Gibbs Cycle Used to Facilitate Learning - Essay Example

Assignment This essay is a reflective discussion using Gibb's cycle (Appendix on strategies used to facilitate learning, with regards to a student. The facilitated learning topic was determined by speaking with the student and was also a reflection of the student's learning contract. By asking students to identify their aim/goals, and then matching those to the learning opportunities that were available, we have supported the opportunity to achieve those goals (Taylor 2006). The subject chosen was the result of the student voicing that they felt they had previously received inadequate teaching. Lack of continuity reduces student's competence and confidence in skills they require (O'Flanagan 2002). The student used her own observation and interpretation to perform the skill prior to the reteaching. 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 the teaching was that the student was able to reproduce the skill to a satisfactory standard as outlined in the teaching plan (Appendix 2). This is evidence that the student has learned the task when they can demonstrate a working knowledge of the task or skill (Welsh & Swann 2002). It's essential that clinical educators provide a positive learning experience for students during their placement to ensure an adequate level of skill is achieved (Morgan 2005). In this case, the skill was learned by supplying immediate feedback and praise, which Skinner believes reinforced a positive response in the students. By demonstrating theoretical and practical ability, the student was deemed competent. Methods (Appendix 4) used were appropriate for the skill level because the student showed understanding and interest. The student had hands on training with equipment and was eager to participate. The student studied one particular section of the handout because she was unfamiliar with the material. The student used Tolman (1948) cognitive learning theory to help address the other section. She used information learned from past experience. The more she used the skill the easier it became. Providing sufficient and available information will help the students increase their understanding of the challenge (Price 2005 & Welsh & Swann 2002). By producing a handout about the skill, the students are given a tool to use as a reference The more advanced the student becomes, the more extensive the reference might need to be or the more limited the references may become(Uys & Gwele 2005). There were limited references available in the department. It was determined that the production of a handout would benefit others, set continuity and standards, and ensure a positive experience by offering a range of learning methods (Morgan 2005) while providing sufficient information to help students understand the task (Price 2005). Prior planning of any learning event is essential to have a successful, informative, and enriched outcome. The goals/skills need to be stated concisely and clearly. This was emphasised during teaching event. The student had achieved the desired outcome and had the ability to reproduce the taught skill and theory. The level in at which the material was presented matched the level the student needed to attain the skill set. The student was encouraged to answer questions throughout as this showed that the skill set was being learned. It was also helpful to evaluate student behaviour and performance. This models Skinner's "shaping behaviour", where correct actions are rewarded, and Pavlovian (1927) "classical conditioning" that prompts others to respond and behave in a particular way. Clarification of the learning in stages/parts welcomes discussion and research that is relevant, as well as checks student comprehension. Giving the student feedback makes them feel their efforts and contributions are valued (Pearce 2004) and it becomes a motivator for further learning (Welsh & Swann 2002). Feedback for the student is beneficial, but is paramount for the facilitator to have and evaluate the whole process as well as materials used for guidance in future teaching. It is important to highlight areas needing improvement and areas of excellence. This, in turn, shows that the facilitator is complying with the NMC (Nursing and Midwifery Council) code of conduct. The teaching session went as planned and followed the set plan allowing for minor changes which happened due to unforeseen external factors. It is paramount to have discussions with the student to establish their needs. These discussions help the mentor to develop an individualized plan for each student because every student is different. Firstly, the teaching would have been improved by (Appendix 5) summarising the whole session for the students understanding and setting a time to answer student questions. Secondly, practising on a fellow student would allow for practise and give the fellow student the opportunity to experience the patient's perspective. Overall, the student achieved the desired outcome feeling more comfortable with knowledge and skills to perform tasks correctly thus enhancing the patient's outcome. Writers notes only. Appendix 1 = Gibbs cycle. Appendix 2 = Teaching plan Appendix 3 = Maslow Appendix 4 = spider diagram of methods used. Appendix 5 = Feedback information from student. Read More