Related Introduction I am a registered nurse based in a ward that manages spinal and orthopaedic conditions among patients. Currently, I am finalising my training as a qualified mentor. This paper presents a reflective account of my experiences in facilitating, teaching, and assessing student learning during their learning practice.
This is an open access article distributed under the Creative Commons Attribution Licensewhich permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Data was collected in a focus group interview with eight nursing students who were in the last year of the educational program.
The interview was transcribed verbatim, and qualitative content analysis was used for exploring and interpreting the content of the interview text.
One main theme emerged from the analysis: The findings revealed that the students' learning experiences and motivation were related to individual, relational, and organizational aspects.
Facilitating Learning In Nursing. Republic of the Philippines University of Rizal System Rodriguez,Rizal College of Education Term paper for Facilitating grupobittia.com Facilitating learning and Bloom’s taxonomy of objectives Benjamin Samuel Bloom (February 21, – September 13, He was born on February 21, , in . Clinical studies constitute 50% of the bachelor program in nursing education in Norway, and the quality of these studies may be decisive for the students’ opportunities to learn and develop their professional competences. The aim of this study was to explore what bachelor students’ in nursing perceived to be important for having good learning . Facilitating Learning in Nursing Programs Next Lesson. Role Modeling in Nursing Programs; Go to Clinical Teaching Strategies for CNEs Ch 3. Understanding Learning.
The students highlighted their own as well as their supervisors' attitudes and competences and the importance of positive relationships. In addition, feeling welcomed, included, and valued in the ward improved their motivation, self-confidence, and self-respect.
Introduction Organizing a good learning arena in clinical settings is crucial for bachelor students in nursing because a major part of their studies and training take place in that context. The quality of the clinical studies has, therefore, a great impact on the quality of the studies as a whole.
Clinical studies in nursing education are reported to represent the most stressful parts for the students, particularly in the initial periods due to lacking competence and knowledge [ 12 ]. A decisive aspect for having positive learning experiences is described to be the relationship between the student and the nurse supervisor [ 13 — 7 ].
The nurses may represent a positive role figure for the students in clinical training [ 3 ]. Having regular reflections and dialogue with their clinical supervisors are, therefore, among the most important ways for the students to learn [ 9 ].
Recently, a new standardized evaluation form was introduced at the university where the current study was conducted. They need to assess their level of competence and fill out the form, and the supervisors perform their own assessment correspondently.
These assessments together constitute a basis for discussion and conversation in the evaluation meeting conducted with the university teacher present. Materials and Methods 2. Participants and Data Collection The data was collected by the second and last authors in a focus group interview performed with a group of students who were in the final year of their education.
Focus group interview is described to be an appropriate qualitative data collection method for exploring experiences, attitudes, and viewpoints regarding phenomena that are common in a group of informants [ 10 ].
A purposeful sampling method was used in the recruitment of the participants [ 10 ]. Seven students who had completed their clinical studies in medical and surgical wards at the local public hospital were invited and agreed to participate in the study.
It was emphasized to recruit participants who ranged in age and had experiences from different hospital wards. In addition, it was desirable that both sexes were represented. Seven students with an age ranging from 22 to 37 years constituted the group. One of the participants was male.
Their previous experiences with health care varied from no experience at all to several years of experience as licensed practical nurse. A semistructured interview guide directed the interview, containing six questions about what they empathized for having good learning experiences in the clinical settings.
The questions were particularly concerned with the student-supervisor relationships. The audiotaped interview lasted for one hour, and it was transcribed verbatim. Data Analysis Qualitative content analysis was used for exploring and interpreting the content of the interview text in this study.
Graneheim and Lundman [ 11 ] describe this method to include both manifest and latent content of a text. The manifest content analysis concerns the description of the text as it is expressed by the informant and includes meaning units in the original text, condensation of the meaning units, and the creation of common categories.
The latent content refers to the interpretation of the text and includes, according to Graneheim and Lundman [ 11 ], creation of the themes which emerge as an underlying meaning of the condensed meaning units and categories.
The text was read and reread several times, moving backwards and forwards between the whole and the parts, to grasp the meaning of the phenomenon that was investigated. All authors were involved in the analysis. In the analysis, the transcribed interview text was broken down to condensed meaning units, to grasp the manifest content of the message.
Subsequently, the condensed meaning units were categorized, and further gathered into a main theme representing the latent content, which refers to the underlying meaning or what the text really talks about.
They confirmed that reporting was not necessary if all personal identifying information was removed from the data set and the audiotaped interview was not downloaded on a computer.
We acted in accordance with this advice and the interview was transcribed directly from the tape recorder. In addition to the written informed consent, information about the study was repeated, and voluntariness and confidentiality were assured regarding the informants legal rights prior to each interviews [ 12 ].
Their right to withdraw at any time in the research process until publication of the study was also assured before the interview was performed. Findings One main theme, four categories and nine subcategories emerged from the analyses of the interview text.
An overview is shown in Table 1.
Overview of the main theme, categories, and associated subcategories. In the following, the categories with their respective subcategories are presented, and some examples from the interview text are used to demonstrate the findings.Jun 17, · Work-based learning facilitation, mentoring and coaching are all integral to the healthcare professions.
Practice Based Learning in Nursing, Health and Social Care promotes effective professional learning in the workplace and helps healthcare professionals to develop, enhance, reflect on and change their practice and Format: Paperback.
Facilitating the learning of student nurses in the work place is an integral role of the registered nurse. This article aims is to provide an overview of the role and responsibilities of the mentor in supporting pre – registration nursing students in clinical practice.
The professional obligations for the mentor to. The prime concern for every student’s practice experience is to facilitate and maximise learning. Effective placement supervision through mentorship is the most helpful and one of the most educational resources for ensuring that you develop your professional knowledge.
This toolkit provides experience trainers/facilitators with teaching materials, resources and practical guidance to deliver a learning programme to health and social care professionals and service users or carers who facilitate learning in the workplace as part of their remit.
The Role of the Mentor in Facilitating Learning for Short Placements During their second year, pre-registration nursing students come to the community for a short twoweek placement to gain an understanding of primary care and community nursing skills.
Course 1: Teaching & Facilitating Learning - Level I. CURRICULUM GUIDE: TEACHING & FACILITATING LEARNING facilitation skills and assessing instructional effectiveness.
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