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I was given an opportunity to teach a topic during a session
for facilitation of learning to a small group with the help of micro teaching.
I choose the topic of subcutaneous insertion of needle for administration of
medications. This was a good experience to prepare for the topic and present it
to the group. After the teaching, the group gave constructive feedback on my
teaching which has helped me to gain insight and has assisted me in being more confident
and assertive in my teaching. Also this made me mindful of the nursing
students’ learning levels and how to adapt to them to promote my mentoring
skills.

Domain 2 (NMC 2008), identify and
use the knowledge of student’s stage of learning and to select learning
opportunities to meet individual needs which formed a basis for my selection of
this topic and this skill was appropriate to my daily working environment. I
had to prepare for this teaching and I had to use various books and look at all
the rationales behind each steps in doing this procedure, by this I was able to
integrate from my experience of practise. This procedure was done on a daily
basis at the ward and when I did a bit of research to develop my topic for
teaching, I was able to deeply reflect upon my own practise. In order to enhance
future learning the group was given opportunity to reflect and give feedback.

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Honey and Mumford’ (1982) model
explains people having 4 learning styles, which comprises of activist who
prefer to do things and are eager to experiments, reflectors observe and imitate
on what Is being taught, theorist wants to understand the ideas and rational behind
the skills taught to them and finally the pragmatist who try things and see if
they work for them. This is a good entity to keep in mind before teaching the
group as you have an idea on how to present the topic to different learner
types.

The group comprised of 2 midwife
and 1 mental health nurse and they were from different areas of work, so I was
conscious of the learner’s knowledge about the topic and I made sure I was not
using complex words or jargons when I was teaching them. Their understanding of
general nursing was different as they were specialised in their own areas of
work. I made sure I was empowering them in teaching this new skills and made
them to participate actively in this session. I explained the context and its
meaning to my work area and I used a range of methods like pictures and
equipment’s to show them and engage. After showing and explaining, I demonstrated
the skill to them all. I was also explaining the rationale for each steps and
made it easy for them to comprehend. They were given opportunity to do this
skills hands on and ask question on it; finally at the end they were encouraged
to reflect and give feedback.

Bloom’s Taxonomy 1956 tries to
classify all learning into 3 domains and in them were various skills and
abilities. Cognitive- Intellectual skills and abilities were achieved through
explaining the skill and giving reason to why it was done, basically the theory
of the topic. Psychomotor–motor skills, hand, eye co-ordination were achieved
when I gave them the opportunity to it for them self and practise. Affective
–values, interests, attitudes were noted through asking questions, reflecting
on the topic and by giving feedback. The group members enjoyed the topic and
gave me good feedbacks which helped me in knowing my own strengths and
weakness.

                Peyton
(1998) explains the 4 stage method to teaching clinical skill and I used them
in the session to give a structure and make it easy for the learners. I demonstrated
the skills and repeated couple of key things and encouraged them to ask
question to stimulate their thinking. Then I repeated and the group explained
the steps back to me, so I could make sure that they understood the skills
clearly. And finally I asked the learner to explain and perform the skill to reinforce
that the learning was complete. All of them did very well with minimal prompts
and supervision.

                I acquired
images of skin and pictures of sites of subcutaneous injections so the learners
had a visual idea and knew how deep the needle was to be inserted. I used a
lesson plan template that guided me in step by step manner for guiding my
teaching throughout the session. The constructive feedback that was received at
the end of the session helped me to look into some of the aspects that would
have helped in making the topic even more effective. Some wanted to know more
why this procedure was used and others wanted to know more about what kind of
medications and treatments were used in this way of administering medications.
I had an opportunity to answer to them at the end of the session and explained
about this to them. This clearly showed me that different learners had
different views and different learning abilities.

                Domain
5 of NMC 2008 states about creating an environment for learning and to aid in
learning and to gain attainments in learners. I will make sure I continue this
after my mentoring course in order to help nursing students. I had an indication
about different levels of learning in the group as they were from a different
spectrum of nursing and I had to adapt based on their level and explain things
in a simple way. To improve learning experience, they were given hands on
opportunity to perform the skills and also to reflect upon them.

                On
evaluating my facilitation skills I was very impressed and pleased with all the
feedback I received. This has improved my confidence and also assisted me to
look into things, like finding more rational or preparing the topic in a
different manner to suite all kinds of learners needs. Also to develop
different kinds of visual aids/ simulation methods to engage the learners more
deep into the subject. Writing a lesson plan for the topic beforehand to give
me a structure in teaching is also something that is very important that I have
learnt.

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