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A Plan for a Health Education Session
Theoretical and practical teaching and learning are the fundamental aspects of education. Since the early 20th century, education has been an essential part of nursing (Bastable 2008). Nurse educators encounter a diversity of learning styles and are challenged when needed to develop and adapt their teaching methods to accommodate students learning (Arthurs 2007). Mentors have a responsibility to assist the student within practice, building upon the students level of training (Kinnell and Hughes 2010). This essay will discuss the importance of the nurses role in relation to teaching both students and patients and will critically evaluate the literature used to build a lesson plan (Appendix 2) whilst discussing the process of learning and teaching. An important role of the nurse since the mid-1800s has been the responsibility of teaching. Educating other nurses for professional practice and promoting health were included. Florence Nightingale, the ultimate educator, influenced the nurse’s role to include educating families, patients and colleagues (Glanville 2000). Tilley et al (2006), states that by the 1900s the importance of the nurse as teacher was understood as preventing disease and promoting health. The National Midwifery Council (NMC) has for years put forth statements on the functions, standards, and qualifications for nursing practice. Patient teaching and the nurse’s role as educator to colleagues and student nurses are key elements (NMC 2002). Obtaining formal preparation in the principles of teaching and learning is an important part as there is much knowledge and skill to be acquired as educator with efficiency and effectiveness. “A learner cannot be made to learn, but an effective approach in educating others is to actively involve learners in the education process.” (Bodenheimer et al. 2002 cited in Bastable 2008: 13). By working as a team a partnership philosophy should allow the nurse’s role as teacher of patients, families and students to be obtainable. A growing body of evidence suggests that effective education and learner participation go hand in hand. The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn (Arthurs 2007). Nurse educators encounter a variety of learning styles when faced with prospective nurses. Nursing students will have a variable age group with younger students possibly unaware of their learning styles as well as mature students who may be rooted in one way of learning (Arthurs 2007). Nursing education being primarily clinically focused results in limited knowledge of teaching strategies causing challenges for the nurse educator, this mix can lead to student and teacher frustration with poor academic performance among nursing students. Dunn and Griggs (2000) argue that teaching styles more closely aligned to a variety of adult learners will promote retention and application of new knowledge, these factors were taken into account when designing appendix 2. Blooms Taxonomy (1956 cited in Moseley et al. 2005: 102) is a system that describes, identifies and classifies three domains of learning - cognitive, affective and psychomotor. These domains are used for the development of instructional objectives and learning outcomes (Appendix 1), the first steps in the development of appendix 2. These steps identify what is expected as a result of the students learning experience (Connolly and DeYoung 2004). Airasian (2001) argues that objectives limit the learning experience and does not expose the student to further their knowledge. Gronlund (2000) explains that the need to clearly communicate the teacher’s expectations to the students, specifying what a student should know and be able to do at the end of the session is the most important part. These points guided the learning objectives of appendix 1 aiming to allow the student...
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