INTRODUTION
This is a reflective essay that objectively analyses and focuses on a micro-teaching session presented to a group of ten third year students in adult nursing, on Early Detection of stroke. In this expository essay will briefly explain the specific learning theories, learning style and learning approach that was adopted in the teaching session.
These are theories used to be able to make a well structured presentation. The definition of teaching, learning and reflection. The motive for choosing this topic will also made clear. The planning, preparation and implementation and evaluation were also elaborated. In order to meet the purpose and objective of this essay. Gibbs (1988) citedxxxxxx reflective model will be adopted its gives a straight forward and structured framework and gives room for a clear description of one situation, analysis to make sense of the experience and evaluation.
Reflection can be said to be an act of retrospection and recollection of a past event.(xxxxxx) It is an important part of human nature. This is important in the process of teaching and learning because it is in the past experience (reflection) that we can base our teaching and learning abilities. (John and Fresh water, 2005).
In agreement Johns (2004) described reflection as a window through which a practitioner can view and focus self within one own lived experience in a way that enable him to approach better understanding and work towards resolving any contradictions within, between what is desirable and actual practice.
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Teaching is a part of the curriculum of nursing education programme. As student nurses, you are expected to have basic understanding of teaching and its part of professional development. The nursing and midwifery council (NMC) sets the standards of proficiency required for education and identifies the core competencies that a nurse requires at the point of registration NMC (2004) Teaching is now an integral part of the registered nurses role NMC (2004).
Even though you may feel nervous about starting to teach, the aim is to give it your best shot, developing and refining your teaching skills all the time. Teaching means to tell, to show and to give instructions, or lessons, to enable a person to do something by instruction and training Roger (2002).
Such definition tends to signify a one-way traffic, that is, the teacher controls the content, direction and flow of content’s information. Joyce et al (2002) indicates that there are more than 20 models of teaching.
For the purpose of this teaching session, frameworks with which to make my teaching effective were adopted. I was able to identify strategies which I used in order to minimise my students’ leaning, and enable me to plan execute and evaluate my teaching appropriately.
Strategy in its simplicity can be said to be a plan designed to achieve particular a given task Oxford English dictionary (2006).
Early detection of stroke was chosen as my topic in order to increase awareness among health care professionals and its needs of nursing management of stroke patient using an assessment tool FAST (Facial –Arm-Speech-Time) Introduce by National Health Service NHS. This evidence based practice is described as the bridge between research and practice, thus, it is about the search, review and application of scientific evidence to the treatment and management of health care Hammer and Collinson( 2005)
Learning according to Curzon (2001) is the apparent modification of a person’s behaviour throughout his activities and experiences, so that his knowledge, skills and attitude including models of adjustment, towards his environment are changed more or less permanently. This means that learning reflects change, continuity, skills acquisition
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According to Moore et al , (2005), there are several types of learning theories which are, Behaviourist theory, according to this theory of learning, the student responds to the stimulus provided by the teacher, he becomes passive in the learning process. The emphasis is on conditioning the student to respond in a given way to given situations. This conditioning is further sub divided into classical and operant conditionings.
Cognitive or humanist theory is more student-centred and as a result is easier to apply in nursing. The word Cognitive according to the Oxford dictionary (2006) means the act of knowing, this involves the students’ own thinking and perception. This approach centres on the need for students to recognise his or her ability and individuality this approach is supported by psychologist Karl Rogers.(xxxxxx)
Social and situational learning is based on the assumption that people learn from observing other people; this tool is very relevant in the nursing profession.
The cognitive model of learning was adopted for this teaching session because of its effectiveness and relevance to the topic under study and because my ten students are all adult learners.
The theorist Malcolm Knowles (1990) brought to lime light the idea that adulthood starts when an individual starts behaving likes one. This means that even as a teenager an individual is considered an adult if his behaviour depicts maturity.
Adult learners bring ideas and excitement to the learning environment and the teacher can use this as a teaching resource. The adult learner also expects to have a high degree of influence on the topic of teaching. Andragogy is a learner-centred practice of adult education which has been accepted by many adult teachers and has influenced the practice of adult education in many ways. This is the reason why the cognitive learning theory was adopted for this teaching exercise bearing in mind that adult learners are individuals with different life experience and learning perceptions. I respected that fact and at the same time I tried not to push the learners away from their comfort zones, because the adult learner brings life time experience to the learning environment. (Rogers 2002).
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Visual and auditory learning style was use for this teaching session. As the words implies, it is what you can see and hear that enables and enhances learning. I was able to bring these to practice using suitable teaching aids such as PowerPoint presentation and handout. The PowerPoint presentation is a greatly preferred technique of presenting the knowledge base of a topic area to any audiences. It is prepared in advance and can be made very lively and colourful with pictures and short films for more impact. (Quinn and Hughes 2007).lesson planning was done to have a good insight into how to structure and deliver the teaching. As a general guide, 25 per cent of the lesson time should be used to demonstrate the skill, 15 per cent in verbal explanation, and 60 per cent for guided practice and evaluation. It is very important to consider a well structured lesson plan for effective teaching. (Quinn and Hughes,2007).
The full detail of my lesson plan is in the appendix.
MICRO TEACHING REFLECTION
DISCRIPTION:
Being the very first presentation ever conducted, my nerves got the better part of me. This is to be expected in the light of the fact that I had never conducted such an exercise. Nervous to how I was going to conduct the exercise to my adult peer some of whom are older than me in age, life experience and composition. In the course of my preparation, I researched on the chosen subject, consulting the National Health Service (NHS) and the Department Of Health (DOH), medical journals, and text books including that of Hinchliff (2004), who mentioned that using evidence-based practice can help to ensure that justice is done to the topic understudy. After gathering up all my research materials, I embarked upon the theoretical aspect of my presentation, in terms of planning and what to present and how to go about presenting it to my peers. After collecting the materials, I started photocopying and printing materials to be handed out to my peers, and then I started the all-important task of rehearsing my presentation with imaginary audience/peers using the prepared slides from my power point presentation,copies of slides, handout and picture of clip FAST are in appendix . On the day of my presentation, I carefully gave the students handout. Bearing in mind that my peers are adult learners, I had to make sure the exercise environment is as comfortable and cosy as possible to be enough to attract their full participation, and also I didn’t lose track of the fact that my peers just like many adult learners are weary of trying new psychomotor skills as contended by Bastable (2003), as they do not want to be seen as making mistakes.
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FEELINGS:
My planning and preparation on their own caused a lot of anxiety, as was not sure how good I will be in presenting my topic to my peers. I attribute this to my nervousness, though it has been argued that that nervousness can improve performance Gopee (2008).
Even though I had some idea about assessment of stroke from both practical and theory, I was still nervous prior to my presentation and early part of the presentation due to inadequate preparation. During the presentation I had mixed feelings of nervousness and anxiety, I was not sure about how my peers apparent my teaching. I was feeling self-assured at times because I knew a lot about the topic and through my peers body language of keenness echoed it and in their feedback.
EVLUATION:
Evaluation could be said to be a process of making personalised judgements and decisions about achievements or a done task and its effectiveness, (Hinchliff 2009) it occurs at different stages of the learning experience in order to ascertain that one is on course to the desired destination of achievement. It is argued that if you do not periodically evaluate, there is a tendency for derailment from the subject matter Hinchliff (2004).
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During my preparation I decided I will be making use of Strength, Weaknesses, Opportunities and Threats (SWOT) analysis to evaluate myself. Hincliff (2009).The good thing was I was able to give handout and FAST picture clip prior to my presentation. This is encouraged by Moon, (2004) who affirms that handouts gives room for organisation its enable student to concentrate in the teaching rather than taking notes and serve as a reminder of what the students have heard in the lecture. My weaknesses included reading and explaining from the slide hereby losing concentration and eye contact. This didn`t give me much credibility also some of my peers commented that I had rushed my presentation, this was because had too many slides. I was able to make use of the opportunity that I was familiar with my peer and environment by emphasis on my aim /objective, feedback from my peers showed that they have learnt a lot. My threat was not being able to stop be nervous.
ANALYSIS:
I chose the right topic that is relevant to my profession, and in the cause of my preparation, i decided to use Androgogy approach of teaching as recommended by Knowles (1990) who defines it as an art and science of supporting students particularly adult learners with their individual variations, personality and learning process in retrospect. From my perception, this helped them in being individually and collectively participatory in the exercise, it also helped increase their levels of concentration and self involvement making it easier for me to evaluate our progress and appraise them positively as this in turn increased their motivation and interest thus, they felt more and more at home with every passing minute.
The venue of the teaching exercise was a familiar environment, all in the bid to attract their confidence and involvement. Kiger(2004) highlighted the importance of learning in a familiar environment saying that it encourages positive attitude to learning and participation to learning process. In addition to this, I used an overhead projector for my presentation as this is known to make learning easier and more interesting.
The teaching session was aimed at projecting humanistic or cognitive domain as well as psychomotor where cognitive domain centres on the student, which stimulates students perception, thinking and participation, consequently allowing for a personal observation, evaluation and appraisal. Nicklin and Kenworthy ( 2002)
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After the teaching exercise, feedback was sought from my peers and my tutor, just to have a second opinion-plus on my performance relative to my expectation. (Hinchliff 2009) recommended that we involve our peers / students in the test run, the idea being to give my them a head-start as to what to expect, thus increase their levels of comfort to the task ahead, this I did not do. For example, the presentation took twenty minutes from start to finish but I could perceive that they were expecting more after the presentation, because it looked as if the process was rushed, and it had a backfiring effect on my presentation experience this was not what I planned. Copies of feedbacks from my peers and lecturer are in Appendix.
As a tactic to boost interest, it was necessary to maintain eye contact with the students/peers and I also noticed that reading from the slide did not help my presentation as I should have memorised as much as possible in order to have good eye contact.
CONCLUSION:
I have learned more from the reflective process than the real presentation. Teaching my peer was one of the most wonderful experiences. The feedback from my peer and lecturer boost my morale. Furthermore, carrying out the teaching session has increased my knowledge in stroke management and increases my confident for future teaching and mentorship.
ACTION PLAN:
I acknowledge weaknesses as opportunities that create room for future improvement rather than failures. In fundamental nature the act of reflecting on my micro teaching presentation has deepened my understanding of the importance of having a better preparation, a good lesson plan, including showing the F.A.S.T video clip on the telly, using few slide and making the teaching more lively by creating interest and engagement. A quote from my lecturer feedback “I sense that you are more fun then you showed”. More so improve in my voice and slow down my speech to increase better understanding. It very important to evaluate each teaching session as this is the only way we can learn to improve our practice. Taylor (2000) states that only when details of events are recalled and analyzed, overlooked and reconstructed considering all aspects of a situation, can one gain fresh insights and modify actions.
I can strongly “critical thinking is essential for safe practice”. (Taylor,2000 p.64).
CONCLUSION:
Teaching and learning activities can be formatted or altered in order to account for the ideals of learning. There are various types of reflection models but I chose to adopt Gibbs model for reason of simplicity and relevance to the topic under study. According to Pennington 2004, unless we are unable to get the simple process of encouraging and supporting students’ right, then the future of nursing looks very grim indeed.
Finally, I reflected on my role as a student highlighting various areas of my strengths and weaknesses, professional advancements bearing my personal variables in mind in order to attain a visible level of improvement for a future presentation and professional development.
