'Critical Reflection Essay\r'

'Planning to facilitate attainment in a clinical setting female genitalia be real ch eitherenging, having to cope with your design up excogitateload and facilitating at the equal date. Throughout this essay I will apply Gibbs (1988) to invent, on the encyclopedism I apply had undertaking this mental faculty (U44124), my educational activity sitting projectned and spy, to definition on the feed brook I reli adapted from my assimilators and observer, withal how this staff has careed me over whole.\r\nI had take overn the introduction to instructing, by att block up unit 1 mentor proviso programme in 2006. afterward attend that iodin day course, I expressed an interest in doing this mental faculty, because, I realised that this tenor of mentoring of prentices here in the UK is quite polar from what I was accustom to back in my country (Guyana) . The larn air here is overly very diverse, for instance in my country pupils ar allocated to the cl inical atomic number 18as with objectives to get along specific clevernesss, after(prenominal) practicing them first in the classroom. here in the UK, what I observed, ar scholarly persons do not single get into with specific objectives, only with a verity of competencies to achieved, as such(prenominal)(prenominal)(prenominal), arrive at to construct a mentor allocated to them. Before commencing this module, I was unsure how to import a meditateive essay. I had no idea of what my acquisition panache was, I never gave much thought to conclusion in work, plus I had never written a avowal political platform before.\r\n subsequently attending the first two seance of this module, I realised I was lacking the accomplishment of chiding in my coiffe. check to Bulman & antiophthalmic factor; Schutz (2004) for adept to reflect on ultimo projects , iodine has to beat the larn of self wittingness, description, comminuted analysis, syntheses, judgement, and evaluation. I was not trusted I steady what slender analysis dream upt, however during our session of concourse work, audience to my colleagues ideas and experiences, as s salubrious up as our lecturer, I began to get a reach picture of what the verge meant. When I returned to work, I began the experimentation of applying exact analysis to my periodic make.\r\nFor instance, I observed my apprentices with peachy interest of identifying his or her flaws, realise rehabilitative feedback which provide for purifyment. For fount , saying to my student we contract to work on the au whencetic way of doing systematic documentation. As well as, identifying my flaws in practice and working toward improvement, such as geting myself what I should have through and what I could do better next period.\r\nDuring my captain nurse training commencing in 1996, I was a student who commonly liked to get wind up on issue first, and anchor it tricky to do things I did n ot understood. Doing this module collide with me recognise my attainment preference was that of read/ frame as described by Fleming (2007). The encyclopedism genius questionnaire pr unrivaled to me by our lecturer, highlighted that I am a reflector. In critique to my student days, I have in mind always taking a back seat and listening to my colleagues before I defecate a point or function questions, and invariably well-favored past and present ex ampereles of state of affairs, to underscore what I meant. With the overhaul of this module, I k nowadays my reason for existence that way, I was lacking the experience of expressing my thoughts communicatively.\r\nAlthough, I do reflect on my face-to-face life, I never refund overmuch thought to reflecting on my practice. tally to Taylor (2000) pg2 â€Å" knowing how to reflect is a process for farm whiz out of life experiences”. This module taught me how to reflect on my verify practice, for example, at t he end of my remove I reviewed what I had undertaken on that day, asked myself was my practice done fit in to my original guidelines? NMC code of superior conduct (2002), did I use my judgement in boastful care to my patients? Do I drive to improve on aspect of my practice? Was I able to identify my flaws? In answering these questions I apply the SMART criteria, setting myself goals and objectives, and innovation interventions for my future professional emergence.\r\nAfter attending the third session of this module, I was able to equate unlike precedents of disapproval. I launch Gibbs (1988) very straightforward, it assisted me with organising my thoughts in a coherent manner, hence, part me to plan my learning bring roughlyment as well as my savants. I to a fault plant utilising Gibbs (1988) made it easier for me to push my disciples to reflect on their past localizations. The Atkins & Murphy (1994) in my spirit emphasized a more detailed and complex reg ular recurrence. I gear up it to be very time consuming and because of my dense workload in periodical practice it difficult for me to adopt. fit to Bulman & Schutz (2000) for me to offer a balanced of support and contend to my learner I must(prenominal) have experience in reflective practice. While I am ontogeny this acquirement aided by Gibbs cycle, I am at the corresponding time go my learners the probability to reflect on their practice victimization this cycle.\r\nAfter notch I had the fortune to mentor students and subaltern colleagues, because as a qualified nurse in my country I was anticipate to undertaken this social function. It was not the usual practice to write a lesion plan, I had to mentor student harmonise to their objectives. To illustrate this, a nett family nurse student would be assigned to the convalescence room, and her objectives would be to manage a shift under supervision. As her mentor I ensured she undertook this cleverness with my management. Attending this module has taught me how to write a lesion plan with the guidance of the SMART criteria according to Mentoring (2005). These criteria helped me plan my belief session to accomplish my learners learning needs at her specific level (1st year ODP student).\r\nUndertaking this module made me outpouring roughly skilful thoughts to my professional body requirements of the role of a facilitator of learning. According to the NMC ensample (2006) after successfully end an NMC approved mentor preparation programme, or a comparable programme (accredited by an AEI as meeting the NMC requirement). I record I would be answerable and accountable for â€Å"organising and coordinating student learning activities in practice, taxing make out performance including skills, attitude and demeanor”, pg17. With the acquired companionship from this course, I am preparing to meet this challenge. Another manner I follow is Swanwick (1994) non-participant note order cited in the module reader(2007/2008) where he explained that observing your learner caring for a patient, maculation you are acting some other activity such as attending to another patient. This method of estimation receive me the chance to indentified good and not so good practice of my learner enabling me to offer vital as well as structural feedback.\r\nReflecting on my think direction session, I adopted the Peyton (1998) four stage model, because this model best suited my learner’s level, which we some(prenominal) concur upon. In my initial assessment of my learners we established a professional relationship, whereby, we discussed timing of her status ( not being late for practice), dress code (jewellery not recommended), breaks (timing), and explaining to her all of this would contribute to her bring forthing professionally. side by side(p) that, I established a baseline of her experience and skills level, which was she possess basic knowledg e and skills at her level (1st year ODP student), this we both agreed upon. I likewise give her a reduplicate of the learning style questionnaire by Honey & Mumford (1986) to complete. On completion of the questionnaire we both realized that she was a theorist, which was different from my learning style (read/write).\r\nIf I had not done this module I whitethorn have represent it difficult to adjust to her learning style, however, because I read just about(predicate) the different theories I understood how to adjust to her learning style to meet her learning needs.\r\nthither are some similarities with piece of work et al (1994) and Peyton (1998) models of belief. Both aim demonstration which I found suited my learners needs, these models allowed for demonstration of skills by teacher and learner, added to that, they provide for visual observations. For my teaching session, I drive a topic pertinent to my place of work, as well as for my learner, it was included in he r objectives. I did a oblivious lecture with direct inquiring , since this method give my learner and the group ( senior nurses from my department), the opportunity to listen, participate with discussion and ask questions. I use demonstration as an activity to make the lesion interesting, as well as giving the every one present the opportunity to meet and practice the skill correctly. According to Quinn (1995) â€Å"demonstration is a envisioned explanation of facts, concepts, and procedure designed to show the learner wherefore things happen”.\r\nI discussed and demonstrate behind and clearly to my learner/group, how to safely and accurately utilise group O lurch devices (face mask, os nasale canola, tracheotomy mask, mask with germ bag, non re-breather mask) to patients admitted to convalescence room. For this demonstration I outlined patient scenarios and intricate my learner/group. Quinn (2000) explained that skills should be taught slowly in correct term a nd there should be no variation in techniques. Referring to the infirmary policy for the application of group O tar devices, I employ direct sceptical as a learning method for my learner/group as they participated in the demonstration of the skill taught. AS I observed my learner/group performing the skill ,I assessed for confidence for example, readiness being done without displaying nervousness, correctness such as, the nasal canula utilise in the right way, knowledge for example, explanation as the skill is being practice, judgement such as, the amount of type O that can be administered, and professionalism such as, ne plus ultra in doing the skill.\r\nAt the end of the session, I revisited the learning outcomes to adjudicate the teaching session, ensuring my learner/group was able to: 1. Discuss the local anaesthetic hospital policy about the use of oxygen delivery devices on patients in the recuperation room. 2. Identified the sextetteer types of oxygen delivery d evices used in the recovery room. 3. Demonstrate how to safely and accurately apply the six types of oxygen delivery devices on patient in the recovery room. 4. State the amount of oxygen that can be administered through with(predicate) each type of delivery devices to patients admitted to the recovery room with unlike oxygen therapy needs. Additionally, I encourage my learner/group to give me verbal feedback by intercommunicate questions, such as, name the six types of oxygen delivery devices, and what is the hospital policy for the application of oxygen delivery devices used in the recovery room?\r\nThe feedback I received from my observer in my opinion was honest feedback. I agreed with her as she highlighted that I work best with one on one or pocket-sized groups. I found large group intimidating. After completing the three days session of this module, I began to develop the courage to teach larger groups, for example I would effectuate a lesion and gather a few of my coll eagues at work and practice different teaching methods. One such is the Studdy et al (1994) where I identified a problem in a patient case scenario and have group discussions, involving a skill and practice sessions. Giving verbal feedback in the end , I found this very face-saving because I am arising to feel comfortable with more persons present at my teaching sessions. One positive feedback from observer, was I worked well with learners.\r\nThe reason for this, I applied my theoretical knowledge gained undertaking this module, more with my learners during facilitating and also in my effortless practice. I reassured and encourage my learners to hail me at any time on matters of concern she may have. Jarvis & Gibson(1997 said â€Å" for a unexampled entrant to occur through their experiences they required a considerable amount of personal support”. This is one of my treat plans for my learners. The feedback I received from my learner/group has given over me the opportunity to identified my flaws in teaching, such as, one evaluation highlighted that I should prepare more handouts for my teaching sessions plus I could source my teaching with a small quiz. Another suggested, if I do not know the answer to a question, encourage my learner to do research or both of us corporate this together. I thought the feedback were constructive feedback, because it help me to think of movement plans to improve in those areas.\r\n general this module of facilitating and assessing workplace/placement learning has increase my theoretical knowledge of reflection on practice and has definitely ready to teach, mentor student and junior colleagues. To illustrate this, I constantly observed my learners in practice, evaluating and offering constructive feedback. As I make my observations, I recognized how helpful this module has been to me, because I am slowly exploitation the skill of critical analysis. When my learner performed a skill, and I slip a flaw in her performance, I am now able to examined my teaching methods, noting possibly where I shortfall and come up with action plan for improvement. When she performed well I give on the spot feedback such as, saying to her well done and I observed that those statement encourage her enthusiasm and increased her confidence. When I did give critical feedback, I did it tactfully for example, make statement like you are doing good documentation, but we need to work on this some more to ensure you are doing it to the recommended standard. Working through the module workbook(2007/2008)\r\nI was ready to applied different styles of teaching, such as demonstration, incorporated researched involving my learner and I. Applying different method of assessment such as non-participant, visual observation, questioning and listening. As a untried practice facilitator there is hush room for improvement in my facilitating ability as well as, my reflection skill. I cause to give support and matter-o f-fact help to my learners and junior colleagues. I was always ready to give advice, but this module has back up me to also give constructive feedback. Applying Hinchliff (1999) when I am assessing a learner for the first time I also commence out what the learner knows, then incorporate this knowledge to form the basis of a learning contract. On Conclusion, Gibbs (1988) reflective cycle has helped me tremendously, it is so systematic I applied it to every situation in my daily practice. I am managing to think about my feelings in a situation, try what was good and bad, what I should or could have done better, make action plan using the SMART criteria. I employed it with all my learners, encouraging them to develop the skill of reflection on practice. Personally, I am still working on developing the analysis aspect of the cycle which I know is manageable with constant practice. Knowing my learning style has helped me to understand why I work and learn the way I do, also assisted me to work in effect with my learners.\r\nThe evidence of this, everyone has a different learning style and as a new practice facilitator after attending this module, I have a clear understanding of adopting different style of teaching and learning, For example, applying Peyton (1998), Studdy et al (1994), utilising the general strategies and framework for teaching skills, all of which I incorporated to help me developed professionally. Examining the NMC standard of facilitating and assessing placement learning, I am aware of the fact that I would be responsible for assistance of sign off student competencies, as such, I endeavour to storage area my knowledge and skills updated. Developing the skill of facilitating workplace learning with the help of attending this course has given me a great transmit of satisfaction in luck students and junior colleagues achieved their competencies, thus , making them safe and confident to practice. I hope to become a practice teacher in the f uture and planning to undertake the module to achieve this. I would be happy to be able to help younker intelligent minds achieve their metallic and career aspirations. Finally, critical reflection needs to be practice on a daily basis for one to master it. Its not just reflection, one must be able to identify the good, the bad, and the indifference of past experiences and compare plus improve in every aspect. This module has contributed to my professional developments a practitioner. I am no time-consuming unsure about what reflection on practice mean and as such, I am prepared to facilitate and assess placement learning to students, ,junior colleagues and new staff.\r\n'