine the philosophy on which the curriculum would be based on. Moreover, it should need facilitation in a very careful manner to link with the feelings and thinking of the participant taking care of the practice relevance. The topic that has been assigned to me is relevant to practice, since infectious