Analysis On Strategies Used To Facilitate Workplace Learning Nursing Essay

Analysis On Strategies Used To Facilitate Workplace Learning Nursing Essay The aim of this assignment is to reflect on and analyse, strategies used to facilitate learning with a newly qualified member of staff in the authors working environment. The new member of staff will be referred to as the student during this assignment. This paper will show how one particular teaching session relates to theories of learning. Reflection has been defined by Taylor ( 2000 ) as : The throwing back of thoughts and memories, in cognitive acts such as thinking, contemplation, meditation and any other form of attentive consideration, in order to make sense of them, and so make contextually appropriate changes if required. However, the definitions from Boyd Fales (1983) and Dewey (1996), who considers that it is purposeful activity in thinking about an experience, through which learning takes place. Boyd and Fales focus more on self development. Here reflection does not only add to our knowledge but challenges the concepts and theories we hold. Furthermore as a result we dont see more, we see differently. The reflective process is at least to some degree conscious, but may not be verbalized. The author also, believes and agrees with John (2004), that reflection is often triggered by feelings and greatly influences decision making. This emphasises the importance of reflection in practice. The English National Board (ENB) and the Department of Health (DOH) 2001 defined a mentor as: denoting the role of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in practice setting would seem to be the most appropriate one to use. DOH (2001) identified that mentors need to possess a wide range of skills and to undergo a more dynamic Candidate Number 2350818 preparation in order to equip students for their working life in todays modernised, demanding National Health Services (NHS). Although this is the definition that exemplify the entirety of the mentoring role. The author feels this definition gives a somewhat rigid approach to being a mentor and find agreeable to the definition by Morton-Cooper and Palmer (2000) who states A mentor is someone who provides an enabling relationship that facilitates anothers personal growth towards competent practice and high standard making the learning experience an enjoyable and mentally fulfilling. This definition encompasses the emotional and personal part of the relationship, whether positive or negative, which the author feels is of the greatest possible degree of importance for a beneficial learning experience for both the learner and the mentor. In Intensive Care Unit (ICU), all new members of staff must have completed four weeks of supernumerary period to acquire the necessary knowledge and skills to safely look after a critically ill patient. In planning to teach my student, The author need to accomplish three important aims as discussed by Wong et al, (1998); Conway and McMillan, (2000); cited in Jackson and Mannix (2001) p270, provide student with the opportunity to develop their clinical skills; Integrate theory and practice; and, assist their socialization into nursing. Prior to undertaking teaching of the student, the author ensured that the student had set realistic goals and clear learning objectives and also, encouraged to question things that were not clear or difficult to understand. After much consideration based on the students learning needs, it was reciprocally agreed that the skill of zeroing of CVP and Arterial line would be one of the essential skills taught in ICU. (Appendix II) The learner expressed the need to learn this particular skills, and Rogers (1996) views that learning is accomplished when a person feel a need, makes effort to meet that need, and feels satisfaction with the result of his effort. The student appeared keen to learn, and Hinchcliff (2001), views motivation as the major factor that encourages students to learn, and Oliver and Endersby (1994), see motivation as one of the most basic conditions for learning. Motivation is heavily influenced by need, and Gross (2005) believes Candidate Number 2350818 that how the motives underpinning behaviour are interpreted, depend upon the position of the work of a theorist or psychologist. Maslow (1970), while theorising human need, recognised that only when the needs lower down in the hierarchy are satisfied, the higher need will be met. The Intensive Care Unit is often very busy and stressful, and within the role of educator the author was very aware that the learner needed time away from the unit to wind down, as she could be very easily become over tired. On reflection, this connects with the evaluation process of Gibbs reflective cycle, in ascertaining what was good about the experience. The ICU has its own staff lounge away from the unit where tea and coffee is provided. Frequent breaks, comfortable chairs, a television, and availability of refreshments are what Rogers, cited in Downie (2003) views as necessary for providing human comfort and resulting in meeting physiological needs. Maslows theory made a significant contribution of humanist thinking and the self actualization. The learning outcomes developed from our discussion wer e for the student to; Increase knowledge of zeroing CVP/Arterial Lines; Prepare resources and equipment correctly with minimal prompting or assistance; carrying out the procedure using aseptic technique, efficiently and record the nursing procedure in the care plan or patient record. (Appendix III) In order to do this, the author needed to look at the nature of the learning process. It is therefore crucial when setting out to undertake a mentoring role that there is an understanding of the way the adults learn. Learning can be defined formally as the act, process, or experience of gaining knowledge or skills Conner, (1997). Facilitation of learning is defined by the Royal College of Nursing, RCN as a well-planned learning opportunity with the provision to coach and support students RCN, (2002). This is supported by the Department of Health DOH, which adds that facilitation of learning allows students to develop opportunities to identify experiences that meet their learning needs DOH, (2001). Facilitation of adult learning is described by Banning (cited on Warren 2010) as the ideas and theories that are accredited to prior experiences which need to be complemented by interaction and adult-orientated strategies. A successful mentor is able to transform previous experiences via Candidate Number 2350818 experimental learning, enabling the student to make sense and learn from the experiences gained. However, facilitating student learning is not always easy in practice. Garrison et al (2004) remind us that while teaching the nursing leaders of the future, we do so in chaotic setting which is, in effect, an unhelpful learning environment. More recently, Swinny and Brady (cited on Warren 2010) found that, on a ward setting, mentors have difficulty finding time to teach because of the busy and demanding nature of clinical environment. An understanding of some theories is helpful to a mentor as it provides them with an opportunity to examine their own beliefs and assumptions about people, knowledge, motivation, environment, assessment and other factors necessary with learning Nicklin and Kenworthy, (2000). Learning help us move from novice to expert and allow us to gain new knowledge and ability. Benner, (1984). These theories provide framework for studying the processes associated with learning. Learning theories of behaviourism, cognitivism and humanism have attempted to provide explanation about learning that applies to people in general. In order to see the full potential in learning, knowledge of such theories are crucial to the success of the individual learner. Behaviourism argues that nearly all behaviour is learned. It is based on what is referred to as stimulus /response learning and originates with the Russian psychologist, Pavlovs work with the dogs whereby he linked one stimulus meat powder to a seco nd stimulus, the sound of a bell. This produced a salivation response and ultimately the dogs would salivate at the sound of the bell even in the absence of the meat powder. This experimentation produced Pavlovs theory of Classical Conditioning McKenna, (1995). The social learning theory developed by Albert Bandura could be useful within the affective areas of nursing in as much as the mentor behaves in ways he wants the learner to imitate, as a role modelling Knowles, (1990). He stressed the importance of modelling other behaviours, which is known as observational learning cited by Bahn, (2001). Because it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioural frameworks. Drawing upon humanistic psychology and behaviourism, Malcolm Knowles contributed to the art and science Candidate Number 2350818 of teaching adults, otherwise known as andragogy. This is in direct contrast to pedagogy which literally means a leader of children. Knowles bases his approach on his own observations on the differences between teaching adults and children. He argues that traditional education methods, with their emphasis on the teacher do not prepare the learner with the facility for lifelong learning. Knowles however does acknowledge that andragogy and pedagogy can work together, that could both be relevant for children and adult subject to circumstances and provided that the overall approach is andragogical. Pedagogical methods may be suitable is when new concept are being introduced to students Quinn, (2000). A day was planned in advance when the teaching would take place. The author had met on several occasions with the student therefore an introduction had been made. The author felt that effective communication is essential to facilitate learning, therefore adapted a friendly and approachable manner. (Appendix II) This view is supported by McKimm, J. (2007) who believes the learner is able to express their views and make errors when a sociable atmosphere is set and maintained. McKimm, J. (2007) also discusses the concept of teaching by humiliation and the author is very aware from past experience, of the negative effect of power relations, and so becoming more sensitive to the needs of the student. As a good example, the student had seen the procedure of zeroing the CVP line, carried out previously as a part of the daily routine with the mentor/author but had neither performed it nor understood the relevance of it. The author therefore decided that a written instruction for priming and zeroing of arterial/CVP line would be produced explaining why we zero the transducer and a detailed guide how to do the procedure. (Appendix III) While reflecting, this manifest aspect of learning period, and fits in with the evaluation phase of Gibbs reflective cycle (1988). Conversely, a negative experience was perceived during the evaluation phase of reflection when unfortunately the day set for the teaching session to take place was discontinued as the unit became very busy, involuntarily the author to asked for change of shift for a convenient day for the student. Subsequently the teaching session was Candidate Number 2350818 varied for the following day, which caused a huge amount of stress and anxiety as the student was psychologically prepared for the teaching to take place on that set day, not the next. The concept of stress and anxiety is a key psychological factor that influences teaching Quinn, (2000), and is a displeasing emotion occurring when threat or harm is anticipated, and results in generalised increased change of state. Individuals have a best level of change of state, under- change level of state results in a decreased level of learning performance and over-change of state an increased level of learning performance. Gross (2005) views that a complete absence of stress can be harmful, when humans are so relaxed they do not see a harmful situation developing, and a moderate amount of stress maintains alertness, providing energy requited to maintain interest and explore our environment. Therefore, stress is extremely detrimental when humans become stretched beyond their limit Gross, (2005). To complete the teaching session the student was given the opportunity to feed back and reflect on her learning experience. It seems that she felt the teaching session to be very helpful on her daily routine assessment and build her confidence. This has allowed the author to be productive in achieving personal goals set out in the learning contract (Appendix I ) and expects mentoring in the forthcoming. In conclusion, the author has gained an insight through reflection into the many different learning theories and strategies for learning that exist to aid in his forthcoming student. A surroundings that is beneficial, sociable and accommodating for learning. The improvement of knowledge and skills, sharing teaching and learning, and reflecting upon them both privately and with other mentors can embrace the personal and professional growth that one day all students will achieve. I I

Pidgins and Creoles Essay

Note to the Customer I’m sorry the essay cannot be revised as you say. It was an urgent order, so books could not be found. Moreover, you didn’t say that you wanted a critical analysis of the pidgins and Creoles. Revisions are only possible if the writer fails to follow the original instructions. In your next order please mention that you would like books to be used, and whether the discussion should be descriptive or analytical. Best regards, Pidgins and Creoles A pidgin is defined as a language that has been simplified from at least two different languages.   Referred to as a contact language, a pidgin may be used by those who do not originate in a given geographical area and must therefore develop a common language to be spoken in the area.   All the same, pidgin is used sparingly.   Its structure is rather simplistic.   Seeing that it serves a â€Å"simplistic purpose,† a pidgin dies out rather easily (Pidgins and Creoles, 1997). If people manage to use a pidgin for a long time, however, the contact language is expected to become richer and more complex in terms of vocabulary and structure.   In that case, the pidgin is said to have evolved.   Children may learn the evolved pidgin as their very first language or mother tongue.   If this happens, the pidgin has managed to turn into a Creole.   An example of a Creole is Tok Pisin, a language of Papua New Guinea, which was a pidgin before it turned into a national language (Pidgins and Creoles, 1997). Stafford notes that pidgins and Creoles are mostly used in third world nations because of the dramatic changes in the social and political environment experienced by the communities there.   Moreover, most of the pidgins and Creoles in the developing regions, for example, in South East Asia, are based on languages of Europe.   English, French, and Spanish are very much associated with the pidgins and Creoles of the third world.   This is because Europeans had spent time a great deal of time in the developing world.   Ã‚  Ã‚  Ã‚   Pidgins are often created for communication between immigrants and natives or missionaries and locals (Stafford).   As the pidgin evolves, the contact language develops its own grammatical rules.   Typically it is the children who must get together to formulate grammatical rules for the pidgin that they have accepted as their first language.   The fact that the Creole is generally formed without the influence of adults reveals that the formulation of grammatical rules and the application of structure to a certain language is innate behavior (Pidgin and Creole).   Ã‚  Ã‚  Ã‚   â€Å"Insufficient education† is another reason why people of a certain region may have to develop a pidgin, and subsequently a Creole, so as to communicate with a new group of people they have come into contact with (Pidgin and Creole).   It is estimated that between ten to fifteen million people in the world speak languages that are considered creolized.   As an example, Creole based on French is spoken by seven million people in the world. These people may be found in Haiti, the French Overseas Departments of Guadeloupe, Mauritius, Martinique, Guyana, Reunion, Dominica, St. Lucia, and many islands of the Caribbean that have been influenced by the British, in addition to southwestern Louisiana (Mauritian Creole, 2005).   In the case of the pidgins that were created by these people, most probably to communicate with the Europeans they had come into contact with; French was considered the superstrate language.   If there were minority languages that contributed to the creation of a pidgin, the languages were referred to as subtrate languages (Pidgins and Creoles, 1997).   Ã‚  Ã‚  Ã‚   Regardless of the kinds of languages that were used in the creation of pidgins and Creoles, the fact remains that human beings have an essential need to communicate with one another.   Human beings do not appreciate invaders, so therefore people in the third world had by and large rejected the presence of the colonialists.   Nevertheless, they had to learn to communicate with the people who had become dominant on their lands.   Whether they had to communicate with the foreigners because the latter controlled their economic resources or otherwise, it may be inferred from this discussion that pidgins and Creoles would be created for as long as human civilization exists on earth.   Man is a social animal, after all. References Mauritian Creole. (2005). Pidgins and Creoles. Retrieved Dec 1, 2007, from http://kreol.mu/CreoleLanguages.htm. Patrick, P. L. (2004, Nov 14). Pidgin and Creole Languages: Origin and Relationships. Intro Sociolinguistics. Retrieved Dec 1, 2007, from http://privatewww.essex.ac.uk/~patrickp/Courses/PCs/IntroPidginsCreoles.htm. Pidgin and Creole. Retrieved Dec 1, 2007, from http://www.hevanet.com/alexwest/pidgin.html. Pidgins and Creoles. Retrieved Dec 1, 2007, from http://www.uni- due.de/SVE/VARS_PidginsAndCreoles.htm. Pidgins and Creoles. (1997, Feb 25). Retrieved Dec 1, 2007, from http://logos.uoregon.edu/explore/socioling/pidgin.html. Stafford, A. Pidgins and Creoles. Retrieved Dec 1, 2007, from http://www.mnsu.edu/emuseum/cultural/language/pidgcreol.html.

A Flavorful Vegetarian Experience Essay

Consuming a full-on vegetarian meal might not sound appetizing for some of us meat-lovers, but a visit to this all vegetarian restaurant might change your outlook on healthy, humane choices of eating. This essay is based on a restaurant called â€Å"Udupi Palace†. It is indeed an Indian cuisine that serves strictly vegetarian dishes and is located in San Francisco. They serve a wide variety of dishes ranging from curries, soups, rice plates, appetizers and a handful of different desserts at affordable prices. It might seem sketchy at first to attempt to enjoy a meal at an all vegan restaurant, but if you keep an open mind and give it a chance, you might find that it is just as delicious as any meat entrees, anywhere. If you are looking to broaden your horizon to vegan food choices, this particular restaurant should be at the top of your checklist. The overall look of the restaurant is quite clean and crisp and the dà ©cor is plain yet tasteful. As you are walking in, you can smell the delicious aroma of different spices. Each table is decorated with a vase of flowers which makes the restaurant feel a bit more than just your casual, every day joint. There are a number of tasteful paintings on the wall which is interesting, and it gives the restaurant a more vibrant and polished feel. As for the surroundings, there is a variety of different genre of music playing in the background; it is faint, but clear. Although the overall look and feel of the atmosphere is pleasant and uplifting, the environment is not appropriate if you are looking to enjoy a quiet evening, but the sounds of the restaurant are yet bearable. The service is impeccable, thus your experience will be wonderful. The menu can be a bit overwhelming if you don’t have much knowledge about Indian food, but that won’t be a problem since the servers are tremendously helpful and informative. As for my experience, my server came with a warming, welcoming smile on his face and answered all the questions that were asked about the dis hes on the menu with much patience. The servers are attentive and extremely accommodating so expect your water glass to be filled frequently with water that tastes of citrus, in which shows they take time and effort to satisfy their customers. The food is served on a metal platter and plates which give an authentic Indian cuisine feel, as opposed to regular tableware I see in a lot of other Indian restaurants. A dish I would recommend is the Rava Masala Dosa; it is served with an array of different chutneys (dips). If you don’t know what Rava Masala Dosa is, it is basically a crepe stuffed with potatoes, onions and spices. It is crispy on the outside and warm and savory on the inside with just the right amount of spiciness and tartness. I would also recommend the Special Vegetable Curry which is made of fresh vegetables cooked in spicy curry sauce and coconut sauce. It has a distinctive taste, but is quite exquisite in my opinion. The taste of coconut is not too overpowering like other coconut based curry dishes form other places. The quality, presentation, and the taste of the food are a well-deserved five stars. In this economy, paying a high price for lunch or dinner is much hesitated but at â€Å"Udupi Palace† that won’t be a problem. Because of their affordable prices, you won’t have to give up quality for affordability. If you are looking to stretch your dollar, â€Å"Udupi Place† is the right place to go to because the portions are generous and in addition to that, the average price of the dishes is at a low cost under $10. Vegetarian food is a healthier, and a humane choice of eating. Studies show that vegetarians are much healthier and live longer due to the decrease in intake of toxins and drugs ingested by farm animals. It is better for your body because it lowers your cholesterol intake, thus reduces the risk for heart diseases such as heart attack or stroke due to excessive meat. It is also better for the environment because meat production is very resource consuming and also inhumane. This restaurant demonstrates that eating humane is possible without giving up flavor and succulence you get from eating meat. The food, the service and the price is impeccable. If you have doubts on whether you would enjoy a vegetarian meal, giving this vegan restaurant a try will make all your doubts go away. I would recommend this place to everybody, not just to the vegetarians, but also the folks that love to eat meat. I encourage the people that are hesitant about trying vegan food to give this place a chance. It might change your outlook on the possibility of going vegan or at least cutting down on meat. I would say, after giving this restaurant a try myself, I feel it is more possible for myself to convert to becoming a vegetarian.

Ostpolitik West Germany Talks to the East

Ostpolitik was a political and diplomatic policy of West Germany (which, at that time, was a state independent of East Germany) towards Eastern Europe and the USSR, which sought closer ties (economic and political) between the two and recognition of the current boundaries (including the German Democratic Republic as a state) in the hope of a long term ‘thaw’ in the Cold War and eventual reunification of Germany. The Division of Germany: East and West At the end of the Second World War, Germany was being assaulted from the west, by the US, UK and allies, and from the east, by the Soviet Union. While in the west the allies were liberating the countries they fought through, in the east Stalin and the USSR was conquering land. This became clear in the aftermath of the war, when the west saw democratic nations reconstructed, while in the east the USSR established puppet states. Germany was a target of them both, and a decision was taken to divide Germany into several units, one turning into the democratic West Germany and another, run by the Soviets, turning into the inaccurately described German Democratic Republic, aka East Germany. Global Tensions and Cold War The democratic west and the communist east werent just mismatched neighbors that used to be one country, they were the heart of a new war, a cold war. The west and east began to align into hypocritical democrats and dictatorial communists, and in Berlin, which was in East Germany but divided among the allies and the soviets, a wall was built to divide the two. Needless to say, while the tensions of the Cold War shifted to other areas in the world, the two Germanys remained at odds but closely intertwined. The Answer Is Ostpolitik: Talking to the East Politicians had a choice. Try and work together, or move to the extremes of the Cold War. Ostpolitik was the result of an attempt to do the former, believing that finding agreement and moving slowly towards reconciliation was the best way to solve the issues finding the Germanys. The policy is most closely associated with West German Foreign Minister, then Chancellor, Willy Brandt, who pushed the policy forwards in the late 1960s/1970s, producing, among others, the Moscow Treaty between West Germany and the USSR, the Prague treaty with Poland, and the Basic Treaty with the GDR, forging closer ties. Its a matter of debate how much Ostpolitik helped end the Cold War, and many English language works put the emphasis on the actions of the Americans (such as Reagans budget troubling Star Wars) and the Russians. But Ostpolitik was a bold move in a world that was facing a split to the extremes, and the world did see the fall of the Berlin Wall and a reunited Germany, which has proved very successful. Willy Brandt is still very well regarded internationally.