A Reflective Account of a Teaching Session about Changing a Stoma Essay

A Reflective Account of a Teaching Session about Changing a Stoma - Essay Example It is thus important that on my part, I analyse my approach in teaching to determine its effectiveness, strengths, weaknesses and what I should do to make it better. The best approach to examine my approach to teaching is definitely through the use of Gibb’s reflective cycle as it will enable me to reflect a great deal in using one situation and analyse everything that occurred in it, relating my actions to each result that occurred. Through Gibb’s Reflective Cycle, I will analyse a case in which I taught a patient how to change a stoma. I will first describe the context of the teaching- how I acted and how the patient reacted. According to Jasper (2003) this should be followed by analysing ones feelings in the situation and emotions at the event. One then follows this up with an evaluation of the experience, determining which aspects turned out to be positive and which ones were not, and what failed to go according to plan. After this one needs to critically analyse th e occurrence, establishing a conclusion on the entire experience and ultimately come up with an action plan to follow in case of a similar experience in the future. By the time I am through with this, the teaching experience will be analysed in entirety and the next patient I teach how to change a stoma will have a better experience. The context of the teaching This is the first step of Gibb’s Reflective cycle, where I will analyse what actually happened as I taught the patient how to change the stoma. To begin with, the patient had undergone a surgery to due to a severe case of diverticulitis and was just about to be discharged. I visited her ward as was required of me and undertook to explain to her how from that moment henceforth she would be changing the stoma. The patient was clearly in anxious emotional state due to the surgery she had just undergone, although it had been very successful. As Winston et al (1987) so ably puts it, the pre-operative and post-operative emot ional states of surgery patients is characterised by anxiety, misgivings, depression and irritability. Spielberger (1973) had earlier on suggested that patients usually develop anxiety to surgery as an emotional reaction towards situations that physically threatening, while Furst (1978) demonstrated that patients under surgery usually reported fear, apprehension, worry and uncertainty. All this serve to explain the emotional status of my patient as at the time I was teaching her. I realise that even before I had started, she was in a state that would make it difficult to absorb what I was saying. I first explained briefly to the patient the procedure she had just gone through- the surgery, and a little about diverticulitis and stomas since I assumed she already had been informed. I told her that diverticulitis was a condition arising from inflamed pouches on her large intestines known as diverticula, and also informed her that it was not a rare condition since about 10% of Americans above the age of 40 have diverticula and of these, ten out of twenty five develop diverticulitis (Borgadus, 2006). On the stoma, I told her that it was a surgical bypass of her colon system which had been affected by the diverticulitis and now failed to function properly. I informed her that the colostomy meant that she had to have a bag for receiving fecal matter a single time (Stoma and Stomata, 2009). I could see that she was embarrassed by her condition and the life that she would lead from that henceforth. I then took the patient through the steps of changing a stoma. I used knowledge of the Honey and Mumford teaching and learning style to determine which kind of learner she was. The Honey and Mumford teaching and learning style identifies four distinct preferences of learning styles,

What Could We Learn From Sir G :: essays research papers

What Could We Learn From Sir Gawain?   Ã‚  Ã‚  Ã‚  Ã‚  I think we could learn a lot many things from Sir Gawain. Sir Gawain is someone that I think everyone can relate to in some way. He was placed under many tests and performed admirable in all but one of them. It is that last test that made him seem 'human'; to me. I think in order to learn from someone you have to try to 'walk a mile in his or her shoes.'; I will describe, in detail, the parts of the story in which Sir Gawain excelled and why we should try to learn from him.   Ã‚  Ã‚  Ã‚  Ã‚  The first thing I thing we could learn from Sir Gawain is to always be ready to step up to a challenge. In Part 1 of Sir Gawain and the Green Knight, Gawain challenges the Green Knight. Gawain is the only Knight to accept the challenge for the King and does so without reservation. He easily beheaded the 'magical'; man as stated in the following lines: 'Gawain grips to his ax and gathers it aloft--/ The left foot on the floor before him he set--/ Brought it down deftly upon the bare neck,/ That the shock of the sharp blow shivered the bones/ And cut the flesh cleanly and clove it in twain,/ That the blade of bright steel bit into the ground./ The head was hewn off and fell to the floor;/ Many found it at their feet as forth it rolled;/ (Unknown, Part I, 421-427). He didn't know the Green Knight was magical and probably thought it would be an easy task. After all, he was a Knight in the great King Authur's court. For this I think Gawain shows strength, bravery, and loyalty.   Ã‚  Ã‚  Ã‚  Ã‚  The next thing we could learn from Sir Gawain is demonstrated on his trip to the Green Chapel: 'Many a cliff must he climb in the country wild; /Far off from all his friends, forlorn he must ride; / At each strand or stream where the stalwart passed/'Twere a marvel if he met not some monstrous foe, /And that so fierce and forbidding that fight he must./ (Unknown, Part II, 713-717). Gawain left his home during horrible chill of winter on a journey to meet a 'man'; who had survived being beheaded. His must have felt lonely, scared, and lost away from all that he is so very familiar with.

Principles of Education

Theoretical and practical teaching and learning are the fundamental aspects of education. Since the early 20th century, education has been an essential part of nursing (Bastable 2008). Nurse educators encounter a diversity of learning styles and are challenged when needed to develop and adapt their teaching methods to accommodate students learning (Arthurs 2007). Mentors have a responsibility to assist the student within practice, building upon the students level of training (Kinnell and Hughes 2010). This essay will discuss the importance of the nurses role in relation to teaching both students and patients and will critically evaluate the literature used to build a lesson plan (Appendix 2) whilst discussing the process of learning and teaching. An important role of the nurse since the mid-1800s has been the responsibility of teaching. Educating other nurses for professional practice and promoting health were included. Florence Nightingale, the ultimate educator, influenced the nurse’s role to include educating families, patients and colleagues (Glanville 2000). Tilley et al (2006), states that by the 1900s the importance of the nurse as teacher was understood as preventing disease and promoting health. The National Midwifery Council (NMC) has for years put forth statements on the functions, standards, and qualifications for nursing practice. Patient teaching and the nurse’s role as educator to colleagues and student nurses are key elements (NMC 2002). Obtaining formal preparation in the principles of teaching and learning is an important part as there is much knowledge and skill to be acquired as educator with efficiency and effectiveness. A learner cannot be made to learn, but an effective approach in educating others is to actively involve learners in the education process. † (Bodenheimer et al. 2002 cited in Bastable 2008: 13). By working as a team a partnership philosophy should allow the nurse’s role as teacher of patients, families and students to be obtainable. A growing body of evidence suggests that effective education and learner participation go hand in hand. The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn (Arthurs 007). Nurse educators encounter a variety of learning styles when faced with prospective nurses. Nursing students will have a variable age group with younger students possibly unaware of their learning styles as well as mature students who may be rooted in one way of learning (Arthurs 2007). Nursing education being primarily clinically focused results in limited knowledge of teaching strategies causing challenges for the nurse educator, this mix can lead to student and teacher frustration with poor academic performance among nursing students. Dunn and Griggs (2000) argue that teaching styles more closely aligned to a variety of adult learners will promote retention and application of new knowledge, these factors were taken into account when designing appendix 2. Blooms Taxonomy (1956 cited in Moseley et al. 2005: 102) is a system that describes, identifies and classifies three domains of learning – cognitive, affective and psychomotor. These domains are used for the development of instructional objectives and learning outcomes (Appendix 1), the first steps in the development of appendix 2. These steps identify what is expected as a result of the students learning experience (Connolly and DeYoung 2004). Airasian (2001) argues that objectives limit the learning experience and does not expose the student to further their knowledge. Gronlund (2000) explains that the need to clearly communicate the teacher’s expectations to the students, specifying what a student should know and be able to do at the end of the session is the most important part. These points guided the learning objectives of appendix 1 aiming to allow the student to strive to achieve their own personal best in order to enhance the learning experience. Reece and Walker (2000) believed that a lesson plan is designed to help teachers proceed with a lesson logically. Can every possibility be provided for? Surely a lesson plan has to be tentative and accommodating allowing substitute teachers to follow if necessary. Therefore it is only a step by step guide with estimation of time, questioning and probability, however needs to retain adequate content in order to be followed and understood. Fleming and Mill’s learning framework typology (Nilson 2003) reflects learning in a physical sense of visual, auditory, read/write and kinaesthetic preferences. Visual learners rely upon sight for their learning needs, such as presentations, diagrams and pictures with the use of colour to enhance knowledge retention (Susskind 2005). Nilson (2003) explains that the auditory learner prefers information to be explained and benefit from verbal presentations such as lectures and discussions. Students with preference of reading or writing benefit from well-structured textbooks in order to understand new information. In contrast to this type of learning the kinaesthetic learner usually has excellent eye-hand-mind coordination valuing practical information with active involvement (Nilson 2003). The lesson plan of Appendix 2 is structured to accommodate varied learning styles and planned towards delivering a variety of teaching strategies helping the student retain and learn. The wide range of learning styles represented in a large group of nursing students makes a single type teaching strategy ineffective for some of the class (Arthurs 2007). Appendix 2 allows for Visual learning through the use of diagrams and direct observation of role play, Auditory learning by a power point presentation and discussion on own experiences, Reading/Writing learners gain from the use of hand outs with limited information encouraging further reading as well as a textbook style informative diagram with rational. Kinesthetic learning is accommodated by the use of a practical section for the clinical skill. Nilson (2003) distinguished that individuals only retain 10-20% of what they hear, by including visual material to the presentation this can increase by 50%. Speaking involves active cognition as well as hearing and can increase recall to 80%, by combining speaking and applied methods retention increases to 90%. Producing a lesson plan to teach in auditory, visual and experimental modes is important, increasing the successfulness of a session by allowing individuals a variety of learning styles enhancing the storage of the material to 97% (Knowels, Holton III and Swanson 2008). Learning to accommodate a range of learning styles will improve retention of intricate information for both student and patient (Arthurs 2007). However this could be argued that this is time intensive to design. Time is a premium for the nurse, it may be unrealistic to have time to design lesson plans that accommodate all learning styles present in large classes, Appendix 2 is applicable to a small class of 10-12 students, and would not work in a large lecture theatre of over 100 due to the structure. Information may only be taught through lectures due to time constraints requiring the student to further the topic at home. It is therefore imperative that the environment, and number of students is assessed in onjunction with a lesson plan otherwise these variables could result in an unsuccessful teaching session. When teaching a patient, the approach will change, however styles will remain similar. A patient will always learn best from a one to one short session that is informative with use of written sources such leaflets allowing the information to be kept by the patient for further reference. Hands on or observation experi ence is also an excellent form to teach a patient (Quinn 2000). The success of a one to one session with a patient or family relative will rely deeply on interpersonal skills. The pace of the teaching has to be judged carefully to ensure that the patient is keeping up, and the atmosphere needs to be informal and relaxed. Factors that might affect patients or students' ability and readiness to learn could include physical issues, psychological or emotional issues, and difficulties with cognition or the environment. Appendix 3 identifies a range of common expectations that are appropriate to nurse education students and contrasts these with a patient. There will be variations within the two learners, however the information will be valid for both. It is designed to ensure that nurse educators clearly understand the importance of assumptions towards learners (Quinn 2000). In reference to Appendix 4 different teaching methods would be used to manage the learning styles required by the patient and that of the student. Mrs Helen would need a substantial about of teaching and guidance in order to continue with her oral care and understand the importance of oral hygiene (Rosdahl and Kowalski 2008). This information would need to be informal, sensitive, and professional, working at the level of knowledge the patient comprehends, allowing Mrs Helen to understand through Visual learning with the use of leaflets and diagrams, Auditory through the giving of information and Kinesthetic through demonstration. As a mentor the nurse would teach the student through direct observation, possible contribution to the teaching of skills, followed by questioning and further research to develop the students’ knowledge (Kinnell and Hughes 2010) allowing for Visual, Auditory and Kinesthetic student learning. It is important to be able to consider and address your own learning needs in order to meet the needs of others in practice. Education is an important aspect of nursing, attaining the skills required for learning and teaching something new within the profession every day is vital as research and technology is always progressing. Key differences in the ways of approaching teaching within nursing include adoption of either a nurse focused approach or a patient focused approach (Forbes 2010). Without the correct understanding of learning styles the correct teaching strategy cannot be adopted which could result in poor education, misunderstood information retained by a student which could be passed onto a patient. Adopting patient focused approaches to nursing will allow the nurse educator to adapt to the teaching style necessary for the patient, ensuing exceptional guidance, support and education. Without this educating structure within the Nursing Programme, student nurses would not be prepared for the practice setting of communication, demonstration and most importantly continual education and teaching.

The Food Insecurity And Poverty - 1393 Words

This paper is focused on the causes of their food insecurity and poverty such as climate volatility and also ways to fix or help the situation that Madagascar citizens go through day to day. It is well known that many african countries are under food insecurity and poverty. What is food insecurity? â€Å"Food Insecurity-The state of being without reliable access to a sufficient quantity of affordable, nutritious food.† (Google Definition) Each year more and more people die because they can’t afford ,or find ways to obtain enough food to provide them with essential nutrients and provide the energy they need to do everyday things.Found off of the Eastern coast of the African Continent, Madagascar is a very well known large island that has†¦show more content†¦El Nino’s name had been chosen based on the time of year (December / January) which these warm waters events came up and take place year after year. Normal El Nià ±o effects are common to occur ove r Madagascar during the upcoming winter season. These include hotter than normal temperatures over Eastern and central Africa and over the western and northern areas of Asia.Because of El Nino and other climate changes their main crop the vanilla bean and other crops faced many years of drought and famine. Causing the their agricultural economy to collapse. Another Tropical storm that ravaged the area is Tropical Cyclone Haruna which occurred in February of the year of 2013 this cyclone was reckless in its pass through the country of madagascar and destroyed the lives and livelihoods of thousands upon thousands of people in the area of its pass. Extreme rains and very strong winds brought down houses, destroyed their crops, and flooded areas that were located near or around bodies of water. These natural disasters created already weak populations to be even more vulnerable to waterborne illnesses, food insecurity, and prominent malnutrition. The extremely poor income of many households is one of the many reasons why the health and the well being of so many children is so often extremely bad because without money families are not able to make it or pay for the expensive medical bills. â€Å"Ninety Two percent, or roughly 20,240,000,Show MoreRelatedThe United States : A City Of Great Wealth And The Great Poverty894 Words   |  4 PagesBackground Within the United States, in 2014 we had 1 out of 7 children born into poverty (C., 2016). That is an outstanding amount of children starting life out with a disadvantage. Statistics show that the U.S. has higher poverty rates than other developed countries (O., 2014). When a child is born into poverty, they are faced with many challenges that people are not very cognizant of. 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