All posts by pavankooner

PIDP reflection

I have completed 4 courses in the PIDP program and am very excited to complete the remaining courses because I have learned a lot from them. I have learned many strategies that will help in the classroom but one strategy that I will be using is creating a community that is supportive inside and outside the classroom. This strategy was discussed in Instructional strategies and I think it is very important. To create a community inside the classroom it is helpful to have checkins with the class daily as a round table discussion. Outside the classroom a forum can be created to discuss issues and to use it as a resource of things students have found and want to share. I look forward to gaining more insight in the world of education.

Lectures-another perspective

Lectures are sometimes imperative in nursing education as they can potentially clarify difficult concepts, organize thinking, promote problem solving, and challenge attitudes (Di Leonardi, 2007). Lectures can be beneficial to save time and deliver more content to a larger group at one time (Oermann, 2007).Lectures are considered teacher centered with students as passive learners but they can be used to present ideas and then use group work to explore the content as a group (Oermann, 2007). If we instill opportunities to critically think, explore alternative perspectives, and examine difference decisions they become active learners. I have been taught through lecturing multiple times and cannot think of one specific example of what they did to engage me in the lecture. However, I enjoyed the do not list presented by Di Leonardi (2007) in his article, “Tips for facilitating learning: The lecture deserves some respect”. There are a few points that Di Leonardi (2007) mentions that I have found ineffective such as, not using a monotone voice and reading every point on the slide word for word.

Di Leonardi, B. C. (2007). Tips for facilitating learning: The lecture deserves some respect. The Journal of Continuing Education in Nursing, 38(4), 154-161.

Oermann, M. H. (2007). Lectures for active learning in nursing education. In L. E. Young & B. L. Paterson (Eds.), Teaching nursing: Developing a student-centered learning environment (pp. 97-115). New York: Lippincott, Williams & Wilkins.

Ethics in Education

Professional ethics is very important in nursing education because nurses have a code of ethics to follow. When evaluating students the code of ethics is always in the back of my head. I always question whether the students we teach will provide safe, ethical care to our patients. I have a ethical obligation to ensure the safety of the public and my students in nursing. This can be very difficult when teaching clinical because the struggle between being supportive to students but at the same time ensuring the publics safety can be tricky. The decision to let someone practice when you are not 100% confident in their ability yet can be an unethical dilemma with no easy guidelines to follow. When I read through Kidder’s nine steps in decision making process I realized that at times this may help me clear my mind and make a better decision.

Lifelong learning

As a registered nurse I think lifelong learning is very important and the backbone to providing safe, competent, and ethical care. Registered nurses are self regulated professionals but they are required, in order to keep their license, to ensure they are staying current with evidence based research. Lifelong learning is important because that is how nurses stay current in their practice and ensure they are providing care that is supported by science.

Lecturing Creatively

I was surprised by the comment made by Brookfield, lectures (teacher talk) are not by definition oppressive and authoritarian. As an educator we are always told that lectures are ineffective and we should avoid lecturing. Lecturing can be beneficial when we make our intentions clear about what we are trying to achieve. Brookfield explains that a lecture should begin with the purpose of the lecture being explained. Lectures can be used to provide examples for and explain concepts learners struggle to understand, to introduce alternative perspectives and interpretations, to model intellectual attitudes and behaviors you wish to encourage in students, and to encourage learners interest in a topic. A few tips for lecturing that I personally found useful in Brookfield’s chapter is to deliberately introduce periods of silence and to break lectures up in period of 10 minutes. Furthermore to get students to engage rather than be passive listeners we should begin a lecture with a question and end it with some that have been left unanswered.

Brookfield, S. (2015). The skillful teacher: on technique, trust, and responsiveness in the    classroom. 3rd edition. Jossey-Bass: San Fransisco, California

Understanding students resistance to Learning

Brookfield mentions a quote by Britzman that states “everything depends on the teacher” and he writes that he feels responsible for students resistance to learning because it must have stemmed by something he said but he realizes it can do with things outside of the sphere of his control. The fear of change causes resistance in students. Brookfield states that we should place ourselves, as the instructor, in our students shoes and consider learning something we find confusing, irrelevant, or difficult. Considering how we felt as learners is an important lens and can help us understand how to respond to students better. Furthermore, it is important to set realistic expectations of ourselves because we may not be able to change the resistance our students feel.  Brookfield mentions many factors to why resistance may occur such as poor self image of learners, fear of the unknown, a normal rhythm of learning, a disjunction of learning and teaching styles, and apparent irrelevance of the learning activity, lev el of required learning is inappropriate, fear of looking foolish in public, cultural suicide, lack of clarity in teachers instruction, and students dislike of teachers. There are many factors that need to be considered when understanding resistance.

Brookfield, S. (2015). The skillful teacher: on technique, trust, and responsiveness in the    classroom. 3rd edition. Jossey-Bass: San Fransisco, California