Facilitation and Education Skills for Development- myassignmenthelp

Question: Discuss about theFacilitation and Education Skills for Development forNursing Answer: Introduction: Nursing students are considered as the adult learners. Nursing students learning not only comprise of education but it also contributes to the actual clinical practice. Hence, practical aspects and life experiences need to be incorporated in the nursing education. Previous educational experiences and sharing of knowledge and experiences need to be incorporated in the nursing education. Bringing these experiences to the nursing education are being considered as the characteristics of the nursing learners (Bland et al., 2011). In this activity, educators and learners are of the same educational level. In this lesson, both theoretical and practical aspects of the blood transfusion taught to the learners. Lesson plan: This teaching session include 15 minutes lecture and group discussion. This lecture is planned to teach nurses about the blood transfusion. It also includes discussion among the students and discussion with the instructor because interactive session would be beneficial in the sharing of knowledge and improving knowledge of all the participants. In this lecture almost all the aspects of the blood transfusion are covered which comprises of theoretical and practical aspects. It starts with the outline of the subject; hence participants would come to know what is going to happen in the next 15 minutes. This exercise would be helpful in the augmenting interest of the participants and keep them engaged in the lecture. Outline followed by objective of lecture. It would be helpful in the assessing the participants at the end of the lecture. Nurse should be well versed with the practical aspects of blood transfusion. However, nurse should understand theoretical aspects like introduction to th e subject, indications in which blood transfusion required and contraindications in which blood transfusion should be avoided. After understanding theoretical aspects, nurse should be demonstrated with practical procedure for blood transfusion (Rothgeb, 2008). In this lesson, procedure for blood transfusion was demonstrated by using video media. Use of video media would be more beneficial in demonstrating procedure as compared to the other media. It would be helpful in providing every detail of the procedure. Hence, learner learns the procedure with minimum margin of error. Learning with minimum error has more importance because learning of procedure for the first time can be carried forward for the longer duration in the real nursing practice. Information about adverse reactions of blood transfusion during and after the procedure should be provided to participants. It would be helpful for the nurses to take precautions during blood transfusion. Hence, nurse can implement nursing intervention to prevent or mange these adverse reactions (Paige Morin, 2013). This lecture also give opportunity to the participants to think like performing blood transfusion. Nursing responsibilities for blood transfusion also provided in the lecture. These nur sing responsivities along with the video for blood transfusion procedure provided participants with detailed information about blood transfusion (Lasater, 2007). Strategies to engage adult learners: In this teaching session, attention was given to share responsibility by both instructor and participants. Participants were given opportunity to be more proactive during the lecture and self-directed in their learning. Along with nursing knowledge, participants got opportunity to learn team process skills. Participants were evaluated to assess their knowledge gain during lecture, along with this valuable feedback can also be obtained during the evaluation process. Evaluation process also would be helpful in assessing participants progress towards meeting objectives of the lesson. Reflection component of adult learners would be helpful in establishing own criteria for self-assessment of learning. Learning-centred teaching and learning was implemented in this lecture. This teaching method is inquiry based teaching and learning process. In this approach, learner can apply critical thinking, analyse tangible problems, work in collaboration, communicate effectively and demonstrate versat ility. Participants can search, evaluate and use literature resources in the learning process (Cant Cooper, 2010). Teaching techniques: There are different theories available for adult learning. These include andragogy, neuroscience, experimental learning, self-directed learning and transformational learning. Andragogy, experimental learning, self-directed learning and transformational learning were incorporated in this lesson of blood transfusion. Knowles Andragogy theory states that adults experience can guide them to improve their learning. Mezirows transformation theory is based on the new ideas which are based on the prior experiences. Experimental theory based on the application of prior experience in the learning. According to this, learning can be augmented by experiencing learning instead of memorizing. Foundation of experiences and knowledge of adult learners have implications like recognizing expertise of participants and encouraging other participants to share their knowledge and experience (Kenner Weinerman, 2011; Abdullah Islam, 2011). This is a clinical teaching method for nursing students. In clinical teaching method, different components like exposure, participation, identification, internalization and dissemination were incorporated. Participants got exposure to blood transfusion procedure through video media. These participants took participation in learning process through discussion. Identification quality developed in the participants through understanding of the critical parameters like adverse reactions. Dissemination of the knowledge to the participants occurred through different modes like theoretical teaching, practical exposure and group discussion. Cause and effect relationship is the important component of the nursing education. In this lesson, this relationship is mentioned in the form of adverse reactions. Teaching and learning in this nursing lesson comprise of different techniques, art and science (Keskitalo et al., 2014). Outcome based teaching and learning proved to be most effective method for nursing education. In this method, regular evaluation of the of the learners is required to meet objectives of the lecture. In this lesson also, outcome based teaching and learning was impended in the form of activity. In activity, participant need to explain accurate role in blood transfusion. Hence, it would be helpful in the evaluating outcome of the lesson. It is difficult to designate a single method as the best method for nursing and method of teaching should be based on the content of the lesson. Teaching method should be selected based on the complex understandings like instructor and students context. Instructor should understand knowledge and understandings of the student and practical skills. Teaching to the adults should be designed based on the interest of the adults. This method proved beneficial in adults because adult learners can tell specifically best method for their learning (Joseph, 2013). Resources and skills : Adult learners are goal-oriented and relevance-oriented. This makes adult learners more organised with clear objectives. In this lesson also, specific objective of the learners is to gain complete knowledge of the blood-transfusion technique. Relevance of adult learners training can be evident from the orientation of training objectives with the training activities. Relevance of the adult training is also evident from the activities and information gained through training which is useful in the actual job. In this lesson, training was provided for blood transfusion which is one of the important activities of the nursing intervention. Self-directed and autonomous nature of the adult learners is beneficial in improving involvement of participants, serving as facilitator and in determining interests of learners. Satisfactory respect should be given to the adult learners. Knowledge and experience of the adult learners should be acknowledged and these adult learners should be equally trea ted rather than treating them as subordinates. It can be accomplished by engaging them in the discussion (Collins Martin, 2010). In this lesson of blood transfusion also appropriate respect was given to the participants by involving them in the discussions during lecture. It was proved that active learning is more beneficial for the adult learners. Active learning includes more engagement of the learner and implementation of different instructional techniques to improve retention of knowledge. This lesson is not only instructional, however it is based on the principle of critical andragogy. According to this principle, there should be introduction of subject, concepts and theory to the students and asking students to discuss about the subject (Phipps et al., 2013). This lecture consists of all the qualities of effective lesson which comprises of minimum slides with coloured pictures. There are different teaching techniques like lecture, reading, use of audio-visual media, demonstration, group discussion and practice by doing. Efficiency of learning and teaching in adult learners gets augmented from lectures to practice by doing with least efficiency with lectures and highest efficiency with practice by doing. Instructional strategies in the adult learning comprises of quiz, games, role-playing, brainstorming, group problem solving and lecture. In this lesson of blood transfusion instructional strategies like role-playing, brainstorming, group problem solving were implemented. Example of role-playing in this training session was discussion among participants and with the instructor about the blood transfusion (Lack Bruce, 2014). There are mainly six components for the adult learning like visual, aural, print, tactile, interactive and kinaesthetic. In this lesson also visual and aural principles of adult learning were used in the form of power point presentation. Print and tactile principles were not used in this lesson. Interactive principle was used in this lesson by promoting participants in the discussion. Adult learning principle also include self-directed learning for adults. In this lesson also, self-directed learning included in the form of activity. In activity, participants should think themselves as performing blood transfusion. It promotes self-understanding of the blood transfusion procedure by the participants. Adult learning principle also include opportunities for the learner to reflect critically. In this lesson, participants were given opportunity to express their role during procedure. In this exercise of expression of role during procedure, participants can express their views in the both positive and negative aspects (Hughes Quinn, 2013; Guglielmino, 2013). Instructional design prior to lesson, is important aspect in the adults learning. In this lesson also, instructional design is provided in the form of outline of the lesson. For effective training, objectives of the training and related outcomes and benefits of the training should be mentioned in the lecture. This lesson also includes objectives directed towards outcome of the lesson (Myrick Tamlyn, 2007). All the components related to the andragogy like need for knowledge, motivation, willingness, experience, self-direction and orientation to learning were incorporated in this lesson. Critical thinking component of the transformation learning was implemented in this lesson. Reflective analysis: Reflective observation component of the experimental learning was incorporated in this lesson. Critical reflection is superior method as compared to criticising learner. Critical reflection also promotes sharing of experiences instead of expressing experience of instructor alone. These methods are helpful in knowledge retention, skill building and on-the-job application. There should be purpose for the learning. This learning should have practical application and solve the nursing problem. In this lesson also, participants learned blood transfusion techniques because it is very important in effective health care delivery and has potential to save lives of the people. It can be achieved by performing effective blood transfusion in right quantity, good quality, to right person and for the right indication. Hence, purpose of effective nursing intervention can be achieved in adult learning. Adults should use their own experiences and knowledge for learning new things. In case of adverse reactions, nurse should learn about the adverse reactions related to the blood transfusion. Nurse should manage these adverse reactions during blood transfusion. For management adverse reactions, learner can use prior knowledge of adverse reactions for its management (Rudolph et al., 2007). There was experience of professional authority during this training programme because wider knowledge was delivered to the participants. Knowledge and information were directed in the hierarchial relationship from the instructor to the participants. In this lesson, it was established that nursing teaching more inclined towards learner-centred teaching. Critical thinking during the teaching session could give the students opportunity to become better caregivers. Nursing teaching can be more democratic even with the implementation of traditional hierarchical models. Goal of the nursing teaching was to empower students to understand their definitive accountability. It is evident from this lesson that even though, few students were sceptical about reflective practice, they found useful in nursing teaching (Graue et al., 2015). Conclusion: From this lesson, participants benefited in both theoretical and practical aspects. Apart from this, learners got opportunity to express self-directedness, suggestions and self-reflection. As a result, instructors got immediate feedback of the lesson. Reflective discussions and performance outcomes helped participants to get inspired to progress in actual clinical practice. Most of the components incorporated in the lesson proved beneficial in improving engagement of the participants in learning process. Augmented engagement in the learning process can improve retention of the knowledge. In nursing teaching, educational environment should be created based on the needs and understanding of the students which would be helpful in creating more opportunity for adult learners. References: Abdullah, M.M.B. Islam, R., 2011, Nominal group technique and its applications in managing quality in higher education, Pakistan Journal of Commerce and Social Science 5(1), pp. 8199. Bland, A.J., Topping, A. 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