Ptlls Assignment 1

Assignment 1: Teach a new staff on arterial line care

Introduction
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
As a preceptor, it is important to integrate the learning theories into practice, to develop student’s cognitive, psychomotor and affective domains based on Bloom’s taxonomy (Bloom, 1956). In this stage, different theories were involved, such as cognitive learning theory, behavioral learning theory and social learning theory. Cognitive learning theory focuses on the thought processes and learning is viewed as the acquisition of new information (Goldstein, Naglieri & Devries, 2011). The individual learns by listening, watching, touching, reading, or experiencing and then processing and memorizing the information (Schunk, 2010). However, behavioral learning theory learn though a continual process of stimulating and reinforcing a desired response, eventually the behavior is changed to match the desired response (Bower &Hilgard, 1981). Behavioral learning theory recognizes that learning has taken place by a change in behavior; it regards all behavior as a response to stimulus (Hand, 2006). Behavioral learning theory involves positive and negative reinforcement, which reflects in operant conditioning. Operant conditioning developed by Skinner, emphasized on using positive reinforcement to enhance good performance, or using negative reinforcement to eliminate bad behavior, which leads to achievement of learning
If there were new patients coming to ICU, Ellen was told to prime the arterial line on her own with the preceptor’s supervision. The demonstration was started from the preparation of the equipment, to priming process and connecting to patient. This recalling and practicing behavior co -responded to the cognitive and psychomotor skills in bloom’s taxonomy of learning (Bloom, 1956). Correction was provided by preceptor when necessary. Ellen appeared nervous and not confident for her first time priming on a real set. She kept on ask whether the step was correct. Praise was given if the steps were correct, such as verbal praise “well done” or “excellent”. Behavior was strengthened by positive reinforcement, which would enhance her confidence and morale. Ellen was observed how she communicated with patient regarding the whole procedure and taxonomy’s affective domain was reflected. In order to build Ellen’s experience of this skill, the preceptor encouraged her to observe other nurses’ practices as role model. Bandura’s social learning theory enable Ellen meet the objective through observation and imitation (Bandura,