Learning and Assessment in Practice
Learning and Assessment in Practice
The purpose of this assignment is to critically analyse and reflect upon the effectiveness of an innovation, developed for learning and assessment in practice.
The 3 learning outcomes which I have focused on, as outlined in the module descriptor are (ii) critically reflect on the opportunities and limitations of practice as a dynamic learning environment in relation to the facilitation and evaluation of learning in practice, (iii) demonstrate the enabling of learners to integrate theory and practice, and (iv) critically evaluate a range of learning theories and teaching strategies to facilitate the integration of theory and practice.
I will utilise Gibbs (1988) model of reflection, (as cited in Quinn & Hughes, 2007). Gibbs’s (1988) reflective cycle encourages a clear description of the situation; analysis of feelings; evaluation and analysis of the experiences; conclusion of what I would do if the situation arose again; and reflects an action plan to achieve it (Gibbs, 1988). Reflection is an active process that enables health care professionals to gain a deeper understanding of their experiences (Johns & Freshwater, 2005) and serves to extend our professionalism and our confidence in a bid to make sense of clinical experiences (Ghaye Gillespie & Lillyman, 2000). It can help us in our ability to resolve the contradictions between what is desirable and what is actual practice, making us more self aware and thus become empowered to respond differently in future situations (Johns & Freshwater, 2005). In accordance with Nursing and Midwifery Council (2008), confidentiality will be maintained.
Learning in practice is an important part of the curriculum and accounts for approximately 50% of the pre-qualifying nursing programme in the UK (RCN, 2009). Supporting students to learn is an important function for both educators and practitioners and thus teaching, assessing and mentoring are fundamental aspects of
The purpose of this assignment is to critically analyse and reflect upon the effectiveness of an innovation, developed for learning and assessment in practice.
The 3 learning outcomes which I have focused on, as outlined in the module descriptor are (ii) critically reflect on the opportunities and limitations of practice as a dynamic learning environment in relation to the facilitation and evaluation of learning in practice, (iii) demonstrate the enabling of learners to integrate theory and practice, and (iv) critically evaluate a range of learning theories and teaching strategies to facilitate the integration of theory and practice.
I will utilise Gibbs (1988) model of reflection, (as cited in Quinn & Hughes, 2007). Gibbs’s (1988) reflective cycle encourages a clear description of the situation; analysis of feelings; evaluation and analysis of the experiences; conclusion of what I would do if the situation arose again; and reflects an action plan to achieve it (Gibbs, 1988). Reflection is an active process that enables health care professionals to gain a deeper understanding of their experiences (Johns & Freshwater, 2005) and serves to extend our professionalism and our confidence in a bid to make sense of clinical experiences (Ghaye Gillespie & Lillyman, 2000). It can help us in our ability to resolve the contradictions between what is desirable and what is actual practice, making us more self aware and thus become empowered to respond differently in future situations (Johns & Freshwater, 2005). In accordance with Nursing and Midwifery Council (2008), confidentiality will be maintained.
Learning in practice is an important part of the curriculum and accounts for approximately 50% of the pre-qualifying nursing programme in the UK (RCN, 2009). Supporting students to learn is an important function for both educators and practitioners and thus teaching, assessing and mentoring are fundamental aspects of