Gibbs Reflection On Urinalysis

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This essay will use Gibbs Reflective Cycle (1988) to reflect upon my learning from the facilitating workplace learning module and my teaching session on urinalysis. Bulman and Schutz (2013) updated Gibbs reflective framework stating reflection is a means of making sense of a situation in order to move on, and improving as a practitioner. We cannot learn without reflecting on what we could have developed further.

Prior to the taught session I read my professional body’s requirements regarding my role as a facilitator of learning. The Nursing and Midwifery council (NMC) Code of Conduct states as registered nurses we must facilitate students in their learning and competencies (NMC, 2015). The NMC (2008) has a document, ‘standards to support
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Welsch and Swann (2002) broke Maslow’s hierarchy into 7 areas. During our teaching session we were asked to analysis our own working/learning environment using these 7 categories. By breaking our environment down into these subsections I became more aware of what was good and bad about my learning environment. With this knowledge I hope to make the learning environment for my students a more positive experience by providing a healthy working environment and discussing what the learner already knows (physiological needs); learner and patient centred teaching, peer support and building a trusting relationship with my student (safety and security); opportunities for the student to meet other members of the team and a friendly atmosphere (affiliation); positive reinforcement and feedback, and recognition (self-esteem); opportunities to reflect on practice, and open communication with colleagues (cognitive); making the learner feel relaxed and comfortable in the environment for the teaching session (aesthetics); and finally reaching their goal to learn in a positive learning environment …show more content…
This got me thinking about how we learn. Rudyard Kipling (1902) wrote a poem called “Six honest serving men”. Their names were: what, why, when, how, where and who. The names in the poem links with the way we learn. What do you want to learn? Why do you want to learn it? When do you want to learn? How do you want to learn? Where do you want to learn? And who are you teaching/learning from? Before teaching a new skill I think I would find it very useful to ask my students those six questions to find out what they want to gain from the experience.

Blooms taxonomy (1956) analyses the way we learn using a pyramid system, starting with knowledge. Knowledge looks at recall and remembering information; comprehension determines if you have understood the information; application shows if you can use and apply the information; analysis identifies and analyses patterns in the information; synthesis uses old concepts to create new ideas; and evaluation assesses theories and reviews comparisons of ideas. By considering how people learn I can consider ways to make the process more affective by breaking my teaching session into the above six sections of

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