Facilitation of Learning in Nursing Practice: A Reflective Analysis

Introduction

Facilitation is expounded as the act of engaging participants for enhancing their learning insights. Effective facilitation of learning based on the concept of using a significant approach to learning that aligns with developing deeper understanding. Nursing student requires enhancing and initiating their learning along with maintaining engagement throughout the learning & developmental process (Doyle, 2023). The aim of the present essay is to reflect and critically analysing facilitation of the learning in practice. In order to undertake the reflection, I will be using Gibb’s reflective model. Critical examination of learning theories would be done along with exploring the varied learning style that enhances learning efficacy. Furthermore, ways in which learning environment create impacts on the learners, forms of assessment, impact of feedback will be analysed. Moreover, ways in which leadership influences clinical teaching environment, importance of inter-professional working will be discussed. Varied issues faced in mentorship, environmental, personalities and external stresses would be focused out. In-depth critical appraisal of the contextual elements will be done by including nursing policy based on inter-professional teaching and education. I will be using critical analysis, researching, writing and problem-solving skill learned during the module for completing essay.

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Main Body

The facilitation of learning in practice enables student to think in a critical manner while providing broader perspective. Facilitator and learner develop a collaborative approach for undertaking transformation of learning. Effective teaching practices are just not limited to transferring knowledge as it also focuses on the other aspects as well. Simplification of learning within practice assures that students are becoming an independent learner (Zachary et al, 2022). For reflecting upon own facilitation of learning in practice, I am using Gibb’s reflective model, it is considered as one of the most effective cyclical models of reflection concerned with six stages; description, feeling, evaluation, analysis, conclusion and action plan. By using this model, I can effectively reflect upon own experience that will further guide me in future for implementation of practices in an effective manner.

I am moving ahead with the first stage; description of experience; I have been given an opportunity to undertake a teaching session. In classroom, there were varied number of students and all of them had different perspective towards learning. Some prefer theoretical, while some prefer practical. In that teaching session, I got to know that, a collaborative approach needed to be initiated for gaining the desired outcomes (Frögéli et al, 2023). During this experience I had positive as well as negative feelings. When I was able to tackle student’s queries then this resulted in boosting my confidence to the utmost level. Nevertheless, at a point of time I started feeling excessive load as each learner was asking most of the same question one by one. This led to disrupt the time and energy. I often thought that, I should have used collaborative approach for answering the queries. However, during that time, I felt negative for a while as I thought I am not able to facilitate learning in practice.

During this teaching session, I evaluated that, learning theories plays a pivotal role in the clinical practices. Behaviourism theory is still applicable in the setting which aligns with seeing unique behaviours of the student. This states that all behaviours have been acquired via different conditioning which is the result of punishment and reinforcement (Moore and Klein, 2020). Thus, learning keeps changing when behaviour is observed consistently. This theory in influential while teaching to new nursing students as their behavioural pattern could be evaluated and accordingly further decision can be taken. On the other hand, it does not fit well with the senior students as it just focuses on the external behaviour pattern and often overlooks the impact of internal cognitive procedure (Frögéli et al, 2023). Senior student possesses their own knowledge that reflects in their behaviour but this theory only focuses on outside factors rather than internal factors that demotivate the students (Landreman, 2023). For instance- a student knows everything but he/she does not prefer to answer due to emotional fluctuation going on in their mind. In such situation, wrong perception regarding behaviour accumulated as the internal factors has been ignored here.

In teaching session, I used positive reinforcement and appreciated student on their knowledge which proves to be beneficial in motivating them. Behaviour is only one-dimensional approach and it does not account for all, it ignores mood, thoughts and feelings that are determined as the internal factors. Application of behavioural theory in the clinical setting proves to be effectual for shaping the behavioural pattern of service users. Especially, when there is a need to motivate patient regarding weight loss, quitting smoking and adopting healthy lifestyle (Richlin, 2023). On the other hand, when service user experiences hardcore mental traumas at that time this theory does not work as this only focuses on shaping their behaviour rather than understanding the internal factors.

I have analysed that constructivism theory of learning states that student construct their knowledge by own instead of just passing information. In the teaching session, I taught students about using nurse-patient communication approach for developing an effective interaction with the service users. However, at initial stage I taught about theoretical components, but it’s on students that how they use this learning for forming an effectual relationship with the patient. I believe that this theory facilitate learning as learners gets opportunity to develop their own thinking and knowledge required in the clinical setting. The criticism of this theory states that, this does not work in the critical situation and it blames students when they are not able to achieve the desired result (Musfeld et al, 2024). However, in my opinion teacher and student both of them have equal accountability when it comes to constructing knowledge. There is a need to provide independence to the learners but at the same time teacher must consistently look upon the progress. I have implied this theory in an effective manner by using Pedagogical Content Knowledge [PCK], it states that an educator requires to go beyond their knowledge for constructing student knowledge (Maxwell et al, 2023). Similarly, I have further organised a session in which the ways in which communication with the patient can be enhanced was analysed practically.

Experiential learning theory comprised with undertaking learning through action, in my teaching session I focused on practical learning so that students can have knowledge regarding the situation develops at clinical setting. In nursing, learning through experience further known as “hands-on” learning (Maxwell et al, 2023). There is a need to practically deal with patient in future therefore, experiments are needed. By using this theory, I have effectively supported the learners for gaining the detailed insights. However, criticism of this theory states that, it does not imply at the larger social groups. Each patient has different requirement and implication of learning from same experiment does not works. Henceforth, I agree with the criticism and therefore, I taught student to use flexible approaches under which firstly patient needs must be analysed and accordingly implication of knowledge required to be done.

Assertive learning style aligns with the principle in which student has right to express their thoughts and feelings in a respectful way (Alam and Mohanty, 2023). I have implied this style at the setting which led to result in developing an effective connection with the students. They have shared their issues with me and accordingly further actions were taken. On the other side, criticism of this style depicts that it might lead to conflict if respect has not been maintained in the teaching learning procedure. This style further supports the student in clinical setting as they can adopt assertive communication pattern under which they can easily evaluate the feeling, needs and wants of patient and accordingly bets of interest decision can be taken (Alam and Mohanty, 2023). Another learning style associates with Kinesthetic, under this student learn by doing. In my opinion, this is one of the best learning styles for nursing student (Doyle, 2023). I have used this style and this led to develop an effective understanding in learners regarding important topics. The cons of this learning style associate with difficulty in adopting verbal instruction as student only focuses on doing things by own which further results in negative outcomes.

Facilitation of learning in practice is not possible without developing an effective learning environment as this plays a pivotal role in enhancing the efficacy of learning (Berg and Lepp, 2023). In my teaching session, I have emphasised on adopting the intellectual, emotional, social and physical environment as it results in impacting the learning efficacy on positive note. Effective learning environment creates a sense of the belongingness among the students and they are able to share their doubts. When teacher only focuses on passing instruction to the students then in such situation no learning has been experienced by the learners. Whereas, when collaborative learning environment has been created then this result in providing huge support to the learners and further they share their doubts in a frequent manner (Berg and Lepp, 2023). There are certain physical distractions that creates barrier in facilitating learning and those are comprised with the interruption at the classroom, workload on teacher and excessive stress (Berg and Lepp, 2023).

The mentees are expected to provide the desired result by developing an effective learning environment. However, equal contribution from student is also required. When I was focusing on developing collaborative learning environment at that time, I faced issue such as lack of interest in learners and excessive stress due to which it was hard for me to initiate favourable learning environment within the setting.

There are two main form of assessment which have been utilised by me and those are formative and summative. In the formative assessment, I have undertaken test while summative assessment is taken at the end of the session for evaluating the progress of students (Dalsmo et al, 2023). As a part of teaching session, I was open to feedback. I told students that they can provide their feedback and accordingly I will initiate changes. Furthermore, I have provided feedback to them as well. I noticed that, there is a need to provide realistic feedback to the student. However, at a certain point of time, feedback can lead demotivate in the students. Thus, there is a need to adopt effective communication approach for providing feedback. There are many students who does not like when they have been given feedback in front of everyone. In such situation significant focus needed to be acquired and one by one interaction must be developed and accordingly real response must be given to the students (Dalsmo et al, 2023). The communication theory of social exchange is based on the concept in which communication needs to be reciprocated equally. This means that each of the individual must be given chance to listen and speak then only exchange of information can take place in an appropriate manner (Grønkjær et al, 2023). I have used this theory which led to develop an effective interaction with the students and appropriate feedback has been given to them. Furthermore, I have analysed their doubts as well which enabled me to understand about own areas of improvement. I need to focus on my leadership approach for developing motivation in the students. I am not able to develop social interaction with them and this is mainly due to lack of interaction with them. There is no doubt in stating that, I focused on practical learning along with theoretical. However, there is need to initiate significant emphasis on understanding the emotions of students as well.

As Per Royal College of Nursing [RNC] four pillars of practices needed to be include while teaching students and those are; Advance clinical practice, leadership, facilitation of education and leaning and evidence-based research and development (RCN, 2023). Conclusively; I can say that I need to enhance my leadership skills as this result in creating major influence on micro and macro level within the teaching environment. Effective leadership comes up with understanding the issues of students and developing support for them rather than only passing instructions (Grønkjær et al, 2023). Henceforth, I need to adopt democratic leadership style that comprised with undertaking open discussion at the setting and accordingly open discussion would be done so that effectual support can be ensured to employees. In this manner, significant support can be developed for the students and their attention can be gained to the greater extent.

Inter-professional working has becoming popular in the health studies which concerned towards undertaking collaboration with different professionals and for supporting students along with managing their behavioural pattern (Yeo and Jang, 2023). The major barrier I have faced in becoming a good mentor aligned with receiving and providing feedback. I have evaluated that students were not able to provide feedback when I have asked to them about the areas where I needed to undertake improvement. I wanted to develop a significant transparency between me and students so that support can be ensured to them. At a certain point of time, I have often faced lack of confidence and it was not easy for me to deal with the issue. I can say that inter-professional working provides support to the students as well as teacher. The collaboration is concerned with training different disciplines for the learning and working together. This collaboration further promotes formal and informal feedback which is essential for enhancing teaching and learning procedure.

For enhancing my teaching practices along with facilitating practice in learning I will focus on undertaking inter-professional communication and collaboration. This will be made with the professionals who can assist me in taking appropriate options. Being a nursing teacher faced varied issues. There must be equal responsibility needs to be taken by the student as well for enhancing their learning efficacy (Yeo and Jang, 2023). Mentorship is not an easy task as there is a need to analyse the unique needs of each student and on the basis of this further steps are needed to be taken. In my experience, I can say that external stress makes a big impact, during my teaching session I was stressed out due to personal reason and this led to create negative impact in providing instruction to the students as I was not able to make significant concentration. Uncertain reduction theory of communication states that every individual is uncomfortable with uncertainty which means no one is ready to accept the changes (Rahmadi et al, 2023). However, as a mentor I have analysed that there is requirement to enhance the resilience capability so that uncertainties and change can be identified. The learning can facilitate only when a teacher is ready to accept the challenges. This is the foremost rule which needed to be implied for gaining the effective results. Therefore, I will focus on enhancing my resilience capabilities which result in adopting the uncertainties and change.

The Nursing and Midwifery Council [NMC] has set the education standards that led to shape the design of teaching programmes and education in nursing (NMC, 2023). As per NMC learning culture programme needs to be ethical open and honest where all students are treated in an equal manner. The face-to-face learning environment provides greater support to learners rather than virtual learning environment (NMC, 2023). In order to initiate practical learning, focus needs to be placed on implementing face to face interaction with the students. Thus, I will focus on developing resilience capability for tackling challenges. Further, ethics and standards determined by NMC and RNC will be followed by me.

Conclusion

Conclusively; I can say that in order to facilitate learning in practice equal responsibilities has been shared by student and teacher. It is essential to evaluate the needs and requirement of learners so that appropriate outcomes could be gained. The essay has critically reflected upon important theories, learning style, leadership, inter-professional working and so on aspects that influence teaching and learning practices.

References

Books and Journals

Alam, A. and Mohanty, A., 2023, January. Learning on the Move: A Pedagogical Framework for State-of-the-Art Mobile Learning. In International Conference on Data Management, Analytics & Innovation (pp. 735-748). Singapore: Springer Nature Singapore.

Berg, E. and Lepp, M., 2023. The meaning and application of student-centered learning in nursing education: An integrative review of the literature. Nurse education in practice, 69, p.103622.

Dalsmo, I.E., Brodtkorb, K., Laugaland, K.A., Slettebø, Å. and Ekra, E.M.R., 2023. Learning in nursing home placement: A phenomenological study of student nurses’ lived experience. Journal of Clinical Nursing, 32(3-4), pp.452-464.

Doyle, T., 2023. Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis.

Doyle, T., 2023. Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis.

Frögéli, E., Jenner, B. and Gustavsson, P., 2023. Effectiveness of formal onboarding for facilitating organizational socialization: A systematic review. PloS one, 18(2), p.e0281823.

Grønkjær, M., Voldbjerg, S.L., Jørgensen, L., Kusk, K.H. and Laugesen, B., 2023. Establishing and leading a cross‐institutional partnership to integrate fundamentals of care into clinical practice, nursing education and research. Journal of Advanced Nursing, 79(3), pp.951-960.

Landreman, L.M. ed., 2023. The art of effective facilitation: Reflections from social justice educators. Taylor & Francis.

Maxwell, K.E., Nagda, B.R. and Thompson, M.C., 2023. Facilitating intergroup dialogues: Bridging differences, catalyzing change. Taylor & Francis.

Moore, A.L. and Klein, J.D., 2020. Facilitating informal learning at work. TechTrends, 64(2), pp.219-228.

Musfeld, P., Souza, A.S. and Oberauer, K., 2024. Testing expectations and retrieval practice modulate repetition learning of visuospatial arrays. Journal of Experimental Psychology: Learning, Memory, and Cognition, 50(5), p.740.

Rahmadi, I.F., Lavicza, Z., Kocadere, S.A., Sri Padmi, R. and Houghton, T., 2023. User-generated microgames for facilitating learning in various scenarios: Perspectives and preferences for elementary school teachers. Interactive Learning Environments, 31(9), pp.5538-5550.

Richlin, L., 2023. Blueprint for learning: Constructing college courses to facilitate, assess, and document learning. Taylor & Francis.

Yeo, J.Y. and Jang, M.S., 2023. Nursing students' self‐directed learning experiences in web‐based virtual simulation: A qualitative study. Japan Journal of Nursing Science, 20(2), p.e12514.

Zachary, L.J. and Fain, L.Z., 2022. The mentor's guide: Facilitating effective learning relationships. John Wiley & Sons.

Online

NMC, 2023. Online. Available through: < https://www.nmc.org.uk/ >

RCN, 2023. Online. Available through: < file:///C:/Users/HP/Downloads/PDF-007038%20(1).pdf >