Introduction
Modernizing health care practice depends mainly on staff participation in ongoing learning opportunities at work. In healthcare environments, well-being specialists, particularly nurses and other connected well-being practitioners, create teams by collaboratively sharing their expertise. Less skilled nurses can directly benefit from this learning process when they connect with such an environment (Moore & Klein, 2020, 220). Studies shows that, all certified nurses, especially those providing direct patient care, can promote additional knowledge with students within their professional practice due to the rising number of newly graduated nurses in the workforce (Cangialosi et al., 2020, 267). This essay aims to reflect on my learning in the facilitating Workplace Learning module. To grasp the value of promoting workplace learning by comprehending the idea of adult learning, the relevance of the learning experience, and the relationship between learning styles. In addition, learning the idea of reflection, how to create learning events, and facilitation techniques
In this module on Facilitating workplace learning, an individual’s self-learning process and learning preferences are crucial to advance and improving the nursing practice. The key concept in this instance is using the learning sessions to put the ideas into practice in the workplace. This essay will have two sections. The first section will consist of a reflection on the Facilitated Learning Session. This will include a discussion on the preparation and delivery of the session. In the second section, I will discuss two module topics: role modeling and lesson planning. For nurses to be successful in their careers, facilitating workplace learning is crucial. This method enables nurses to examine their competence by assisting others in learning (Zehr & Korte, 2020, 315). The clinical team’s supportive and competent leadership promotes workplace learning by making sure that teaching activities are recognized and that the instructional standards are established properly.
Section 1: Reflection on the Facilitated Learning Session
Preparation and delivery of my facilitated learning session
In the Maternity ward, all brand-new nurses have finished a three-week supernumerary phase that allows them to learn crucial information about caring for pregnant women. Well-qualified nurses are needed to care for pregnant patients. Nonetheless, nurses on practicum must learn clinical skills in order to work in the maternity ward. Each year, student nurses are assigned to work in our hospital so they can earn training experience through a nursing practicum and eventually graduate as enrolled nurses. Olivia, a third-year student nurse, was allocated to our maternity ward. Her current learning needs are how to practice caring for pregnant women and helping them safely give birth to healthy babies. Olivia’s learning style combines visual, reading, and writing. According to (Chetty et al., 2019, 615), she has the ability to remember information when it is presented to them visually, as well as when it is written down in workbooks, slideshows, and other print tools.
I selected my learner because I am passionate about safe delivery and knowledgeable in that clinical area. In addition, I am aware of Olivia’s current learning needs meaning I can select and supply the educational resources that suit her best. I know her learning style, and I can efficiently deliver that. Olivia is confident and passionate about being the best nurse, which motivated me to choose and mentor her. Olivia’s learning needs were theoretical knowledge of the phases of pregnancy and the process of giving birth. In the process of preparing my teaching plan, First, I started by stating the goals and objectives to be achieved by the end of each lesson and by the end of the three months (Emiliasari, 2019, 368). Second, I included my teaching methods in each learning session. I also included the anticipated length of each lesson part in the teaching plan and the materials and tools required for each teaching session.
Reflection
My first facilitation class with Olivia started in the clinic’s first week of her second month. I was excited and well-prepared to start my first-ever coaching class with my student. I was thinking about how successful the class will be, and both of us will gain something from it. I had my lesson plan with me. Olivia was attentive during the whole lesson and wrote down the necessary notes. However, she found it challenging to ask during the questions and answers period, although she quickly answered my questions. The phase of how to prep a pregnant mother going into labor was a walk in the park for both of us. The lesson was productive, and the lesson’s objectives of the lesson were achieved. However, as a facilitator, I would have given Olivia more time to think of a question to ask. In the next class, I will upload her when she asks any question, and I will encourage her to do so while educating her on open-ended and closed questions.
The next lesson with Olivia was practical. The session took place inside the labor room. I was nervous but excited at the same time because I wanted Olivia to learn while having the best experience in the labor room. Olivia was very happy to observe, try and learn. At first, stepping into the room, Olivia got scared, but I helped her by trying to keep her calm. Being the first practical, I used a dummy to teach. Olivia is a first learner, so the process was easy, fun and productive. We had limited time, so we had to work on the whole process faster. Olivia learned how to check the length of the dilation and how to cut the umbilical cord after the baby was born. I have learned that I should let Olivia perform the third procedure alone instead of helping her through it. In the next lesson, I will assist her in performing the first procedure and let her perform the following three procedures by herself.
After four weeks of theory and practice, it was time for Olivia to assess a class with a pregnant woman ready to give birth. Olivia was anxious and nervous; on the other hand, I was happy that my student was finally coming to the end of her nursing practicum. Olivia safely delivered the baby and cut the umbilical cord, following all the procedures she learned during our sessions. She safely delivered a healthy baby girl. However, the mother was unconscious and had to be rushed to the Intensive health care unit. The situation was well handled; my student followed all the required procedures and passed the assessment test. I could have left her in the room with other nurses alone to see how well she could handle the pressure when I was not around to supervise. During our following assessment, I will leave the room once or twice to see how well she can perform the procedure without me being around to watch her.
During the observed lesson, I set myself a challenge to make contributions at the end of the lesson. I was happy to be observed by another facilitator while I was teaching; however, I was nervous as the other facilitator was more knowledgeable and experienced. I prepared myself by reading what I was supposed to teach in that session while thinking about where I could contribute. The good thing about the experience was that I got to observe the facilitator’s body language and verbal and non-verbal cues. I gained more knowledge about the topic being taught. I can employ some of the techniques she used in teaching. After the lesson, I could have asked more questions concerning the topic. However, if I am invited again to observe another lesson, I will ask a lot of questions and make sure that I contribute to every observed lesson from now.
Section 2: Discussion of Role modeling and Lesson Planning
- Role modeling
Role modeling in the healthcare workplace sets benchmarks that student nurses can follow. It is essential for supporting learning in clinical practice. A role model is somebody we look up to and strive to be like. They teach us via their dedication to greatness and their capacity to inspire us to recognize our own personal development (Adi, 2019, 78). Future student nurses’ attitudes and behaviors will be influenced by the behavior and attitude of their role models. To be effective, role models must be skilled in clinical, emotional, and skill areas. Role modeling, which makes up the hidden and visible in teaching medicine, combines personal traits with skilled patient care. As a result, during the clinical nursing experience, nurse educators should role-play with the student nurses to show them what sort of conduct they can expect to encounter in a clinical setting. In order to promote quality healthcare services, qualified nurses should serve as role models.
Working in the healthcare sector has made me understand the significance of role modeling in cultivating the learning performance of student nurses. By exemplifying professional behavior with patients and health providers, good doctors serve as role models for medical students. It is a reflection of the professional, instructional, intellectual, and social functions that clinical teaching should incorporate. Nurse educators and nursing organizations can teach the virtue of compassion to student nurses through role modeling. In contrast to a classroom context, the clinical situation is where people learn the skill of caring the most. This indicates that, as opposed to learning in a classroom setting, the majority of abilities may be picked up fast in a healthcare setting by learners who imitate their role models and implement them openly. In addition, good role models also foster medical students’ professional roles in healthcare and have an impact on career choices.
To be a role model to the student I am coaching, I need to have the qualities of a good role model. I have learned that role models are diligent workers who prioritize progress. They complete tasks and look for ways to increase the unit’s efficacy and efficiency while considering the requirements of the employees, patients, families, and other stakeholders. In a situation where they must deal with significant concerns that immediately impact people’s lives, health, and welfare, role models maintain their composure and resilience. They effectively manage pressure and tackle issues with objectivity and balance (Silva et al., 2019, 285). In addition, role models are available and approachable; they sympathize and cooperate. They also have good verbal communication abilities that are beneficial since they ensure that others can comprehend and respect their points of view.
Choosing a role model is a task on its own. In this section, employing the reflection process is vital in analyzing the role models’ performances. I encourage learners first to understand themselves, what their beliefs are, as well as their skills and weaknesses, in order to find a role model that fits them professionally. One may want to learn more about communicating effectively or lack confidence or understanding in their particular role (Fountaine et al., 2019, 64). Selecting a role model who already embodies the qualities they want or desire will give them a goal to strive for. To do so, a learner should create a list of the qualities or faults they’d like to improve on. It would be best if you learned more about developing inside the organization or improving your time management. Put those in black-and-white writing. Then, look up potential role models. Consider the opinions of those you trust regarding your candidates and how you may learn from them to get the desired results.
On the flip side, some believe role modeling should be discouraged since it encourages more imitation and observation, preventing learners from realizing their full potential. First, they claim that role models restrict perspective in that; they are the result of their surroundings. Their circumstances, their worldview, and the difficulties they faced are all strongly influenced by their personal histories (Collins et al., 2020, 60). Therefore, one unwittingly supports some of this person’s restrictions, which they may never be able to transcend in their lifetime. Second, they believe that having a role model hinders development. They explain that choosing a role model implies respecting their actions and sharing their values and ideas. You anticipate that they will carry on with their actions, motivating you to fill their place in society. The problem is that you frequently need to be made aware of their difficulties.
- Lesson planning
Lesson planning plays a significant role for both the facilitator and the learner. The facilitators teach successfully and exhibit more professional behavior when using this strategy. A lesson plan outlines the topics the instructor will cover in the class and how they will be covered effectively (Fujii, 2019, 682). But, it would be best to determine the learning goals for the class session before you can design your lecture. After that, you can create instructive learning exercises and come up with methods for getting feedback on students’ academic progress.
In Knowles’s theory, Knowles highlights that adults are independent and demand that they bear responsibility for their actions. He explains that adults are eager to learn and seek to implement what they have learned immediately. They are also full of experience that may be used as a learning resource. Using this theory, a facilitator can involve the adults in the planning and assessment of their lessons (El-Amin, 2020, 4). They can use the adult learner’s experience as a basis for the activities in the lesson. A facilitator can consider that adults prefer to learn about topics immediately applicable to their social and professional life. In addition, using Knowles’s theory, facilitators are able to understand that adult education prioritizes problem-solving over memorizing information for future use. This helps them plan the lesson that will benefit adult learning.
Knowles theory advises facilitators to spend the first class period developing the content and making introductions. Learners should get the chance to participate in an activity that will help them get to know one another. This can be accomplished through exercises like a brief presentation. The facilitator can now ask the students to work together and develop a curriculum of what will be learned once the learners and the facilitator have been acquainted (Machynska $ Boiko, 2020, 28). In addition, the facilitator should consider that the classroom setting for adult learners should include various learning methods. Ultimately, the best learning outcomes will come from giving the students as many opportunities as possible to interact with and assimilate the target subject.
Facilitators should consider that there are different types of learners when planning their lessons. Graphic students can more easily comprehend relationships and concepts and pick up new information. Diagrams, pictures, paintings, and essays are useful for students who learn best visually. When instructors utilize diagrams or images on a whiteboard, students may recall information much better (Chetty et al., 2019, 612). For Auditory learners, they feel more at ease hearing information than reading it or viewing it on a screen. For auditory learners, slow speaking and reading are both possible. They usually have linear thinking and may speak out loud about what they hear (Costa et al., 2020, 136). For reading and writing learners, possess a high level of familiarity with the printed language. They enjoy reading texts to learn new knowledge and can better assimilate it by reducing and rephrasing it. All these learning styles should be considered when planning a lesson plan.
As a facilitator, first, you must clearly identify the lesson’s goal and objectives when planning a lesson. These objectives allow educators to assess their performance, which is crucial for modifying future plans (Nagro et al., 2019, 134). Second, identifying the necessary resources for the lesson is vital. These resources assist learners and facilitators in referring to and gaining more knowledge from the class lesson. Third, a facilitator must consider the time of the lesson; planning correctly enables avoiding overwhelming or tedious learners with too much information at once. Fourth, the learners’ abilities need to be considered when planning a lesson. Their skill levels will dictate how you structure and conduct the lesson. Finally, be familiar with your content; it is crucial that you do your homework on the topic matter you will be instructing.
The goals and objectives of a facilitator impact the approaches and methods they use when planning a lesson. One of the main objectives of facilitating is to inspire and interest students in the process while also enabling them to demonstrate mastery of the learning standards. This is done by assisting them in making connections between their educational experiences and their desires and objectives. These goals enable facilitators to be inspired and motivated to participate actively and be dedicated to the learning process. Teachers can maintain focus on the subject matter that they teach by setting clear learning objectives. Their aims and goals enable facilitators to know the resources that will enable them to achieve the lesson’s objectives. In addition, the lesson objectives enable the facilitator to know the time needed to complete the lesson after achieving the lesson’s objective.
Conclusion
Facilitating workplace learning is considered in order to advance and improve the nursing practice, an individual’s self-learning process and learning preferences. Contextual nursing practice has demonstrated the need to support workplace learning in the healthcare industry during practical learning for student nurses. A facilitator can choose the most effective teaching methods by understanding and identifying the learners’ learning styles and current learning during the reflection phase. In addition, Role modeling plays an essential role in the healthcare system. It allows student nurses to physically observe, learn, and emulate the required virtues, attitudes, and behaviors. They should be someone that also supports your effort to improve yourself on all levels professionally and socially. On the other hand, Lesson planning is a crucial aspect that has to be done before the lesson to act as guidance for the facilitator throughout the lesson. However, further research is required to identify how to best support learning during the nursing practicum for student nurses in the future.
Appendix
Facilitating Workplace Learning Module U44124
FACILITATION PLAN January 2023 Run
Date: 02/23/2023 Time: 3months Venue: St. Mary’s Hospital
Learner(s): Olivia, a third year student on nursing practicum.
Learner(s) previous relevant knowledge: Olivia has a theoretical knowledge and the requirements and how to assist a pregnant woman during child delivery.
Focus or topic; Childbirth Education
Aim of the facilitation; to educate nurses to trust their innate wisdom, to take ownership of their patients’ health, and to make informed healthcare decisions.
Learning objectives: (How will you know what the learner has achieved and learned?) It might help to write these as SMART goals using Blooms Taxonomy. Begin with the stem:
By the end of the facilitation session the learner will be able to:
- Read at least three books on Childbirth education
- To assist more than five women in giving birth
- assist expectant women in finding reliable and current information regarding birthing
- feel more confident in assisting with child delivery and infant care
- write a report about her experience in the maternity ward after every two weeks
Plan details;
| Duration/
Timings
|
Content
(What will you be doing) |
Methods
(Which approach will you use) |
Learner activity
(What will the learner do) |
Resources
(Equipment needed, for example)) |
Assessment i.e. (How will you know what the
learner has learned) |
|
Day 1- 4
|
Introduction to Childbirth education
|
Content-focused
|
· Actively listening · Taking notes · Asking and answering questions
|
· Smart board · Charts · Class textbooks |
· Asking questions
|
|
Day 5
|
The developing baby | Didactic | · Actively listening
· Textbook reading · Taking notes
|
· Anatomy chart
· Video clips · Textbook |
· Reflection questions |
|
Week 2
|
Pregnancy | Lecture | · Asking and answering questions
· Content focus · Taking notes
|
· Birth ball
· Posters of Anatomy |
· In-class learners responses |
|
Week 3
|
Stages of pregnancy | Lecture | · Actively listening
· Discussion · Taking notes |
· Textbook
· Charts · Video clips |
· Reflection questions |
| Duration/
Timings
|
Content
(What will you be doing) |
Methods
(Which approach will you use) |
Learner activity
(What will the learner do) |
Resources
(Equipment needed) |
Assessment i.e. (How will you know what the
learner has learned) |
|
Week 5 -6
|
Prenatal Health | Lecture | · Actively listening
· Content focus |
· Pelvic model
· Class booklets
|
· Continuous assessment test |
|
Week 7-8
|
Safe delivery of the baby | Interactive | · Asking questions
· Answering questions · Discussion |
· Video clips
· Music for relaxation · Birth tools |
· Discussion observation
· Answering questions on the textbook |
|
Week 8 -9
|
Practical | Interactive | · Prepping an expectant mother
· Working on a dummy · Cutting the umbilical cord |
· Pelvic model
· Umbilical cord model · Baby model · Video clips |
· Discussion observation
· Asking questions |
|
Week 9 -12
|
Assisting women in giving birth | Participative | · Prepping the expectant women for delivery
· Checking their dilation status · Assisting women with delivering the baby · After care |
· Graphic diagram
· Charts · Expectant mother · Birth tools · Music for relaxation |
· Delivery a baby
· Observation |
|
Optional – You can ask your learner to evaluate you and your session if you would like feedback about yourself or what they felt they had learned – maybe with a quiz or an evaluation form. This may provide you with very useful feedback for your reflection and self-improvement |
|||||
- Observers feedback
OBSERVERS FEEDBACK
ON YOUR FACILITATING SESSION
Facilitating Workplace Learning
Observation Feedback Form January 2023 Run
|
PART ONE – TO BE COMPLETED BY YOU (COURSE MEMBER) IN ADVANCE OF THE SESSION AND GIVEN TO OBSERVER.
|
|
| 1 Name and AIE number of course member (this is you)
|
THIS IS YOU
|
| 2 Workplace Setting
|
Maternity ward
|
| 3 Name of Observer
and teaching qualification or job title/role
|
General ward Nurse |
| 4 Date and location of observation
|
02/23/2023
|
| 5 Has the learner (and anyone else involved in the session) agreed to the observation taking place?
Yes
|
|
| 6 What is the learning situation to be observed? (Supply a copy of facilitation plan to your observer before your session: this is part of the assessment requirements).
The stages of pregnancy
|
|
| 7 What do you hope to achieve from this session (what do you expect the learner to be able to do, or to have practised, or begun to understand?)
· To identify the different stages of pregnancy · To state the risks associated with each stage · To understand the different supplements required for each stage · To determine the time needed for the expectant mother to visit the clinic
|
|
| 8 What particular feedback about the session would you like from your observer?
Positive feedback on the importance of being cautious about all the stages of pregnancy from a mother who has other aligning conditions.
|
|
|
PART TWO – TO BE COMPLETED BY THE OBSERVER AND RETURNED TO THE COURSE MEMBER
|
|
| 9 How did the course member plan for the session you observed?
The course member wrote a lesson plan, which was strategic and well highlighted. She did her prior research on the topic and gathered all the necessary materials needed.
|
|
| 10 Did the session meet the stated learning objectives/outcomes?
Yes
|
|
| 11 How did the course member assess that learning had taken place?
The course member asked questions. Later on gave out an assignment to be completed before the next lesson.
|
|
| 12 Please discuss with the course member which ethical issues they considered when planning and implementing the facilitation session.
Please describe the issue/s & how the course member addressed them.
Honesty and pursuit of excellence. The course member was honest when it came to a sub-topic they did not quite understand and asked for help. They did their best to deliver what they could in regards to the topic.
|
|
| 13 Please comment on any specific aspects explicitly requested for feedback by the course member (see point 8)
An expectant mother who has other underlying conditions must first; seek their doctors’ advice if being pregnant is safe. If yes, they have to do regular checkups to ensure both her and the baby are safe.
|
|
| 14 Are you satisfied from your observation, that the course member is able to facilitate learning in the workplace?
Please circle Yes or No
If no – please give details of the areas of concern
Yes
|
|
| 15 What constructive suggestions can you make which could help the course member develop their skills further?
The course member should did a good job, however, I would encourage them to normalizing using learning beyond the classroom, help nursing students learn via their capabilities, while teaching them tolerance and resiliency.
|
|
| 16 Any further comments
I enjoyed observing the course member facilitate.
|
|
| Signed: (Observer)
Date: All lecturer-led teaching days must have finished before the implementation and observation of the facilitation session. |
This must be signed; no signature = no pass (NOT TYPED)
|
| Comments from Course member
The whole process was amazing and productive and I enjoyed all of it.
|
|
