Clinical Teaching About Building Teamwork – Assessment 2 Report

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Writing a Report about the Assessment 2, title Clinical teaching about Building Team work.

The clinical teaching report shall help in incorporating relevant teaching and learning approaches. The aim of this report is to reflect upon the feedback provided to the participants. Following a thorough process of communication, feedback was also received from the session participants. The clinical plan was delivered four months back with the purpose of gathering knowledge and skills of registered nurses. The purpose of clinical teaching plan is to develop the sense of belongingness in the beginners as a nurse. The plan also helped the nurses to provide systemic and individualized care in patients with a holistic approach. The target audience for the above purpose are clinical educators and practitioners. The learning outcome of the clinical plan is to have a conceptual understanding on belongingness and the ways to develop the feeling of care towards patients (O’Connor, 2014).

The objective of clinical teaching was to help the patients recover from mental problems. The teaching objective was also to help the nurses apply nursing interventions. The participants stated that the mentors were highly experienced and qualified that gave the training an excellent blend. There were several learning opportunities discovered by the participants. The mentors gave the freedom to learn, question and critically analyse situations. However, the participants stated that there were assumptions made that they were familiar with concepts, terms, procedures and geography of everything (Hooper et al., 2016).

The patients at HDU Mental health Centre acknowledged the teamwork among the staffs. The recovery also improved at the medical centre as they nurses offered emotional support, respect and empathy. The patients were allowed to participate in decisions and preferences were respected. The team worked on different cases at the medical centre and arrived at decisions regarding therapies and treatment jointly. However, some negligence was reported by the patients regarding communication. There was delay in the communication process as the nurses were trying to hand over their work to other nurses. There was delay in medications for the same reason (Velo & Smedley, 2014).

I used the Kirkpatrick’s Four-Level Training Evaluation Model to analyze the training effectiveness. The four levels namely, reaction, learning, behaviour, and results. Firstly, the reaction was measured to analyze how well the training was received by audience. The second level measures the knowledge resulting from the training. The behaviour of the participants was also measured based on the training received. The participants’ behaviour was measured to assess if the participants learned everything right. The final results of the training were measured if the team work was enhanced (Tan & Newman, 2013). The questionnaire was also prepared to evaluate the training session. It was economical and well administered that could cover the large group of nursing participants. General comments and trainers’ knowledge and skills were assessed using the questionnaire. Observation was made if the technical proficient skills in the student nurses increased. The participants were further asked if they developed a sense of belongingness. The patients were also asked if they were treated with care. The difference in opinion before and after the training was measured (Koharchik et al., 2015).

Evaluation

Clinical supervision is an essential practice that helps the profession. The supervision shall help in quality improvement and assurance. In the supportive role, the supervisors shall help in building morale, assessing strengths, weaknesses and preventing burnout. The follow-up supportive function is critical as it shall enhance the quality of care provided to the patients. The primary goal of clinical supervision is to protect the welfare of the patient. Supervision also helped in building a good relationship between clients (White, Ewan, & Ewan, 2012). It also helped in changing the beliefs about the way people change in clinical supervision. The important factors were considered to be applied in counselling. The discussions also helped in achieving a level of comfort to talk about sensitive issues. The workshops and educational classes helped the nursing students in conducting themselves in a manner for philosophy, recovery and patient satisfaction. The counsellors’ progress was checked with the clinical goals as set forth in the individual development plan (Plakht et al., 2013).

The clinical teaching plan involved certain barriers. The learning needs were not very clear as the objectives were not sufficiently stated and integrated. Here was little coordination as the clinical faculty assumed that the concepts shall be covered by other faculty. This left the participants or students to determine themselves of the various subjects to patient care. Few students attitude were the greatest barrier to learning as they had expectation of spoon feeding. Some mentors also overestimated their teaching strengths as they did not recognize teaching as a discipline (Reilly & Oermann, 2013). The physical settings for audio-video were not up to the mark. The busy, complex setting of a teaching hospital is not an ideal environment in which to teach all the competencies future physicians need to master. The patient participation and student differences also act as hindrance in the learning environment. Not all students learn at the same rate, and the explanation of concepts was quick at times. A few students did not get sufficient time to get acquainted with the concepts (Oermann, 2016).

There are several ingredients that would help in making the learning environment thriving. There is scope for building better relationships with students at the first day. There should be rounds arranged for icebreaking to establish better relations. The faculty and staff must reach out to every participant in the training session. For better understanding, the mentors must use humour and other strategies to relate to the students. The strategy can also be used to present the information regarding rules and regulations (O’Mara et al., 2014). There should be no assumptions made that the students might be familiar with certain concepts and terms. The mentors must always start from the scratch. It may be time consuming but it shall pay off in the long run. The students must be allowed to make decisions so that they are confident. Technology must be used in a better way and efforts shall be made to make the classroom digital. It is a great way to engage the students and helps the students in understanding and learning better (Papathanasiou, Tsaras, & Sarafis, 2014).

Follow Up

In my opinion, teaching shall be successful by measuring the effectiveness of student success, not only in the related professional field but also for the future professional careers. I recognize the impact of my attitude, behaviour and instructions not only shaping the perception of nursing, but also the future practice. As described in the adult learning theory, unique life experiences must frame from learning experiences. There is a need to bridge the gap between classroom knowledge and clinical practice. The learning environment must also provide the students with an environment to achieve the learning goals with minimum distraction. Nursing must be put forward as a theory of contribution to humanity. I value fairness, compassion, respect, trust, mutual learning and contribution.  It is my goal that by sharing my talents and experiences, that I might help to better the greater whole, demonstrated through my interactions with patients, students and colleagues, in hospitals, at institutes of learning, and in our world community (Billings & Halstead, 2012).

References

Billings, D. & Halstead, J. (2012). Teaching in nursing. St. Louis, Mo.: Saunders Elsevier.

Hooper, J., Benton, K., Mancini, M., & Yoder-Wise, P. (2016). Optimal Clinical Instruction in Nursing Education Programs: Recommendations From the Field. Journal Of Nursing Regulation, 7(2), 53-59. https://dx.doi.org/10.1016/s2155-8256(16)31078-x

Koharchik, L., Weideman, Y., Walters, C., & Hardy, E. (2015). Evaluating Nursing Students’ Clinical Performance. AJN, American Journal Of Nursing, 115(10), 64-67. https://dx.doi.org/10.1097/01.naj.0000471947.66986.4a

O’Connor, A. (2014). Clinical instruction and evaluation. Sudbury, Mass.: Jones and Bartlett Publishers.

Oermann, M. H. (2016). Reflections on Clinical Teaching in Nursing. Nurse Educator, 41(4), 165.

O’Mara, L., McDonald, J., Gillespie, M., Brown, H., & Miles, L. (2014). Challenging clinical learning environments: Experiences of undergraduate nursing students. Nurse Education In Practice, 14(2), 208-213. https://dx.doi.org/10.1016/j.nepr.2013.08.012

Papathanasiou, I., Tsaras, K., & Sarafis, P. (2014). Views and perceptions of nursing students on their clinical learning environment: Teaching and learning. Nurse Education Today, 34(1), 57-60. https://dx.doi.org/10.1016/j.nedt.2013.02.007

Plakht, Y., Shiyovich, A., Nusbaum, L., & Raizer, H. (2013). The association of positive and negative feedback with clinical performance, self-evaluation and practice contribution of nursing students. Nurse Education Today, 33(10), 1264-1268. https://dx.doi.org/10.1016/j.nedt.2012.07.017

Reilly, D. & Oermann, M. (2013). Clinical teaching in nursing education. New York: National League for Nursing.

Tan, K., & Newman, E. (2013). The evaluation of sales force training in retail organizations: a test of Kirkpatrick’s four-level model. International Journal of Management, 30(2), 692.

Velo, K., & Smedley, A. (2014). Using reflection to enhance the teaching and learning of midwifery students. British Journal of Midwifery, 22(2).

Weller, J. M., Nestel, D., Marshall, S. D., Brooks, P. M., & Conn, J. J. (2012). Simulation in clinical teaching and learning. Med J Aust, 196(9), 594.

White, R., Ewan, C., & Ewan, C. (2012). Clinical teaching in nursing. London: Chapman & Hall.