The student displayed the use of "Bandura (1977 cited in Quinn 1997) Social Learning" to address this skill. Social learning occurs when an individual learns something by observing another person doing it, called "learning by modelling" (Quinn 1997).
A teaching plan was developed indicating the methods to be used to attain the skill (Appendix 2). And, the student had an opportunity to learn when she was placed within an Accident and Emergency Department. If the learning environment is not of an optimum standard then it can inhibit the whole learning process (Boud 1988).
An initial assessment was completed prior to the student performing the targeted skill so that the level of prior knowledge was documented in advance. The student then moved on to the practical aspect of their learning. In gaining this background information the student's perception will go from thinking they are dependent on the teacher to becoming dependent upon themselves. This is because it encourages the student to be actively responsible for their own learning rather than taking a passive role (Welsh & Swann 2002). It is a motivator for the student to learn and develop their confidence and the ability to become a critical thinker (Morgan 2005). After having the opportunity to integrate both theory and practice in a teaching session they then became a competent practitioner (Morgan 2005). For the student, the best way of translating theory into practice is to be receptive to learning within a practical setting (Hinchliff 1999). Skinner's theory that practical learning can be strengthened is a behaviourist approach to stimulus and response (1954). The behavioural approach is teacher dominated (Welsh & Swann 2002), however it's assumed that learning has occurred if a specific response is elicited from a learner (Ellington & Earl 1996) through observation (role modelling).
To have a positive learning experience the student's humanistic needs (Appendix 3) need to be fulfilled. Maslow (1954 cited in Huitt 2004) expressed that an individual is ready to act upon the growth needs if, and only if, the deficiency needs are met (physiological, safety, belongingness, and esteem needs).
Learning a skill can produce positive and negative results due to bio-psychosocial factors. Health is a state of complete social, physical and psychological wellbeing (Ogden 2004).
The work place that the individual would be educated in is vitally important to the amount and quality of learning that takes place (Downie & Basford 1998). The environment, from a physical point of view, needs to have the resources, equipment and space needed to accomplish the task. In addition, the psychological factors (time set aside, previous awareness of anxieties, fears, experiences and social aspects) need to be evaluated. There needs to be good rapport and communication between the student and mentor. Because of the uncertainty of the number and type of patients available the project was moved. In keeping with good practice the room was prepared in advance for the student's arrival. But, because the room was booked at short notice we had to relocate twice. This took up valuable time and the disruption caused problems with continuity and flow.
The positive side of