...Critically Reflective Account of My Experience of Mentoring and Assessing a Student in Practice Carole Smith Student Number COX07411185 Module Title: Supporting Learning and Assessment in Practice Module No: GM6411 Attempt: First Deadline Date: August 1 2008 Submission Date: August 1 2008 Word Count: 2000 For this assignment I will give an account of my experience while mentoring and assessing a 2nd year student nurse during a six week placement. I will critically reflect on the experience, looking at learning theories, giving feedback and the importance of reflecting on experiences in practice. For reasons of confidentiality I will refer to my student as Sam. A mentor can be defined as a nurse that has reached the Nursing and Midwifery Councils (NMC) mentor requirement and has achieved the knowledge, skills and competence required to assess a pre-registration student nurse in practice placement (NMC 2006). The NMC (2006) has also identified eight mandatory standards that nurses must achieved to become a mentor they include Establishing effective working relationships, Facilitation of learning, Assessment of accountability, Evaluation of learning, Creating an environment for learning, Context of practice, Evidence based practice and leadership. An alternative definition of a mentor as defined by English National Board (ENB) & Department Of Health...
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...Essential Skills Reflection Name Institution Essential Skills Reflection For a nurse, higher education at the University of West London (UWL) has offered me a broader knowledge base that I will be able to apply to improve nursing care outcomes concerning patient care, quality standards, and other nursing skills. In this respect, graduating from a nursing program will offer me the opportunity to be a better healthcare practitioner and work within teams for the best outcomes. In fact, the higher education knowledge base that I will acquire upon graduation will make me more attractive to employers. In this case, employers will trust me with more responsibilities since I will know more about the patients’ overall conditions, work independently with minimal supervision, actively engage teams, and even make leadership decisions with regards to the direction that the care plan will take (Oermann 2015). As a result, the higher education program for nurses will make me more attractive to employers and enable me to get jobs with more responsibilities, work independently with minimal supervision, work within teams, and occupy leadership positions that come with the duty of decision-making. I have embarked on many endeavours in my life, but I believe that attending higher education at UWL has been the most rewarding as well as challenging mission. Not only have I gained valuable academic knowledge, but I have also learnt communication skills and how to apply them for the best outcomes in...
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...recording a qualification at a level above initial registration | Descriptor * foster professional growth, personal development and accountability through support of students in practice * demonstrate breadth of understanding of assessment strategies and ability to contribute to the total assessment process as part of the teaching team * provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future * be accountable for confirming that students have met or not met the NMC competencies in practice and as a sign off mentor confirm that students have met or not met the NMC standards of proficiency and are capable of safe and effective practice | Suggested Examples of Evidence * Reflective accounts * Anonymous example of student learning contract * Anonymous records of dealing with challenging circumstances and non-achieving students * Anonymous records of feedback given to students * Examples of how to use the student assessment criteria and map to learning outcomes and students individual learning objectives * Examples of evidence used to determine student achievement of competencies and proficiency * Evidence of collaborative working with partners in education * Attendance at mentor forums | Section 3 – Triennial...
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...A Reflective Account on My Teaching Practice Introduction I am written a reflective account details my experiences in teaching the students during my teaching practice under my bachelor of nursing module: preparation for mentorship. I am having a teaching on first aid treatment on a choking condition on a group of 10 foundation students who are undertake their public health module. I reflect on the process of the teaching to identify what the students had learnt and what I gained from the experience. Reflection is about assessing, learned and understands from our lived experiences; the good or the bad one (John, 1995). My teaching practice session For this, I am using the Gibb’s Reflective Cycle (Gibb’s, 1988) to give structure on my reflection on teaching. This will first look at the reason I chose the topic of presentation. Choking is a common incidence that can happen in everywhere, it is important for them to have the knowledge on what to do during an emergency choking situation. Therefore, I have chosen the Heilmich Maneuver in relief of choking as my lecture. I prepared a lesson plan (Appendix 1) and a power point presentation (Appendix 2) as a tool for my teaching session. Before planning for my teaching session, it is important for me to understand what type of learning theory and student learning style are suitable for my teaching. There are three main theories as described by Gopee (2011), which are Behaviourism, Cognitivism and Humanism. My teaching are based...
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...A reflective account of my learning experience whilst undertaking my mentorship module. According to Schön (1983), the two types of reflection are reflection in action and reflection on action. Reflection in action is the process of reflecting whilst completing a task whilst reflection on action is the process of reflecting on what you have done. This is an account of my learning experience, combining both approaches, whilst undertaking the mentorship course. The Gibbs model (1988) is a popular tool use to analyse and describe reflection. It is a cycle with six stages: description, feelings, evaluation, analysis, and conclusion and action plan. The rationale for using this model is because it is clear and precise. The essay will take into account my personal journey and the skills I am bringing to this course. Confidentiality will be maintained in accordance with the Nursing and Midwifery Council (NMC, 2008). Informed consent where necessary was also gained in accordance with the NMC Code (2008). Description I am currently working as a Registered Mental Health Nurse involved with patients with various challenges, and with staff at various stages of professional development. Learning and mentorship is an important activity in such an environment. Some of my colleagues had already completed their mentorship training and their recommendation of the course as taught in this University inspired me to apply. Furthermore, I enjoy teaching people and thinking about the challenges...
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...online to cut cost in the use of classrooms. It also enables students who live away from college and university campuses to access learning opportunities. This stirred more interest to researchers regarding the affects of OLC on teaching and learning. Results vary widely; some conclude that face-to-face interaction is more natural and direct while others assert that online learning and blended learning have just as many positive affects on students. Researcher David K. Larson performed a three-way comparison of face-to-face versus blended online versus purely online delivery of a Management Information Systems (MIS) course. Larson (2011) studied examination and final grades as well as measured the students’ satisfaction and learning effectiveness. The students were enrolled in the MIS class, which was a requirement for Business and Management majors. Out of the 168 students, the majority of online learners were female. Larson concluded that there is no significant difference in the students’ performance as far as examination scores between the different modes of delivery. Larson also concluded that learning effectiveness and faculty satisfaction favours both the blended and online methods, rather than the face-to-face method. Another important observation Larson made is regardless of the mode of delivery, 40 percent of the students reported an increase in interest in the subject. Larson believes that students adapt to whatever mode is available to them and suggests educators...
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...|Questions |AACSB Tags |Exercises (cont.) |AACSB Tags | |3–1 |Reflective thinking |3–3 |Reflective thinking | |3–2 |Reflective thinking |3–4 |Analytic | |3–3 |Reflective thinking |3–5 |Analytic | |3–4 |Reflective thinking |3–6 |Analytic | |3–5 |Reflective thinking |3–7 |Analytic | |3–6 |Reflective thinking |3–8 |Analytic | |3–7 |Reflective thinking |3–9 |Analytic | |3–8 |Reflective thinking |3–10 |Reflective thinking...
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...Department of Management Personal Effectiveness Certificate of Higher Education in Management/ Funeral Management Draft Module Outline (2015/16) Code: FFMN009H4 Term: Autumn and Spring Day – Autumn Term: Tuesday or Saturday (Bloomsbury) Day – Spring Term: Saturday (Bloomsbury) Time: Weekday Evenings 18:00 to 21:00; Saturdays 10:00 Time: Room(s): TBC Code: {{module code}} Term: {{term}} to 17:00 {{day/s}} 6.00pm to 9.00pm Room: {{room}} Lecturers: Ian Harrison Peter Hirsch Keith Mattacks V1:06/07/2015 Table of Contents Personal Effectiveness – Module Overview............................................................................................ 2 Aims and Objectives................................................................................................................................ 2 Learning Outcomes ................................................................................................................................. 2 Key Readings ........................................................................................................................................... 2 Required Reading................................................................................................................................2 Recommended Reading ...................................................................................................................... 2 Journal Articles....
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...CHAPTER 2 LITERATURE REVIEW 2.0 Introduction This chapter reviews the body of literature that is relevant to the research objectives. Since the main focus of the study is on the importance of guided reflection and reflective training to promote student teachers’ critical reflective thinking, it therefore, seeks to address the underlying premise of reflective practice, the defining terms as well as the related studies so far in the area of interest. 2.1 A Perspective of Effective Teaching The concept of effective teaching underpins the goal of this research study. According to Arends (1994, p. 9), effective teaching is defined by four sets of attributes namely knowledge-base, repertoire, reflection and life-long learning. These four attributes of an effective teacher are illustrated as follows: * Effective teachers have control of knowledge bases on teaching and learning and use this knowledge to guide the science and art of their practice. * Effective teachers command a repertoire of best teaching practices (models, strategies, procedures) and can use these to instruct children in classrooms and to work with adults in the school setting. * Effective teachers have the dispositions and skills to approach all aspects of their work in a reflective, collegial, and problem-solving manner. * Effective teachers view learning to teach as a lifelong process and have dispositions and skills for working toward improving their own teaching as well as improving schools...
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...Examples of Reflective Writing Example 1 I arrived on the ward at 7:30 ready to begin a 12-hour shift. After receiving handover, my mentor assigned me the job of bathing Mr B with the help of a healthcare assistant. Mr B has Creutzfeldt-Jakob disease (CJD), a progressive disease of the nervous system with rapid deterioration due to spongiform encephalopathy. He is not expected to live to Christmas, even though he is only 19 years old. He is mentally aware of what is going on but is physically unable to demonstrate activities of daily living, including eating and drinking, has limited communication skills and is doubly incontinent. He is unsafe on his feet so mobilises with a wheelchair. I approached Mr B’s bed and asked his consent to take him for a bath. While the bath was running we began helping him to undress. He looked rather nervous. At the thought of myself being in his position, being the same age as him, I began to feel embarrassed too. I thought that I could not possibly be a professional individual if I let my embarrassment and sympathy get in the way of my nursing care. We assisted Mr B into the bath and started his wash. I knew he was uncomfortable and wanted to be able to wash himself, but was unable to do so. I was finding it difficult to look him in the eye, especially when it came to washing his genitalia. I tried to ease this by making conversation, but in a way this made matters worse. After the bath we dried Mr B, dressed him and returned him...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of...
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...CHAPTER 1 ACCOUNTING IN ACTION Summary of Questions by STUDY Objectives and Bloom’s Taxonomy |Item | |1. | |51. | |224. | |235. | |270. | |1. | |4. | |12. | |13. ...
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...Examples of Reflective Writing Example 1 I arrived on the ward at 7:30 ready to begin a 12-hour shift. After receiving handover, my mentor assigned me the job of bathing Mr B with the help of a healthcare assistant. Mr B has Creutzfeldt-Jakob disease (CJD), a progressive disease of the nervous system with rapid deterioration due to spongiform encephalopathy. He is not expected to live to Christmas, even though he is only 19 years old. He is mentally aware of what is going on but is physically unable to demonstrate activities of daily living, including eating and drinking, has limited communication skills and is doubly incontinent. He is unsafe on his feet so mobilises with a wheelchair. I approached Mr B’s bed and asked his consent to take him for a bath. While the bath was running we began helping him to undress. He looked rather nervous. At the thought of myself being in his position, being the same age as him, I began to feel embarrassed too. I thought that I could not possibly be a professional individual if I let my embarrassment and sympathy get in the way of my nursing care. We assisted Mr B into the bath and started his wash. I knew he was uncomfortable and wanted to be able to wash himself, but was unable to do so. I was finding it difficult to look him in the eye, especially when it came to washing his genitalia. I tried to ease this by making conversation, but in a way this made matters worse. After the bath we dried Mr B, dressed him and returned him...
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...Chapter 14 Accounting and Financial Statements True / False Questions 1. (p. 425) Only large businesses use the financial information compiled by accountants. FALSE AACSB: Reflective Thinking Bloom's Taxonomy: Knowledge Difficulty: Easy Learning Objective: 1 2. (p. 425) Accounting is the recording, measurement, and interpretation of financial information. TRUE AACSB: Reflective Thinking Bloom's Taxonomy: Knowledge Difficulty: Easy Learning Objective: 1 3. (p. 425) Only business organizations use accounting information to demonstrate how their funds are being used. FALSE AACSB: Reflective Thinking Bloom's Taxonomy: Knowledge Difficulty: Easy Learning Objective: 1 4. (p. 427) The terms accounting and bookkeeping are interchangeable because they mean almost the same thing. FALSE AACSB: Reflective Thinking Bloom's Taxonomy: Knowledge Difficulty: Medium Learning Objective: 1 5. (p. 427) Bookkeeping is only one aspect of accounting and involves the recording of routine, day-to-day business transactions. TRUE AACSB: Reflective Thinking Bloom's Taxonomy: Knowledge Difficulty: Easy Learning Objective: 1 6. (p. 429) Governments are immune from accounting scandals FALSE AACSB: Reflective Thinking Bloom's Taxonomy: Knowledge Difficulty: Easy Learning Objective: 1 Multiple Choice Questions 7. (p. 425) Accountants compile financial information to A. give to competitors. B....
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