Strategies Learner Used Facilitate Learning In Workplace

Strategies Learner Used Facilitate Learning In piece of go awayThe aim of this assignment is to reflect on and analyse, strategies used to assist scholarship with a newly qualified member of staff in the causations working(a) environment. The new member of staff will be referred to as the scholarly person during this assignment. This paper will show how one particular precept session relates to theories of acquirement.Reflection has been defined by Taylor ( 2000 ) as The throwing back of thoughts and memories, in cognitive acts such as thinking, contemplation, meditation and any otherwise form of attentive consideration, in order to make reek of them, and so make contextu all(prenominal)y appropriate changes if the required. However, the descriptions from Boyd Fales ( 1983 ) and Dewey ( 1996 ), who considers that it is purposeful activity in thinking about an experience, through which learning takes ramble. Boyd and Fales focus more on self development. Here ruminat ion does not entirely add to our friendship but challenges the concepts and theories we hold. Furthermore as a result we dont see more, we see differently.The reflective process is at least to some degree conscious, but may not be verbalized. The author also, believes and agrees with John (2004), that reflectance are oft triggered by feelings and greatly influences decision making. This emphasises the importance of reflection in dress.The English National room (ENB) and the Department of Health (bash) 2001 defined a mentor as denoting the fictional character of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in practice setting would seem to be the about appropriate one to use. DOH (2001) identified that mentors essential to possess a wide range of skills and to allow a more robust preparation in order to apparel students for their working life in todays modernised, demanding National Health Services (NHS). Although this is the definition that illustrate the entirety of the mentoring role. The author feels this definition gives a somewhat real cold and clinical approach to being a mentor and prefers the sideline definition by Morton-Cooper and Palmer (2000) who states A mentor is someone who provides an enabling race that facilitates anothers personalized growth to shields competent practice and high standard making the learning experience an enjoycapable and mentally fulfilling. This definition encompasses the emotional and personal part of the relationship, whether positive or negative, which the author feels is of utmost importance for a beneficial learning experience for both the learner and the mentor.In ICU, all new members of staff must have completed four weeks of purposeless period to acquire the necessary acquaintance and skills to safely look after a critically ill long-suffering. In planning to teach my student, The author need to accomplish three important aims as discussed by Wong et al, 1998 Conway and McMillan, 2000 (Cited in Jackson and Mannix 2001 p270), Provide student with the opport unity to develop their clinical skills contain theory and practice and, Assist their cordialization into nursing. Prior to undertaking teaching of the student, the author ensured that the student had set a realistic goals and clear learning objectives and also, encouraged to question things that was not clear or difficult to understand. aft(prenominal) much consideration based on the students learning needs, it was reciprocally concord that the skill of zeroing of CVP and Arterial line would be one of the essential skills taught in ICU. The learner expressed the need to learn this particular skills, and Rogers (1996) views that learning is polite when a person feel a need, makes effort to bear on that need, and feels delight with the result of his effort. The student appeared keen to learn, and Hinchcliff (2001), views motivation as the major cypher that enc ourages students to learn, and Oliver and Endersby (1994), sees motivation as one of the most basic conditions for learning. Motivation is hard influenced by need, and Gross (2005) believes that how the motivesunderpinning behaviour are interpreted, depend upon the position of the work of a theorist or psychologist.Maslow (1970), while theorising human need, recognised that only when the needs lower d witness in the hierarchy are satisfied, the high need will be met. The intense Care Unit is often very busy and stressful, and within the role of educator the author was very aware that the learner needed time away from the unit to unwind, as she could be very easily become over tired. On reflection this connects with the evaluation process of Gibbs reflective cycle, in ascertaining what was good about the experience. The Intensive Care Unit has its own coffee lounge away from the unit where tea and coffee is provided. Frequent breaks, comfortable chairs, a television, and availabil ity of refreshments are what Rogers, (cited in Downie 2003) views as necessary for providing human comfort and resulting in contact physiological needs. Maslows theory made a signifi chiffoniert contribution of humanistic thinking and the self actualization.The learning outcomes genuine from our discussion were for the student to attach companionship of zeroing CVP/Arterial Lines Prepare resources and equipment correctly with minimal prompting or assistance Carrying out the procedure using aseptic technique, efficiently and take down the nursing procedure in the care plan or patient record. In order to do this, the author needed to look at the constitution of the learning process. It is so crucial when setting out to approach a mentoring role that there is an understanding of the way the adults learn.Learning can be defined formally as the act, process, or experience of gaining intimacy or skills (Conner, 1997). Facilitation of learning is defined by the Royal College of N ursing (RCN) as a well-planned learning opportunity with the provision to coach and support students (RCN, 2002). This is back up by the Department of Health (DOH), which adds that facilitation of learning allows students to develop opportunities to identify experiences that meet their learning needs (DOH, 2001).Facilitation of adult learning is described by outlaw (Cited on Warren 2010)as the ideas and theories that are accredited to prior experiences which need to be complemented by interaction and adult-orientated strategies. A successful mentor is able to transform previous experiences via experimental learning, enabling the student to make sense and learn from the experiences gained. However, facilitating student learning is not always easy in practice. Garrison et al (2004) remind us that while teaching the nursing leaders of the future, we do so in chaotic setting which is, in effect, an unhelpful learning environment. More recently, Swinny and Brady (2010) found that, on a ward setting, mentors have difficulty finding time to teach because of the busy and demanding nature of clinical environment.The premise that a student must have the inclination to learn in order that learning that can take place seems obvious, but there are many elements of learning that can sham the desire to learn (Hinhcliff, 2001). Motivation is a major factor that manages students to that their knowledge. (Hinhcliff, 2001), and (Oliver and Endersby, 1994) support this view by believing motivation to be, one of the most basic conditions for learning to take place.An understanding of some theories is helpful to a mentor as it provides them with an opportunity to examine their own beliefs and assumptions about people, knowledge, motivation, environment, judging and other factors necessary with learning (Nicklin and Kenworthy, 2000). Learning help us pass from novice to expert and allow us to gain new knowledge and ability. (Benner, 1984). These theories provide framework for studying the processes associated with learning. Learning theories of behaviourism, cognitivism and humanism have act to provide explanation about learning that apply to people in general. In order to see the full potential in learning, knowledge of such theories is crucial to the success of the individual learner. Behaviourism argue that about all behaviour is learned. It is based on what is refered to as input / reply learning and originates with the russian psychologist, Pavlovs work with the dogs whereby he linked one stimulus meat powder to a second stimulus, the sound of a bell. This produced a salivation response and ultimately the dogs would salivate at the sound of the bell even off in the absence of the meat powder. This experimentation produced Pavlovs theory of Classical condition (McKenna 1995). The social learning theory developed by Albert Bandura could be helpful within the affective areas of nursing in as much as the mentor behaves in ways he wants the learn er to imitate, as a role modelling (Knowles, 1990). He stressed the importance of modelling other behaviours, which is known as observational learning (cited by Bahn, 2001). Because it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioural frameworks. Humanism developed during the 1950s and 1960s as an alternative to psychoanalysis and behaviourism, movements which until then henpecked psychology. This perspective emphasises the importance of self. It advocates student centred learning related to each ones own unique experiences, Teachers are seen as facilitators of learning, rather than the expert handing down knowledge and understanding (Quinn, 2000).A day was planned in advance when the teaching would take place. The author had met on several occasions with the student therefore an introduction had been made. The author felt that effective communication is essential to facilitate learning, therefore adapted a friendly and approac hable manner.This view is back up by McKimm, J. (2007) who believes the learner is able to express their views and make errors when a amicable atmosphere is set and maintained. McKimm, J. (2007) also discusses the concept of teaching by mortification and the author is very aware from past experience, of the negative effect of male monarch relations, and so becoming more sensitive to the needs of the student.As a good example, the student had seen the procedure of zeroing the CVP line, carried out previously as a part of the daily routine with the mentor/author but had incomplete performed it nor understood the relevance of it.ii