Assignment 1: Teach a new staff on arterial line care
The writer is working in a medical intensive care unit (MICU) in a structured hospital. Every year, there is a group of fresh graduated polytechnic students coming to her unit as new staff. As a senior staff nurse, she was assigned to be a student’s preceptor, to guide the new staff during the probation period. In this assignment, the writer is going to use the E skill teaching model framework (Studdy et al, 1994), to create a best teaching plan suits the new staff base on their learning styles (Refer to appendix 1). Different learning theories will be applied to facilitate the leaning process, and help the new staff maximize their learning ability to learn the skills required in ICU. The new skill will be taught on how to perform arterial line care and some of the hospital protocol related to this skill (Refer to appendix 2). Teaching plan
The new staff named Ellen is an active student. She seemed to be very interested in all the equipment that she never saw before. At staff lounge during the tea break, they introduced themselves to each other with a friendly opening. The preceptor then gave her a brief orientation about the ward discipline and the ward layout. A meeting should be conducted between preceptor and student to promote an effective learning experience, and show the welcome to student. It is important to build the rapport between the preceptor and student. The initial teaching started in a procedure room, where a quite room and a lot of teaching equipment were available. The preceptor locked the door to minimize others come in to disturb, and Ellen also felt more relax because she did not need to face the crowd. It helped to create a conducive learning environment, which can facilitate the student’s learning motivation (Mulholland et al, 2007). The E-teaching skills model used to guide Ellen through out the new skills teaching period. E teaching skills model includes 4 stages, exposure, exploration and elaboration, experimentation and evaluation (Studdy et al, 1994). Exposure
Ellen as an adult learner, firstly her preceptor asked about her learning objectives. Knowles (1984) had mentioned that adult learning in terms of Andragogy requires the learner need to know why they need to learn this skill before they put in any effect to the skills. They are responsible for their own decision and clear about their individual role and responsibility (Atherton, 2011). Adult learners can be motivated by past experiences or if they feel the skill is necessary and relevant to their working (Knowles, 1984). It is different from pedagogy which is usually used with children. Grow (1991) mentioned that children are passive learners; they usually learn what the teacher teaches them without critical thinking and initiative. During the discussion with Ellen, the preceptor told Ellen that the goals she set must be specific, measurable, attainable, realistic and timely, to avoid wasting time on unrelated works. Ellen told the preceptor that she saw most of the ICU patients were on arterial line monitoring, and she wanted to learn about the arterial line care. Learner has some prior knowledge of the skills may benefit the learning (Gijlers& Jong, 2005).The preceptor then gave Ellen an overview why ICU patients need arterial line monitoring. Critically ill patients required arterial lines to monitor blood pressure trends, titrate drug therapies and obtain blood samples. The infection control protocol was emphasized to minimize the blood stream infection to patients (Refer to appendix 2). In order to accelerate and maximize Ellen’s learning ability before she commenced the skill, her prefer learning styles was established. Different students have a different learning style. By identifying the learner’s learning styles, it help the teacher develop appropriate teaching plan to maximize the learner’s learning ability (West,Clark,& Jasper, 2009). Hence, the initial...
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