This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness and put forward an action plan for my future development in teaching.
Reflection is an important human activity in which people re-capture their experience, mull it over and evaluate it. It is working with experience that is important in learning (Boud et al, 1985). Teaching is defined as a system of activities intended to induce learning, comprising the deliberate, methodical creation and control of those conditions in which learning does occur (Curzon, 1997). In Nursing, teaching is said to be the change in behaviour that we wish to bring about if we are to enhance and improve care for patients and client (Hinchliff, 2004) The term teaching and learning are often used interchangeably. Curzon (1990) cited by Nicklin and Kenworthy (2000) define learning as the apparent modification of a person’s behaviour through his activities and experiences so that his knowledge, skills and attitudes, including modes of adjustment towards his environment, are changed, more or less permanently. The rationale of choosing my topic was due to its relevance to the area of my clinical placement (Cardio thoracic) and the Unique learning needs of nursing management of chest drains amongst Nursing students as realised while working with them. As mentioned above, I will be using the Gibbs reflective model, which follows a cyclical pattern from description, feelings, evaluation, to conclusion and action plan. See in the Appendice. Each of these is sub-headed in the next sections to maintain clarity.
This is the first stage of the Gibbs model. The value of micro sessions is for planning and delivering a short presentation where by feedback can be gathered before embarking on longer sessions (Walkin, 1990). Planning is about thinking things through it requires imagination and lateral as well as logical thinking (Kiger, 1995). It is a process that directs the teacher and the learner towards certain actions, which will facilitate learning.
During the preparation of my teaching presentation I researched my chosen subject using databases like British Nursing Index (BNI), Nursing practice text books as well as Journals as recommended by Hinchliff (2004) who contend that using evidence-based practice can help to ensure that the subject is fully researched and this will provide support practice and view. I set out the aims and objectives of the teaching session. This view is supported by (Daines et al, 1993) who state that the teacher must know what it is that he or she intends to teach and what the students are expected to learn as an outcome for the joint effort. I drafted a lesson plan see in the appendice, which I highlighted that I was going to use an overhead projector and give handouts to the group. Ewan and White (1996) suggest it is necessary to understand learners’ different learning styles for learning and teaching to be effective. I devised my teaching plan bearing in mind that there were pragmatists, activists, theorists and reflectors among my peers. After putting the content of my presentation together I began printing and photocopying my acetates and handouts for my peers. The next step I did was to start rehearsing my presentation at home. On the day of the...
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