Facilitating Learning And Assessment In Practice

IntroductionI am a registered entertain based in a hospital ward that manages spinal and orthopaedic conditions among diligent roles. Currently, I am finalising my discipline as a subject teach. This report presents a reflective account of my experiences in facilitating, teaching, and valuateing school-age child noesis during their breeding institutionalize. It as well up heightslights the study exits drawn from the experience. Due to ethical retainers of any academician publication, which demands confidentiality, and anonymity of the persons that were actively involved in my hit, this paper omitted names or executiond pseudonyms in the cultivation of the account (Polit & Beck, 2008).Practice-based instruction provides the scholarly persons with required experience, which is an essential setting of acquisition increment that enhances their ability to in force(p)ly interact with clients as well as their families by ontogeny the bookmans communication, i nterpersonal, psychomotor, and technical skills (My tout ensemble et al., 2008). Practice-based encyclopedism is in addition an trenchant opportunity that allows the learners to link theory and execute, which argon vital in the learners skipper goment (Zachary, 2011). Furthermore, fargon-based learning is essential in a treat c beer due to its vocational temper as well as its role in determining the learners clinical competence and hence protecting the public from instances of in skill in treat course session (NMC, 2008). Through demanding and instilling towering standards of professed(prenominal)ism during sagacitys, practice-based learning makes sure that nurse disciples be commensurate to stiffly practice before they ar registered as nurses (Myall et al., 2008).This demonstration of my eligibility to assess and supervise treat scholarly persons in practice coupled with lucky completion of this genteelness provide allow me to be an effective teach in care for ( scathe, 2007). Therefore, I leave alone be capable to actively participate in the larnment of future nurses that will meet the motives of diligents, which atomic number 18 increasing in diversity and complexity (Polit & Beck, 2008). sympathize with for StandardsIn order to promote adherence to item attributes that take appraisal and learning in practice, the breast feeding standards offers specific guidelines that must be met by teachers, practice teachers and mentors (NMC, 2008). Specifically, the fixed affectments cover standards, frame running(a), and selective information on the flakes for estimate in breast feeding practice. There standards are outlined by eight domains including leading, evidence-based practice, context of practice, creating a learning surroundings, learning evaluation, perspicacity and accountability, learning facilitation, and turn upment of semiprecious running(a) descents (NMC, 2009).Linking these domains to my own practic e, I hold high experience for leadership and formation of useful working relationships. Establishment of good working relationships is essential in nursing as a nurse works together with the long-sufferings family in ensuring the best nursing care is provided for the patient (Polit & Beck, 2008 Appendix 1) enhancing the standards of care. Good working relationship is also important in minimizing the negative schoolchild experiences building on the school-age childs force in practice (NMC, 2008). Consideration of the instantness of family-centred commence to nursing care and the promotion of good working relationships demands effective leadership. To be specific, leadership in my incase involves influencing others, improving nursing care, and role modelling (NMC, 2009). This demands diligence of a locational cost to leadership when handling divergent leadership situations at work. In my work setting, leadership is broad ranging from handling the patients family issues, w hich requires participative leadership, or directing a practicing bookman, which demands assertiveness. However, it is imperative for a nurse to act in the best interest of the patient (Price, 2007) which foundation best be achieved done bossy approach to leadership. Consequently, establishment of effective leadership and relationships require experience, skill, and experience and are vital in the readying of high- flavor nursing care (Myall et al., 2008).There are some(prenominal) professional argufys that I encountered during the estimate which emanated from the complexities related to staffing levels and hurry in the ward that negatively see the quality of practice legal opinion (Polit & Beck, 2008). The sustained pressure from clinical commitments and the limited conviction availability affects the parade of disciple supervision and judging during practice-based learning (NMC, 2009). More so, in that location whitethorn be inconsistency in achievement, which aff ects the do work of pupil appraisal with regard to their fitness to practice (NMC, 2008). In other cases, some educatees in practice-based learning do non conform to the existing backing systems for instances of goure limiting their learning and effectiveness of the sagacity. In addition, the supervisor may be reluctant to miss an incompetent learner due to perception that he process is too complex or popular poor assessment, this also posed a challenge in my practice.The existing nursing standards that guide learning and assessment of schoolchilds in practice offer mannequins for nursing mentors. However, the document is limited, as it does not consider all competence assessment aspects (Myall et al., 2008). Therefore, some forms of assessment are subjective as much as the framework for assessment is provided due to the intrinsic temper of the nursing profession and the variations in nursing skill-set to be assessed. It is contend to establish a comprehensive assessment of ability curiously due to learners spontaneous action to engage their skills, knowledge, and attitude from an emotional intelligence perspective (Bradshaw & Merriman, 2008). These issues are enhanced in situations where a mentor fails to fail instances of in strength among learners (Myall et al., 2008). These chores are resolved through the use of sign-off mentors that offer final evaluation of the disciples before be accredited to be effective to suffice as professional nurses at the end of nursing training program (NMC, 2009). Consequently, more remain firm to the nursing standards is conducted to promote effectiveness of learning assessment for practice-based learning. This support is provided various nursing documents such(prenominal) as nursing guides, which offer strategies and support for practitioners in the nursing profession.Facilitating attainment and AssessmentThis is an important approach for assessing skills, knowledge and attitudes among nursing scholars (Price, 2007) and is complex in nature with the focus of promoting objectivity in the assessments (Bradshaw & Merriman, 2008). The ensure the diversity of the nursing settings are accommodated during the assessments, there are several assessment approaches that apprize be used in disciple mentorship programs including mini clinical assessment exercise, direct observation, case-based discussion, and mini confederate assessments (Myall et al., 2008). Mini clinical assessment exercise offers an overview of bookman public presentation of key clinical skills. This assessment approach works both in routine patient encounter as well as ward environment. Direct observation of procedural skills involves observe a nursing scholarly person which conducting a clinical surgery where the observer provides necessary feedback at the end of the procedure. A good example of a clinical procedure that can be observed is preparation of a dressing trolley by a educatee. Case-based discussion, on the other hand, involves an interview aimed at exploring judgment and demeanor such as postulation the school-age child to argument what he/she observed during a specific patient care program. Finally, mini peer assessments encompass a team of qualified professionals that offer feedback on the performance of an respective(prenominal).The process of selecting the method of assessment should consider its live effectiveness, educational impact, acceptability, validity, and reliability (Bradshaw & Merriman, 2008). Assessing a students craft knowledge helps the student to reflect and develop based on experiential learning (NMC, 2009). efficacious assessment should focus on developing perceptivenesss into a students craft and formal knowledge in order to understand the students ability to assess risks and utilise learned knowledge in meeting practice requirements (Price, 2007). There are four vital areas that cover student assessment, that is to say motivation, performance, skill, and knowledge. rase though continuous assessment is know to promote effective positioning of a students performance, it has limitations with regard to reliability and validity. Therefore, successful carrying out of student assessment require coordination among service providers and educators to ensure the assessment approach is permit in terms of its summative and formative perspectives which are imperative in promoting a working linkage amidst theory and practice (Myall et al, 2008). Mentorship program in clinical setting is complex due to the pressure emanating from the need of sustained student assessment in precedent of the patients and their family as well as other professionals, which may raise worry among the students as well as assessors, which may negatively impact on the assessment process (Bradshaw & Merriman, 2008). Anxiety may be caused by a variety of reasons including curriculum changes, which may profane the assessors force, the students pushiness during as sessment, and the assessors beliefing of strength with regard to the assessment process.This portfolio outlines an assessment of the competency of a nursing student with regard to the enamour use of chafe assessment tools. I considered this to be vital in the profession of nursing due to the importance of torture assessment skills in nursing care as it is classified as the fifth vital sign in nursing (Murray et al., 2008). Considering the requirement that nursing students should actively participate in vital signs, developing this competency is vital for patient safety (Price, 2007). Further, I considered this assessment to be a direct observation of a procedural skill where I was available during the whole process spot offering feedbacks and assessments on the process (NMC, 2009). To ensure the assessment was a success, I developed a protrude that included a criterion for implementing the process as well as questions that were used for testing the levels of brain exhibited by the learner. Furthermore, the assessment architectural excogitate was developed with the consideration for the students level of practical and hypothetic learning (Myall et al., 2008). The questioned used in the assessment were unrestricted to allow the student to offer the rationale after part their action path. This was important in developing deeper insight into the leaners competency, as well as promotes appreciation of diverse approaches to skills application (Murray et al., 2008).The assessment was initiated after ensuring the ward was quiet enough to understate the effect of a noisy setting on the assessment program. The process commenced with an official introduction between me and the student as an approach to familiarization between me and the student to minimise instances of anxiety (Price, 2007). After that, I proceeded by ratting the student my expectations, the timeline, and offered my reassurance that the process was not formal as I was just interest in ob serving the process and offering my feedback at the end of the process (Murray et al., 2008). As much as I managed to develop effective background information needed to establish an effective assessment void of anxiety, I did not inquire about the learners prior experience, which could have assisted in the assessment process. As much as I had previous encounter with the student, lack of enough background information hampered my effective participation in the growth of the student during the practice-based learning. Furthermore, I did not clearly identify the outcomes of the assessment at the beginning of the assessment. As much as appropriate information was provided and the environment was conducive, developing a compact of discussion could have enhanced the levels of student preparation of the expectations as well as minimize anxiety and confusion (NMC, 2009).When the student completed the first process, I asked the student several questions. These questions were established to evaluate the students communication skills, their intelligence of the problem at hand, and general nursing skills (Murray et al., 2008). From the assessment, I observed that the student effectively communicated with the patient as well as the patients family a clear voice of practical application of family-centred approach to nursing (Price, 2007). The student also effectively addressed the nursing situation at hand, as he utilised Wong-Baker pain rating to stabling the pain situation by the patient (Wong et al., 2001). After the student had gained an appropriate pain score, I asked the student a question regarding the appropriate frequency for observing pain, in which the response of the student was appropriate (Bradshaw & Merriman, 2008). From the case, it was evident that I had a problem with my communication skills as I had to repeat myself on an individual basis before the student could understand what I was addressing. ominous my communication speed is necessary to enhanc e the students ability to comprehend the information apt(p) to them during assessment and minimise on instances where students are overwhelmed by information that is faster than their processing rates.I offered the student a feedback session with the aim of promoting proactive learning relation with the student (Murray et al., 2008). This feedback included active affaire of the student in the development of an action plan for dealing with the set inconsistencies during the assessment. Considering that the student demonstrated competency in the skill that I was assessing, the action plan was centered on increasing the number of substitute approaches that can be used in applying the skill with the focus on increasing the students reflexive skill and hence a holistic competency (Zachary, 2011). The process of provision of the feedback considered developing a positive and constructive impact on the student to assist the student in building self-esteem, cultivating a positive working relationship as well as a supportive learning environment which are important aspects that reduces anxiety during nursing practice (Myall et al, 2008). Research has demonstrated that student-mentor relationship influences the students learning experience (Price, 2007) and therefore, effective communication between the mentor and the learner can illicit competency concerns at early stages to minimise instances of loser (Zachary, 2011). Even though the student and the mentor may feel sad due to a failed assessment, it is vital for the mentor to appreciate failure as avoiding to report of failure may have an adverse effect on the progression of the student (Bradshaw & Merriman, 2008). This feedback was provided immediately after the assessment session as an approach to providing the student with spark off support and offer immediate corrective flyer for any unpleasant conduct exhibited by the student during the session (Zachary, 2011).Based on the assessment and my individual refle ctions on the outcomes, I identified various areas of my practice that require improvement. Specifically, my feedback on the assessment was limited and did not offer the student a wider telescope on improvement. Furthermore, my speaking speeds need to be slowed to ensure effective communication. I also need to focus on developing in-depth background information about the student before the assessment as well as offering the student the expected outcomes of the assessment. In addition, asking the patient about the service will also enhance the determination of the performance of the student as well as development of an effective feedback. brooding CommentaryMentorship is an important leadership characteristic (Zachary, 2011). Transformational leadership is founded on the ability of an individual to influence others through affecting their thinking. Adoption of this approach of leadership in nursing promotes autonomy as well as enabling the students to realise their full potential. I t is also underlying to encouraging the development of excellent Interprofessional rapport (Myall et al., 2008). By becoming a role model at work through formulating solutions to problems that exist within nursing mentorship, I will be able to public assistance myself as well as the student. This influence can also be transferred to other situations in the nursing environment, which will culminate to a give way outcome in my nursing practice (Price, 2007). Common obstacles to mentorship such as staffing issues, hectic hospital environment, and clinical commitments influence my ability to perform as a mentor and hence the development of an effective relation with the student is essential (Price, 2007 Appendix 2).Due to the hectic nature of the nursing environment it is challenging to get time for developing a written feedback for the student hitherto to enhance by mentorship capability I need to establish relationship with other mentors that is founded on overlap evaluation feed back as an approach to building my scope with regard to student evaluation. Being able to overlap with other mentors about feedback can also fan out my evaluation to the benefit of the student. As much as this approach is effective in enhancing a student mentorship program in hospital settings, it is challenging especially in cases where other mentors are not interested in sharing their experiences and work limiting its usability. Promoting teamwork in mentorship can be an effective approach to overcoming this obstacle. traffic with the problem of anxiety requires innate understanding of the student, which implies discussing with the student the most appropriate way for implementing the assessment. This is effective as it encourages the student to be actively engaged in the assessment program and also creating a better relationship between the mentor and the student (Zachary, 2011). remnantThe process of student assessment is only successful if it is administered objectively and fairly. As much as this approach may result to some emotional distresses by both the assessor and the student, it is imperative for the success of a mentorship program and pr howevertion of negative implications on the students advancement. It is also necessary for ensuring approved nurses are competent enough to guarantee patient safety. Therefore, I am determined to ensure that students that I mentor, assess and approve and fit and competent to service as nurses in their respective fields. To achieve this, I will focus on developing a scalelike working relationship with the students to ensure all competency issues are identified and addressed timely. This is important in ensuring the students that I encounter do not human face surprises later during their summative assessment or even when practicing as registered nurses. Furthermore, involvement of the patients and their families in the assessment of my students will be a major trademark of my mentorship and assessment program a s I regard inputs by the patient vital to determining the competency of the student nurse.Consequently, as much as the practice of assessment and mentorship is challenging and compound in nature, I trust that effective application of relevant knowledge and skills while focusing on the expected outcomes, it is possible to let efficiently in this function. This reflection process has enriched my understanding on the concept of mentorship and its significance in the nursing profession. It has also enhanced my perception of the concept of professional and personal development. I believe that if I exceed the few areas of weakness that I have identified in the reflection, I will be able to offer effective mentorship and assessment for nursing students in clinical practice.References Bradshaw, A., & Merriman, C. (2008). Nursing competence 10 age on fit for practice and purpose however? journal of Clinical Nursing, 17(10) 1263-1269.Murray, C., Grant, MJ., Howarth, ML., & Leigh, J. (200 8). The use of simulation as a teaching and learning approach to support practice learning. Nurse Education in Practice, 8(1) 5-8.Myall, M., Levett?Jones, T., & Lathlean, J. (2008). Mentorship in contemporary practice the experiences of nursing students and practice mentors. Journal of clinical nursing, 17(14) 1834-1842.Nursing and midwifery Council, NMC. (2009). Additional information to support implementation of NMC Standards to support learning and assessment in practice. London, UK Nursing and Midwifery Council (NMC).Nursing and Midwifery Council, NMC. (2008). The Code Standards of conduct, performance and ethics for nurses and midwives. London NMC. Retrieved from http//www.nmc-uk.org/aArticle.AspxPrice B. (2007). Practice-based assessment strategies for mentors. Nursing Standard, 21 (36), pp. 49-56.Polit, DF., & Beck, CT. (2008). Nursing search Generating and assessing evidence for nursing practice. Philadelphia, PA Lippincott Williams & Wilkins.Zachary, LJ. (2011). The men tors guide Facilitating effective learning relationships. New York, NY hindquarters Wiley & Sons.AppendicesAppendix 1 Critical thinking competency standardsSource http//www.drake.edu/media/collegesschools/soe/images/msld/competency_model.png Appendix 2 Essential competencies for an effective mentor