The purpose of this write up is to explore and analyse how learning ideas enlightened knowledge development and competence to advertise health insurance and psycho education in clinical settings. I am going to examine the rules underpinning the facilitation of learning and diagnosis. I will display my knowledge and knowledge of the theoretical principles in an episode where I facilitated understanding how to clients while on placement at a Mental Health Treatment Centre. Finally, I'll use the reflective model by (Gibbs, 1988) to think about the strategies used within the episode and discuss the implications in relation to my future role as a nurse.
The NMC (2008) stipulates that as nurses we must maintain our professional knowledge and competence regularly. You need to keep knowledge and skills current throughout your working life and that you need to take part in an appropriate learning and practice activities that will maintain and develop your competence and performance. In view of the aforementioned this essay is aimed at enhancing my knowledge and competence in facilitating learning through knowledge of the underpinning ideas.
I discovered most residents having fast foods such as burgers, kebab, and chocolates as well as fuzzy beverages which are rich in saturated fatty and sugars for lunchtime regularly plus they were also smoking a great deal. I really was concerned because of my work of care and attention as a nurse (NMC, 2004) and anticipated to conclusions from several researches for example (Bottomley and Mckeown, 2008 and Hallpike, 2008) which shows the risk of malnutrition was commonly associated with people with psychosis which predisposes them to host of physical health issues. I needed a chat with my mentor of my objective to utilize the every week communal meeting to handle a teaching time to raise awareness and sensitise the residents on the consequences of oily foods and fuzzy beverages on their body and the need to improve and develop a healthier diet plan and way of life, since most of them were on various antipsychotic medication which predisposes those to becoming obese. Timms (2008) said that a huge majority of men and women with mental health issues are most likely to acquire weight issue credited to side effects of their antipsychotic medication. My coach agreed to table it prior to the resident within the next meeting to gain their consent in conformity with NMC (2008).
The residents consented to it and were quite interested because some them were really worried about their weight and really wished to do something about it. We decided on a date for the coaching. The onus was now on me to help the learning process that will empower the residents to consider responsibility for his or her health insurance and make a positive change. A the greater part of physical health issues are brought on by people life-style and their inability to see the risk associated with the daily patterns. Kiger (1995) defined health as status of balance between different elements of life recommending that it is a dynamic concept which he termed "movable". What this means is that our life-style can alter the total amount resulting in an adverse effect on our health and wellness.
As facilitators it is vital that we have a clear understanding of the various learning styles to be able to tailor our teaching to meeting the assorted approach of our learners. This is because learners are intrinsically different and preferred different ways of learning. Teaching is an work of imparting knowledge, a purposeful treatment targeted at promoting learning and triggering learning to happen. Kemm and Close (1995) identified teaching can be an act of supporting others to learn and adding it to use in their life. While Kiger (2004) identified teaching as a process of enabling people to learn through the dissemination of information and advice; it creates room for individuals to express their feeling, clarify their thought and bought new skills. Learning is the acquisition of knowledge through education and experience. It is essentially important since it enable visitors to make educated choice about their own health. Roger (1996) described learning as a kind of change often in knowledge but also in behaviour. Reece and Walker (2002) mentioned that learning results in change and this coaching and learning proceeds pari passu and can't be considered in isolation.
I put in time participating with the residents so as to build a restorative relationship based on trust whilst observing their behaviours as I gather information to facilitate the training process. This is to allow me identify their preferred style of learning to be able to increase simple transmitting of knowledge. There are always a host of methods available in health campaign. Ewles and Simlet (2003) identified five approaches such as medical, client-centred, behavior, education and societal change. In his expression all these approaches must be taken into cognition when commencing health advertising to clients.
Kolb (1984) developed the experimental learning theory (learning by doing) by this he recommended that learning is not fixed but made from previous activities. Kolb learning theory which is cyclical affirmed that folks have different learning style and he discovered four distinct learning styles as shown in number 1 below includes concrete experience (having an experience ), reflective observation( taking time for you to reflective on the experience from different perspective), abstract conceptualization ( pulling their conclusions) and active experimentation ( adding theory into practice). For effective understanding how to happen Kolb said all this four must be taking into context when planning for a teaching procedure. Honey and Mumford's learning cycle is slightly different from Kolb system.
http://www. nwlink. com/~donclark/hrd/styles/honey_mumford. html
Figure 1 Honey and Mumford's variation on the Kolb system
Honey and Mumford (2000) said that there four different kinds of learners which must be taken into consideration when planning a teaching time as shown in body 1 above. Included in these are the activists, like learning situation that presents them with new obstacles, problem handling, and role play and uses the first chance to experiment; reflector like brainstorming and learning activity that provides room for observation, thinking and reflecting on they have discovered; theorist prefer to research into reality before taking it onboard, they choose a detail by detail methodology and pragmatist like practical based mostly learning and been given the possibility to try out techniques and getting opinions in return. In view of fact that individuals have varied approach to learning since it's an organization teaching. I plan to present my teaching to my coach first to get opinions on whether I've considered all the four learners identified by both Kolb and Honey and Mumford.
As nurses the training of your clients about their health is a essential aspect of our nursing process. It's important that people use a strategy that encompasses congruence, empathy and value in assisting our consumer (Roger, 1996) instead of coercing them to change their life-style. It is therefore imperative that we aware that teaching the client requires consent and that the client has the right and autonomy to refuse any intervention even when it can result to death provided they may have the mental capacity to make prepared decision (Mental Capacity Act, 2005 and NMC, 2008). DH (1996) states that the client must be provided with essential information about their health, so that they can make up to date choice about the treatment options, life styles changes and behaviour. The subject was brought prior to the residents for them to make informed decision with regards to the teaching and they consented to because they wished to do something positive about their weight. Kemm and Close (1995) wrote that there is high trend for customer to learn if coaching is aimed to getting together with their needs, interest and within their ability.
Effective communication performs a vital role in facilitating learning. As nurses the way we connect and the kind of rapport we build with this client plays an important role in empowering or disempowering them (Brown, 1997). Good communication skills become restorative tool in delivery a holistic and person-centred health care (Burnard, 1992). Our role as facilitator ought to be to explore and support our consumer to build that intrinsic determination to make a change in their life, strengthen their commitment to improve and then develop a plan to accomplish that change (Miller and Rollnick 2002). The duty for change is purely on your client however as facilitator we ought to use an approach that confront the client with the idea of need for change without been persuasive and argumentative alternatively we should create a host that show a sense of genuinity, admiration and empathic understanding through cooperation and employed in partnership with the client.
Based on my analysis of the residents needs and since they were mature learners capable of self-directing their learning, I made a decision to use andragogical instead of the pedagogical coaching style so as to enhance collaboration and for it to truly have a positive impact in residents' lives. Pedagogy is the artwork and research of instructing children, this can be a instructor- centred education and the professor made a decision what, how so when it'll be discovered while andragogy is the art work and technology of assisting parents to learn which is learner-centred education. Andragogical way help learning to take place due to client's own effort or willingness and it helps learners to learn what they would like to learn (Knowles, 1990).
Over the years educational psychologist and educationalist are suffering from models and learning theories (Hincliff, 2004). Included in these are the behaviourist, cognitive or humanistic. Three website of learning exist; Cognitive, psychomotor and affective (Bloom, 1972). The way we learn is however reliant on some other factors even though these three domains will be the dominant. Individual's personal values, beliefs and altitude are motivating factors for self-directed learners. I decided to use the humanistic way in facilitating the consciousness and sensitization of the necessity for them to improve their diet and life style To be able to meet the residents learning needs. The humanist theory as explained by (Maslow, 1943) is concerned with individual fulfillment and self-actualisation. The affect of the surroundings on the residents and their marriage with others is explained by the socio-cognitive theory. Bandura (1977) mentioned that learning happen therefore of social interaction through observation and mimicking others whom the learner look up to for example family, peers and medical researchers. To accomplish learning; a conducive learning environment, learning materials suitable for the learner's need and their literacy level must be looked at (Quinn, 1995). Because of this, I collected all the necessary resource considering the residents individual learning styles and prepared the teaching so that it is tailored to achieving their numerous learning styles.
Based on my engagement with the residents I recognized that majority of them participate in the theorist, pragmatist and reflector learning styles from (Honey and Mumford, 1982). Prior to the start of the teaching procedure I ensured the surroundings was conducive for leaning, spacious, quite and with the right temperature. I launched myself to the residents and my coach and other member of staff present. I explained the explanation for the teaching session. I gave them handout I prepared for the program which contain books and pictures, which were simple to understand and which they could keep with them and make reference to later at their convenience and I also use video tutorial from YouTube http://www. youtube. com/watch?v=pp0nc4kY-tc to clarify the potential side effects of fatty food and fuzzy drink on the heath and I highlighted the main theme, which is the cosmetic of the meals they eat and its own functions in the torso and the calorie consumption advised daily. I brought in several oily foods like ground oil, butters in different make to describe to them the difference between the good product and the bad product. I explain to them that the one that contain high saturated fat and low unsaturated is not good because the body find it hard to breakdown the saturated fatty into small unit which is employed by body instead they are simply gradually deposited therefore raising their cholesterol level. The deposition of fat gradually blocks the artery wall membrane that could lead to anterosclerosis, stroke and heart diseases while product rich in unsaturated fatty acids and low fats are better. I inspired them to always check for this information on the meals product whilst shopping. I asked them if they know what cholesterol means if anyone has check out their cholesterol level. I then presented some more products for them to point out which was easier to check if the understood the lectures and they did flawlessly well in determining the nice and the bad product and I offered them compliment for a job well done. Then i revealed them they kind of food that is wonderful for your body from you Tube http://www. youtube. com/watch?v=mAFTcfaA-pc&feature=channel and what constitute an equilibrium diet. The teaching treatment was an interactive one so that facilitator I suggested and urged them to adopt a wholesome lifestyle by consuming more fruits and vegetable instead of chocolate, drink more water instead of fuzzy drink and also to cook their meals that was more wholesome and economical and also to exercise by going to gym or taking a light work every day. I suggested that people could add one pound to make for the regular communal appointment and then observe how it goes after that and the responses was positive. I provided room for question and answer treatment. I thanked them for their collaboration and for making the coaching successful. Their determination to learn was quite beneficial. I provided home elevators what make a balance diet plus some activities aim at working with weight issues in the communal lounge.
As nurses it's imperative that we take time to mirror daily on our professional and professional medical practice. Gibb et al (2005) stated that constant reflection allows understanding how to appear at every given opportunity and it boosts practice. I experienced competent though initially nervous teaching the residents on the necessity for healthy eating and life-style change. Ewles and Simnett (2003) mentioned that health advertising is the procedure of empowering visitors to take proactive action over and improve their health. I could facilitated residents' learning by building a rapport and through process I seen their learning styles and knowledge base which made it easy for me to tailor the teaching to their various way of learning. I really believe the teaching period possessed a positive impact in enlightening the residents on the necessity to allow them to improve their diet and life-style differ from the feedback I got by the end of the teaching. I use the humanistic way clearly stating the explanation for the program because I wanted them to have the knowledge in order to take responsibility because of their own health. The program was collaborative and interactive with the residents totally involved in the discussion and requesting appropriate when seeking clarification.
During the analysis Amos noticed that the learning outcome have been achieved and also said that the handouts and leaflets given through the teaching procedure were very useful and helpful. My coach suggested that I possibly could did more and it could have been good, easily possessed used an over head projector. But his responses was encouraging. I put to hurry towards the finish of the period credited to time factors. But I realised that as a student nurse, my professional development is still in progress so when my course develops I am going to become confident in working with this type of situation. My connection with teaching at this juncture will improve my professional practice.
During the procedure I adopted an individual counselling approach based on the Beattie (1991) model, (cited in Ewles and Simnett 2003), which is a mixture of the educational and client centred approach. Matching to Rogers (1983) people experience the world in another way and know their own encounters better than anyone else. Amos' ability to take responsibility for his activities helped to become more independent.
In conclusion, I have been able to assist in a teaching period by building a therapeutic romantic relationship with Amos and through attaining effective communication. I found out from this experience that empowering clients will not mean that nurses should enforce decisions on clients but instead that; they have to encourage and motivate them to achieve a desired final result. I feel the experience was a fascinating one. Looking back on the coaching skills shown and the analysis of the client's need, I believe the aim of the coaching was achieved. The responses received from the learner and my mentor has given me an perception on how to further improve in my teaching in future. I am hoping to use video clips and over head projector in future coaching and to continue using the lecture learnt in educated module to improve my skills and knowledge in my own future role as listed mental health nurse.
