The Importance and Role of Academic Clinical Skills Learning - Essay Example

Academic learning of clinical skills Introduction- academic learning of clinical skills: The type of learning that helps in clinical work is called academic learning of clinical skills. It involves awareness of clinical work through employing, incorporating and affirming modern day inquiries with clinical queries and formulating leadership. Learning - Under constructivism learning theory: Constructivism means the concept that learners build for themselves. There are two striking effects of constructivism; (1) emphasizing on what the learner thinks about learning (2) there is no learning that is free from the significance assigned to practical experience (Bastable, 2007). Principles of learning: Learning is a dynamic process in which learner uses his/her receptive stimulus and build concepts from these stimuli. Learning is comprised of both the conceptualizing ideas and building schemes for conceptualizing ideas. The essential activity of conceptualizing ideas takes place in human mind; active experience might not be essential. Learning requires the use of language, having a power to affect learners (Bastable, 2007). Teaching theory / model The most significant long lasting consequences of teaching might be the result of students increasing willingness to learn more knowledge easily and efficiently. It means that strong learning is the outcome of powerful teaching. The model of teaching is the narration of how to learn about surrounding. These narrations have advantages in developing syllabuses, courses of study and instructions to design educational material including books, visual teaching programs and e-learning. The narrations are designed specifically for different contexts to make it compatible for easy and efficient learning (Rideout, 2001). More than 80 learning model have been suggested and each of the model consists of two different styles. Visual, Auditory, and Kinesthetic There is a variety of learning it can be through spelling, reading, talking, meeting someone, business meeting etc but most important of the learning styles are discussed below: Visual learning: Visual learning is related to primary way of getting information. Visual learners get knowledge or learn through what they see. They used to watch body language of their teachers feelings expressed by their face to understand message being conveyed. They usually opt to sit in front of the class room to avoid any blockage to see the teacher. These learners learn more efficiently through visual displays i.e. diagrams, charts, graphs, videos and presentations (Bradshaw & Lowenstein, 2006). Auditory learning: Auditory learners learn by what they listen but can be troubled by the noise. They love to read what they learn, they like presenting reports orally. Some other characteristics of these learners are: they enjoy music, possess good vocabulary, speak well and fluently and have good communication skills (Bradshaw & Lowenstein, 2006). Kinesthetic learning: Kinesthetic learning is the learning accomplished through acting and collaboration with others. Kinesthetic learners might have highly developed equilibrium, regulating good response and body language showing good efforts. These students learn best when they are physically involved in the learning, taken to trips to get knowledge and group discussion at small level usually 2-3 people (Uys, 2005). Strategies of kinesthetic learning: In order to stay keen and focused during lectures, try to sit in front of the teacher and take notes while lecture is being delivered. Do not worry about the spelling mistakes; draw charts, diagram and brief notes. While studying read aloud the text and walk back and forth (Uys, 2005). Example: A volcano is one of the examples that involve all kind of learning i.e. visual, auditory and kinesthetic. For example students learning sudden violent spontaneous occurrence of Mount St. Helens get through a series of learning procedure including reading all sort of text about the volcanoes and eruption, speech and detailed demonstration, viewing pictures and films, discussing the problem, solutions, facts with other group members, preparing and presenting the demonstration of eruption. Kolb Learning Style Inventory: Dr. David A. Kolb proposed this model with the idea that learning orientations can be explained by using two continuous non spatial wholes namely noticing the dynamic testing thoughts and the abstract solid formulation of knowledge. Therefore, as a result four different styles of learning are obtained. (1) Converging- those who make decisions (2) Accommodating- those who do the work again (3) Assimilating- those who makes plan (4) Diverging- those who invents something (Uys, 2005). Other models Robert J. Sternberg explained why students fail in their class test, examinations and other school test in his book Thinking Styles (1997). Some other learning styles are also being used for learning. It includes Myers Briggs Type Indicator (MBTI), Howard Gardner's Multiple Intelligence Model and the DISC assessment (Billings & Halstead, 2004). Jackson's neuropsychological model of learning explains state in which one wants to learn and research. According to his model there is a good cause to inquire non adaptive learning effects except pt for the knowledge of aim predilection, learning and determined ability to comprehend (Billings & Halstead, 2004). Problem-based learning: Team-work, problem solving and autonomous thinking are priceless capabilities for day-to-day life. PBL, Problem based learning is defined as the learning that encourages students to learn through integrated and systematic search for a question or problem. Remolding the already done work promotes learners to work together is self-directed teams (Jackson, 2005). How is ‘Problem Based Learning’ different from other types of learning? The simple difference is the conventional teaching of course of study that expects students to use the given information to get the answer of the problem. While in problem based learning is based on understanding the problem at first. Students understand the problem and collect information to solve it (Bligh, 2000). Characteristics of PBL: Since learning is forced back by stimulating interest in the relevant field of learning, therefore problem based learning promotes learning with spontaneous response. Students work together in team and work in close cooperation (Engel, 1991). Self-directed learning: Self-directed learning is the kind of learning that involves learner to be the first one to get started and obliged to what happens. The learner chooses, handle and evaluate his/her own capability of learning that can prosecute any time. Self-directed learning is divided into different types of learning concepts (1) Self-planned learning and learning projects: people get them involved in learning to get knowledge and information. Tough's (1979) found that normally a person spends 500 hours a year for self learning. (2) Autonomous learning- autonomy or self-direction is linked with freedom of thinking and imagination, personal decision making and vital ability to comprehend. (3) Autodidaxy- autodidaxy concerns with self-learning that are not included informal education training. (4) Open learning- it involves learning that is outside the class room (Engel, 1991). Mocker and Spear (1982) suggested that self-directed learning is a continuous type of learning that emphasis on making right decisions resulting from learning. This model is two-by-two enclosure of learner and the educational institute. Self-directed learning is actually obtained when the learner himself/herself aims to direct both the targets and significance of learning. There are certain other conditions that fill in other compartments of the enclosure (1) formal learning- educational institutions serve the purpose of directing targets and significance of learning not the learner. (2) Non-formal learning- learner directs the targets and institute directs the significance of learning. (3) Informal learning- the institution directs the target and the learner directs the significance of learning. Therefore self-directed learning I based on what is being leaned and the method used for learning. Self directed learning occurs in estimated separation in hidden libraries. Whereas some other self directed learners carry out learning by communicating with several people (Ash, 1985). Purpose of self-directed learning: Some of the purposes of self- directed learning are (1) helps the learner to initiate learning. (2) Make learner to evaluate the techniques for targeting their aims of learning. (3) Provide samples of previously work done. (5) Assures that the learner is aware of all the aims, schemes, imaginations, resources and rating standards. (6) Teach them the researching capability, decision making, ontogeny and self-assessment. (7) Improve skills of learning. (8) Encourages receptiveness and confidence to yield better performance of learner (Ash, 1985). Objectives: The objective of learning is to read with full understanding, write efficiently and communicate easily with a variety of people. It allows people to think something new by virtue of analysis in a logical manner and incorporate multiple feelings and cognition to get sensible outputs and solutions. Learning makes people understand the status of work and how to input effort to learn something, make decisions and get the desired output (Heinemann & Cunningham, 2005). Performance Model: The teacher for clinical training is capable enough to teach the students about the skills, appreciate learners to learn new concepts, encourage communication with other students and the teacher, want students to show response and influences the students. He/she assist students regarding any problem or question, appreciate students’ efforts, listen to the learners and provide satisfactory answering (Uys, 2005). On the other hand students of clinical class concentrate to what the teacher says and take notes. They prepare and ask fact based questions to know what, when, why and how things happens. Students are directed to write case studies, discuss cases during classes and presentation of cases in the class. Conclusion: After studying different learning style and model I have reached the conclusion that academic learning of clinical skills in a classroom setting is better than hands-on learning. The reasons for selecting this type of learning are as below: (1) Students participate actively and efficiently. (2) Encourage equal level of learning among all the students get together to work in groups. (3) Promotes decision making (4) helps the students to meet a conclusion collectively. This method of teaching results in high levels of student satisfaction, performance, efficiency and increased competence. During class room setting for clinical presentations and demonstrations the skills are taught to the students using video taps, films, charts, slide shows etc. the students, in return, participate actively in the demonstration and show positive result. References: Ash, C. R. (1985). Applying Principles of Self-Directed Learning in the Health Professions In Self-Directed Learning: From Theory to Practice, New Directions for Continuing Education No. 25. Bastable, S. B. (2007). Nurse As Educator: Principles of Teaching and Learning for Nursing Practice. Jones & Bartlett Publishers. Billings, D. M. & Halstead, J. A. (2004). Teaching in Nursing: A Guide for Faculty. Saunders. Bligh D. (2000). What’s the use of lectures? Jossey-Bass Publishers. Bradshaw, M. & Lowenstein, J. (2006). Innovative Teaching Strategies in Nursing & Related Health Professions. Jones & Bartlett Publishers. Engel, C.E. (1991). Not just a method but a way of learning. The Challenge of Problem-Based Learning. Kogan Page, pp. 23-33 Heinemann EA, Cunningham H. (2005). Using clinical simulation to teach patient safety in an acute/critical care nursing course. Nurse Educator.Vol. 30, pp:172–7 Jackson, C. J. (2005). An applied neuropsychological model of functional and dysfunctional learning: Applications for business, education, training and clinical psychology. Cymeon. Rideout, E. (2001). Transforming Nursing Education Through Problem-Based Learning. Jones & Bartlett Publishers. Uys, L. (2005). Curriculum Development in Nursing. Routledge. Read More