Self Evaluation of Teaching Style in Nursing Education

Self Evaluation of tenet Style in Nursing EducationAs a Lecturer in acute and critical c ar I am responsible for the education of braggys with a trackal registered, record equal to(p) qualification indoors a medical discipline, predominantly nursing and allied professions.I have a varied role, that of my own employ, education in practice and as a Lecturer at bottom a University. I am a registered Nurse and paramedical with experience of tenet and mentoring others.This critical self evaluation aims to demonstrate a know directge and understanding of the theoretic educational frame die hards and their application to my teaching, mentoring and how this may influence my colleagues and scholars.My intention is to show my appreciation of pertinent concepts and their application to my teaching modal value through a range of research into relevant topics.The term Education is derived from the Latin lineage e out and duc be to lead, so educargon has been translated for English i nterpretation To Lead, to bring Forth from that which is within.Epistemology, a peg of philosophy that investigates the origin, nature, methods and limits of human knowledge has been overturned by key thinkers for centuries.Pedagogy is the report card of teaching. As an example, Paulo Freire , referred to his teaching of Adults as critical direction. Andragogy, a term initially used by a German pedagog in 1883 and developed into a theory by Knowles, is the process of engaging adult learners within a structure of development. Knowles asserts Andragogy should be considered separately to Pedagogy. Knowles assertion lies in the belief that a Greek translation of pedagogy is Child-leading and Andragogy is man leading.Like all adult learners Nurses, Paramedics and Health Visitors differ widely from one around other in their personal characteristics. These differences come from alterations in intelligence, indigence, personality emblems and our individual training styles.Human ph ysical instruction completes at adulthood therefore we could be forgiven for believing that this is the identical for psychological development.The main theories underpinning adult learning argon from the humanistic approaches of Abraham Maslow and Carl Rogers, Malcolm Knowles and his work on the experiential learning approach within Androgogy, and David Kolbs extension of Knowles work with the Learning Cycle.Pedagogy is the study of teaching. Paulo Freire referred to his teaching of Adults as critical pedagogy. Androgogy is an educational approach characterised by student centred, self directed learning. (Merriam, 2001).Carr (2002) identifies we humans, are all different and in particular our values, personalities and character are resistant to explanation and understanding. We do not lend ourselves to easy explanation and understanding in impairment of the chemical, physical or biological construction. Carr (ibid), considers attempts to categorise education and our learners. H e cites the doctrine of Rene Descartes known as Cartesian Dualism, the idea that minds and souls are separate to that of our physical bodies.Curzon (2004) states the most influential taxonomy of learning objectives is that of Bloom, an American psychologist from the University of Chicago, Blooms Taxonomy.Taxonomy is a formal way to classify a subject based on a belief of relationship within. (Curzon, 2004) suggests guard with the semantics surrounding Taxonomy in education. The study of science for example refers to taxonomy as a strictly secernateed mixed bag of objects and phenomena. Bloom however classifies areas such as Knowledge and synthesis. These classifications are un ilk that of specimens of human material body such as a muscle fibre or mitochondria these may be seen, discussed and inductd within a hierarchical order based on size.Placement of analyses or appraisal within a category used by Blooms Taxonomy will lend itself to a degree of subjectivity and appears to su pport Cartesian Dualism. The great classifiers, Li Shih-Chen (1518-93) and Linnaeus (1707-78) when creating taxonomy reacted subjectively whilst following an ordered fashion (Curzon, 2004).There have been three lead models of learning offered that have been of particular influence in education. Cognivist, Behaviourist, and Humanist.Cognitive, assimilation and accommodation of the world.Behaviourist, a scientific plus approach to learning.Humanist, wishing to empowered the learner.Piagets theory of cognitive development discusses an intellectuals adaption to an environment term intellect develops. (Piaget and Inhelder, 1969).harmonize to Piaget (ibid) for this adaption to occur there must be a form of organisation within the individual. Schemas (organisational or abstract patterns of the mind) are ways the individual makes sense of an environment. Schemas are like small inner theories that develop during babyhood and become more complex as development continues. When a child is i nvolved in a bran-new piazza they will have already formed schemas. They will assimilate the new situation and if the original schema appears inadequate they will modify it in order to make sense of the new situation. For example an apple is green therefore all fruit is green until they are given a banana. Piaget explains this as assimilation and accommodation.Piaget theorises that assimilation and accommodation are in balance and a propelling process allowing for an individuals learning to develop.Levinson (1986) has further developed a model of adult development. This identifies four major periods and attempts to place adulthood into specific times of change. Levinsons theory, although sound, has yet to be widely accepted.I have taught across Levinsons methodology and unknown to me at the time created schemas (Piaget) of my own in order to put away with the range of adult learners within my groups.An example of this is a day teaching a class of Qualified Nursing Students stud ying towards a higher degree, the youngest in her early twenties and the oldest in her fifties. I requested feedback on the various teaching styles employed and asked for an anonymous score for each element taught. The day consisted of a variety of Presentations, Quiz style papers, group work and student presentations. I will revisit these results later in this paper while exploring the different ways in which people learn but I am attempting to theorise if erstwhile(a) students may be better acquainted with more didactic approaches to education because of internal schemas made in earlier styles of teaching encountered in contrast to the more diverse nature of current teaching processs encountered by younger students?The feedback shows that although the group enjoyed the learning process, the employed seemed to please some more than others. A further shape of this feedback shows that the older members of the class preferred to sit and listen to a constructed more didactic approach passion the group work and personal research less than the younger students.Rogers seeks to explain different ways adults engage in Education and places them into three categories. (Rogers, A 2002) These categories are listed with examples of my own educational involvement.Formal I monger formal education for Post Registration students working toward higher academic standard within a university setting.Extra-formal I have taught on Courses run by other learning providers. Students working in by and large unrelated areas but obtaining a certificate.Informal I have taught my hobby to others for their own personal growth.Contributions from Kolb (1984) and Knowles (1984) led to Kolbs Androgogy.Kolbs Androgogy allows for a style of education that includes the experiences of its learners. Students are actively encouraged to consider their experiences and reflect upon them in order to improve learning outcomes and understanding. Reflecting on these experiences will allow for modifica tion of cognitive structures (schemas) and this will enable grooming for the next cycle of experiential learning.Motivation of the student.This is a personal reflective list of my pauperism to study the theory of Education and how it relates to practice as an example to be considered as we moved through some of the theory of motivation.My work requires me to achieve a Qualification in EducationI want to be an excellent teacherI would like my students to enjoy learning with meI drive my students to be able to learn with my guidance.Adult motivation is considered an important factor in the learning process. Theories of motivation assume that adult learning is with purpose and leading toward a goal. To explain motivation we reflect the views of different schools of psychology. The behaviourist views motivation as environmental rather than coming from within an individual. This approach is determined by how well things went before. If attention a course was considered dull and unint eresting they will not return and therefore their course attending behaviour has been reinforced.Maslow (Maslow, A 1971) published the Theory of Human Motivation. Maslow identifies motivation in an individual as them uncontrollable to grow. He believes that at any particular time an individuals behaviour is dominated by the stronger of his/her asks. Maslow arranges these into a power structure of needs.Each class of need is stronger than the one above in the hierarchy. The higher up the hierarchy the weaker the need becomes. Progression up is dependent on the individuals needs being met at a particular level. Maslows hierarchy of needs ranges from the very basic needs of food and warmth to the self actualising, the fulfilment of ones potential.If I stuff to consider my motivation expressed above against Maslow I can see that I am aiming for self actualising, wanting to be an excellent teacher. I am looking to fulfil my full potential. However at the same time I am fulfilling s ome more basic needs by requiring a qualification in order to feed my family and pay my mortgage. This seems to disagree with Maslow and his theory that one basic need must be fulfilled before moving on to the weaker higher need? (although, of course I am not without food or shelter, yet)According to Quinn I am not unsocial with my critique of Maslows theory. There are many documented incidents of people becoming highly creative notwithstanding a lack of basic needs for example, in concentration camps in World War Two.So this theory suggests that my students will most likely be able to reach their own potential if they are at the top of Maslows hierarchy. If this is true then student accommodation will truly have modify alikeThe opponent-process theory, (Solomon, 1980) focuses on the feelingal state. When an emotional reaction is generated within an individual an opposing reaction is also generated.The opponent- process theoryFor example a student Paramedic is finding the ner vous system difficult to understand but has a Eureka moment this triggers emotion A and B.Emotion A) pleasure, a student is pleased she now grasps the concept of neuro- transmitters and believes she can understand pain control and maybe pass her course, this also generates an opposite emotional state, B) displeasure but in lesser amounts, she may forget. Emotion B) remains the same at all times but each time emotion A) is triggered it increases in size.I like this theory, in essence it comments that emotions are an act of balance, homeostatic if you will and we can choose to increase the imperious aspect of learning experiences creating happy students. Continuity with positive reactions within our students will continue to add to emotion A) allowing it growth and the student to retain a positive outlook with her education and the way it is delivered. This theory also explains why although a student is doing well with their studies they may also feel negative emotions. It has been c riticised for being everyplace general but I believe it is useful to understand that both positive and negative emotions are within our students continually but can be offset. I therefore must be evocative that I can also reverse the process leading to unhappy students.Psychologists have attempted to categorise motivation. They are presented under four headings. (Biggs, 1991)Instrumental motivationThis type is described by Biggs as extrinsic, students are performing purely to receive a reward, such as a qualification or to subdue a reprimand such as loss of promotion. In order to educate an individual with this type of motivation Biggs suggests that teaching should be seen as constructive. This type of motivation is in complete contrast to integral motivation.Intrinsic motivationThese students want to learn for the pleasure of learning. I would link this to Maslows hierarchy and believe a student with purely intrinsic motivation must be, according to Maslow, looking to fulfil th eir personal potential, (self actualising). fond motivationA drive to please others and receive approval or praise lies behind this form of motivation. The student is generally unconcerned by the qualification but requires the reinforcement activity of the person they consider to be important. This is often someone they respect or admire.Achievement motivation.These students want to achieve success. Achievement motivation is further sub divided by (Ausubel, 1963)Cognitive drive- satisfaction of a believed need to know.Self enhancement- unanimous a need for self esteemAffiliation- seeking approval from others.How we LearnKaminsky, James S, A bleak History of Educational Philosophy, Westport, CN Greenwood Press.Carr, David 2002, Making Sense of Education An Introduction to the Philosophy and Theory of Education and Teaching, Taylor Francis, open from http//lib.myilibrary.com/Browse/open.asp?ID=11208loc=iii8 December 20Curzon, L.B 2004, Teaching in Further education An Outline of P rinciples and Practice, 6th Edition. Continuum London. juvenile YorkMerriam, S.B. (2001) Androgogy and self directed learning Pillars of adult learning theory. New Directions for Adult and Continuing Education, Vol98.Kaufman DM, Mann KV, Jennett PA. 2000. Teaching and learning in medical education How theory can inform practice. Edinburgh UK Association for Studies in Medical Education,Rogers, A 1996, Teaching Adults, 3rd Edition, Open University PressLevinson, D.J (1978) Seasons of a Mans Life. New York Knopf.Solomon, R.L. and Corbit, J.D (1974) An opponent process theory of acquired motivation, American Psychologist, 35, 119-41Solomon, R.L. (1980) The opponent process theory of acquired motivation the costs of pleasure and the benefits of pain, American Psychologist, 35, 691-712Maslow, A. (1971), The farther reaches of Human Nature, penguin,Harmondesworth.Biggs, J.B. (1991), Teaching for Learning, Hawthorn, Victoria, AcerAusubel (1963), The Psychology of Meaningful Verbal Learnin g. New York Grune and StrattonLight, G and Cox,R (2001), Learning and Teaching in high Education-The Reflective Professional, London, Sage Publications