Self Evaluation of Teaching Style in Nursing Education

Self Evaluation of Teaching Style in Nursing Education As a Lecturer in acute and critical care I am responsible for the education of adults with a formal registered, recordable qualification within a medical discipline, predominantly nursing and allied professions. I have a varied role, that of my own practice, education in practice and as a Lecturer within a University. I am a registered Nurse and Paramedic with experience of teaching and mentoring others. This critical self evaluation aims to demonstrate a knowledge and understanding of the theoretical educational frameworks and their application to my teaching, mentoring and how this may influence my colleagues and students. My intention is to show my appreciation of pertinent concepts and their application to my teaching style through a range of research into relevant topics. The term â€Å"Education† is derived from the Latin root ‘e out and ‘ducare to lead, so ‘educare has been translated for English interpretation â€Å"To Lead, to bring Forth from that which is within†. Epistemology, a branch of philosophy that investigates the origin, nature, methods and limits of human knowledge has been considered by key thinkers for centuries. Pedagogy is the study of teaching. As an example, Paulo Freire , referred to his teaching of Adults as â€Å"critical pedagogy†. Andragogy, a term initially used by a German Educator in 1883 and developed into a theory by Knowles, is the process of engaging adult learners within a structure of learning. Knowles asserts Andragogy should be considered separately to Pedagogy. Knowles assertion lies in the belief that a Greek translation of pedagogy is â€Å"Child-leading† and Andragogy is â€Å"man leading†. Like all adult learners Nurses, Paramedics and Health Visitors differ widely from one another in their personal characteristics. These differences come from alterations in intelligence, motivation, personality types and our individual learning styles. Human physical development completes at adulthood therefore we could be forgiven for believing that this is the same for psychological development. The main theories underpinning adult learning are from the humanistic approaches of Abraham Maslow and Carl Rogers, Malcolm Knowles and his work on the experiential learning approach within Androgogy, and David Kolbs extension of Knowles work with the Learning Cycle. Pedagogy is the study of teaching. Paulo Freire referred to his teaching of Adults as â€Å"critical pedagogy†. Androgogy is an educational approach characterised by student centred, self directed learning. (Merriam, 2001). Carr (2002) identifies we [humans], are all different and in particular our values, personalities and character are resistant to explanation and understanding. We do not lend ourselves to easy explanation and understanding in terms of the chemical, physical or biological construction. Carr (ibid), considers attempts to categorise education and our learners. He cites the doctrine of Rene Descartes known as Cartesian Dualism, the idea that minds and souls are separate to that of our physical bodies. Curzon (2004) states the most influential taxonomy of learning objectives is that of Bloom, an American psychologist from the University of Chicago, â€Å"Blooms Taxonomy†. Taxonomy is a formal way to classify a subject based on a belief of relationship within. (Curzon, 2004) suggests caution with the semantics surrounding Taxonomy in education. The study of science for example refers to taxonomy as a strictly ordered classification of objects and phenomena. Bloom however classifies areas such as â€Å"Knowledge† and â€Å"synthesis†. These classifications are unlike that of specimens of human anatomy such as a muscle fibre or mitochondria; these may be seen, discussed and placed within a hierarchical order based on size. Placement of ‘analyses or ‘appraisal within a category used by Blooms Taxonomy will lend itself to a degree of subjectivity and appears to support Cartesian Dualism. The great classifiers, Li Shih-Chen (1518-93) and Linnaeus (1707-78) when creating taxonomy reacted subjectively whilst following an ordered fashion (Curzon, 2004). There have been three clear models of learning offered that have been of particular influence in education. Cognivist, Behaviourist, and Humanist. Cognitive, assimilation and accommodation of the world. Behaviourist, a scientific positivist approach to learning. Humanist, wishing to empowered the learner. Piagets theory of cognitive development discusses an intellectuals adaption to an environment while intellect develops. (Piaget and Inhelder, 1969). According to Piaget (ibid) for this adaption to occur there must be a form of organisation within the individual. Schemas (organisational or conceptual patterns of the mind) are ways the individual makes sense of an environment. Schemas are like small inner theories that develop during infancy and become more complex as development continues. When a child is involved in a new situation they will have already formed schemas. They will assimilate the new situation and if the original schema appears inadequate they will modify it in order to make sense of the new situation. For example an apple is green therefore all fruit is green until they are given a banana. Piaget explains this as â€Å"assimilation and accommodation†. Piaget theorises that assimilation and accommodation are in balance and a dynamic process allowing for an individuals learning to develop. Levinson (1986) has further developed a model of adult development. This identifies four major periods and attempts to place adulthood into specific times of change. Levinsons theory, although sound, has yet to be widely accepted. I have taught across Levinsons methodology and unknown to me at the time created schemas (Piaget) of my own in order to engage with the range of adult learners within my groups. An example of this is a day teaching a class of Qualified Nursing Students studying towards a higher degree, the youngest in her early twenties and the oldest in her fifties. I requested feedback on the various teaching styles employed and asked for an anonymous score for each element taught. The day consisted of a variety of Presentations, Quiz style papers, group work and student presentations. I will revisit these results later in this paper while exploring the different ways in which people learn but I am attempting to theorise if older students may be better acquainted with more didactic approaches to education because of internal schemas made in earlier styles of teaching encountered in contrast to the more diverse nature of current teaching processs encountered by younger students? The feedback shows that although the group enjoyed the learning process, the employed seemed to please some more than others. A further consideration of this feedback shows that the older members of the class preferred to sit and listen to a constructed more didactic approach liking the group work and personal research less than the younger students. Rogers seeks to explain different ways adults engage in Education and places them into three categories. (Rogers, A 2002) These categories are listed with examples of my own educational involvement. Formal I deliver formal education for Post Registration students working toward higher academic standard within a university setting. Extra-formal I have taught on Courses run by other learning providers. Students working in mostly unrelated areas but obtaining a certificate. Informal I have taught my hobby to others for their own personal growth. Contributions from Kolb (1984) and Knowles (1984) led to Kolbs Androgogy. Kolbs Androgogy allows for a style of education that includes the experiences of its learners. Students are actively encouraged to consider their experiences and reflect upon them in order to improve learning outcomes and understanding. Reflecting on these experiences will allow for modification of cognitive structures (schemas) and this will enable preparation for the next cycle of experiential learning. Motivation of the student. This is a personal reflective list of my motivation to study the theory of Education and how it relates to practice as an example to be considered as we moved through some of the theory of motivation. My work requires me to achieve a Qualification in Education I want to be an excellent teacher I would like my students to enjoy learning with me I need my students to be able to learn with my guidance. Adult motivation is considered an important factor in the learning process. Theories of motivation assume that adult learning is with purpose and leading toward a goal. To explain motivation we reflect the views of different schools of psychology. The behaviourist views motivation as environmental rather than coming from within an individual. This approach is determined by how well things went before. If attending a course was considered dull and uninteresting they will not return and therefore their course attendance behaviour has been reinforced. Maslow (Maslow, A 1971) published the ‘Theory of Human Motivation. Maslow identifies motivation in an individual as them trying to grow. He believes that at any particular time an individuals behaviour is dominated by the stronger of his/her needs. Maslow arranges these into a hierarchy of needs. Each class of need is stronger than the one above in the hierarchy. The higher up the hierarchy the weaker the need becomes. Progression up is dependent on the individuals needs being met at a particular level. Maslows hierarchy of needs ranges from the very basic needs of food and warmth to the self actualising, the fulfilment of ones potential. If I stop to consider my motivation expressed above against Maslow I can see that I am aiming for self actualising, wanting to be an excellent teacher. I am looking to fulfil my full potential. However at the same time I am fulfilling some more basic needs by requiring a qualification in order to feed my family and pay my mortgage. This seems to disagree with Maslow and his theory that one basic need must be fulfilled before moving on to the weaker higher need? (although, of course I am not without food or shelter, yet!) According to Quinn I am not alone with my critique of Maslows theory. There are many documented incidents of people becoming highly creative despite a lack of basic needs; for example, in concentration camps in World War Two. So this theory suggests that my students will most likely be able to reach their own potential if they are at the top of Maslows hierarchy. If this is true then student accommodation will truly have improved also! The opponent-process theory, (Solomon, 1980); focuses on the emotional state. When an emotional reaction is generated within an individual an opposing reaction is also generated. The opponent- process theory For example a student Paramedic is finding the nervous system difficult to understand but has a Eureka moment; this triggers emotion A and B. Emotion A) pleasure, a student is pleased she now grasps the concept of neuro- transmitters and believes she can understand pain control and maybe pass her course, this also generates an opposite emotional state, B) displeasure but in lesser amounts, she may forget. Emotion B) remains the same at all times but each time emotion A) is triggered it increases in size. I like this theory, in essence it comments that emotions are an act of balance, homeostatic if you will and we can choose to increase the positive aspect of learning experiences creating happy students. Continuity with positive reactions within our students will continue to add to emotion A) allowing it growth and the student to retain a positive outlook with her education and the way it is delivered. This theory also explains why although a student is doing well with their studies they may also feel negative emotions. It has been criticised for being over general but I believe it is useful to understand that both positive and negative emotions are within our students continually but can be offset. I therefore must be mindful that I can also reverse the process leading to unhappy students. Psychologists have attempted to categorise motivation. They are presented under four headings. (Biggs, 1991) Instrumental motivation This type is described by Biggs as extrinsic, students are performing purely to receive a reward, such as a qualification or to avoid a reprimand such as loss of promotion. In order to educate an individual with this type of motivation Biggs suggests that teaching should be seen as constructive. This type of motivation is in complete contrast to intrinsic motivation. Intrinsic motivation These students want to learn for the pleasure of learning. I would link this to Maslows hierarchy and believe a student with purely intrinsic motivation must be, according to Maslow, looking to fulfil their personal potential, (self actualising). Social motivation A drive to please others and receive approval or praise lies behind this form of motivation. The student is generally unconcerned by the qualification but requires the reinforcement activity of the person they consider to be important. This is often someone they respect or admire. Achievement motivation. These students want to achieve success. Achievement motivation is further sub divided by (Ausubel, 1963) Cognitive drive- satisfaction of a believed need to know. Self enhancement- satisfying a need for self esteem Affiliation- seeking approval from others. How we Learn Kaminsky, James S, A New History of Educational Philosophy, Westport, CN: Greenwood Press. Carr, David 2002, Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching, Taylor Francis, Available from: http://lib.myilibrary.com/Browse/open.asp?ID=11208loc=iii8 December 20 Curzon, L.B 2004, Teaching in Further education: An Outline of Principles and Practice, 6th Edition. Continuum London. New York Merriam, S.B. (2001) Androgogy and self directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, Vol98. Kaufman DM, Mann KV, Jennett PA. 2000. Teaching and learning in medical education: How theory can inform practice. Edinburgh UK: Association for Studies in Medical Education, Rogers, A 1996, Teaching Adults, 3rd Edition, Open University Press Levinson, D.J (1978) Seasons of a Mans Life. New York: Knopf. Solomon, R.L. and Corbit, J.D (1974) An opponent process theory of acquired motivation, American Psychologist, 35, 119-41 Solomon, R.L. (1980) The opponent process theory of acquired motivation: the costs of pleasure and the benefits of pain, American Psychologist, 35, 691-712 Maslow, A. (1971), The farther reaches of Human Nature, penguin,Harmondesworth. Biggs, J.B. (1991), Teaching for Learning, Hawthorn, Victoria, Acer Ausubel (1963), The Psychology of Meaningful Verbal Learning. New York: Grune and Stratton Light, G and Cox,R (2001), Learning and Teaching in Higher Education-The Reflective Professional, London, Sage Publications

Chase.coms Quest for a Global Web Presence Essay -- Papers

Chase.com's Quest for a Global Web Presence Overview ======== Chase.com and Chase Manhattan together are an international powerhouse in commercial banking. The bank has been continually growing since the merger in 1955 between The Chase National Bank and The Bank of Manhattan Company; another merger with the Chemical Banking Company of New York in 1996 made Chase the largest bank holding company in the US. It was the takeover of J.P Morgan in 2000, which lead to Chase becoming the powerhouse of international banking. ====================================================================== Reasons for development ======================= Two of the major problems that Chase Manhattan faced were due to changes in the general business environment. Â · Globalisation is fast becoming a reality and therefore Chase's domestic customers were now competing with rivals all over the world. Chase in turn had to be able to offer these customers top-quality service wherever they were doing business. Â · Advances in telecommunications, including the growth of the Internet, forced Chase (as well as all other major banks) to use telecommunications to compete globally. Chase Manhattan had no choice but to expand and set up Chase.com due to the changing global economy. The internet has fast become used in every business all over the world and in order for Chase to keep in touch with it's customers and to keep ahead of its competitors it has to optimise business and links to noncore services. Before a new system can be successfully implemented, the characteristics of the company need to be evaluated to see what type ... ... process of implementing a system be to the requirements established by Chase to their ASP? Chase is demanding that the website enables it to have a competitive edge. The system solution is proposing to maintain a fully updated system which will be built on an established technological position, this will provide Chase with a world-class website to help them maintain their respected name in banking and provide them with a competitive edge over others. The solution will make Chase's business completely Internet enabled by providing account information, portals for banking and portfolio and currency management. With the option of updating the system when required to keep Chase ahead of competitors the ASP's suggested solution has all the characteristics of a successful partnership with Chase and its requirements. Chase.com's Quest for a Global Web Presence Essay -- Papers Chase.com's Quest for a Global Web Presence Overview ======== Chase.com and Chase Manhattan together are an international powerhouse in commercial banking. The bank has been continually growing since the merger in 1955 between The Chase National Bank and The Bank of Manhattan Company; another merger with the Chemical Banking Company of New York in 1996 made Chase the largest bank holding company in the US. It was the takeover of J.P Morgan in 2000, which lead to Chase becoming the powerhouse of international banking. ====================================================================== Reasons for development ======================= Two of the major problems that Chase Manhattan faced were due to changes in the general business environment. Â · Globalisation is fast becoming a reality and therefore Chase's domestic customers were now competing with rivals all over the world. Chase in turn had to be able to offer these customers top-quality service wherever they were doing business. Â · Advances in telecommunications, including the growth of the Internet, forced Chase (as well as all other major banks) to use telecommunications to compete globally. Chase Manhattan had no choice but to expand and set up Chase.com due to the changing global economy. The internet has fast become used in every business all over the world and in order for Chase to keep in touch with it's customers and to keep ahead of its competitors it has to optimise business and links to noncore services. Before a new system can be successfully implemented, the characteristics of the company need to be evaluated to see what type ... ... process of implementing a system be to the requirements established by Chase to their ASP? Chase is demanding that the website enables it to have a competitive edge. The system solution is proposing to maintain a fully updated system which will be built on an established technological position, this will provide Chase with a world-class website to help them maintain their respected name in banking and provide them with a competitive edge over others. The solution will make Chase's business completely Internet enabled by providing account information, portals for banking and portfolio and currency management. With the option of updating the system when required to keep Chase ahead of competitors the ASP's suggested solution has all the characteristics of a successful partnership with Chase and its requirements.

Abraham Lincoln and the Struggle for Union and Emancipation

DBQ: Abraham Lincoln and the Struggle for Union and Emancipation, 1861-1865 Lincoln began the civil war claiming to want only to preserve the union, and I think that saving the union was his main goal, but I think even from the beginning, slavery played a part in the start of the war too and another one of his goals was to gradually get rid of slavery. I think as time went on, it started to have a bigger and bigger role in the war, but I don’t think the goal of ending slavery every surpassed his goal of saving the union. He did whatever he thought it would take to save the union, and he also managed to end slavery while doing it.Lincoln knew that slavery was an issue from the beginning, and he wanted to stop it, but wasn’t making an incredibly big deal out of it at first. in March of 1862, Lincoln addressed congress (Doc A), and was encouraging congress to offer compensation to any state that was gradually abolishing slavery, which showed that he didn’t want slav ery anymore, but wasn’t pushing too hard for it and was making it so that there wasn’t any punishment for not abolishing slavery, but that there was a reward for those that were trying to abolish slavery.In a letter to Horace Greeley in August of 1862, he said, â€Å"if I could save the union without freeing any slave I would do it; and if I could save it by freeing all of the slaves, I would do it; and if I could save it by freeing some and leaving others I would also do that. † this again proves that he knew that slavery was a problem and was an inevitable part of the war, but that his primary focus was to save the union, and then worry about the slavery issue later on. He was also trying to keep the Border States happy, not obviously just focusing on freeing the slaves.He did want to gradually abolish slavery but it wasn’t his main goal at the time. Lincoln came to believe that the emancipation proclamation would actually help save the union. There are several different things that the abolishment of slavery could do that would be good for the union and would help keep the union together. In a speech from Lincoln to a Committee of Religious Denominations of Chicago on September 13, 1862, (Doc B) Lincoln talked about how the abolition of slavery would help keep Europe from supporting the south.He also said it would be good for helping the union win the war because without the blacks laboring for the southerners, the south would have an even harder time growing food and getting the things that they need to survive, it’s hard enough with a labor force helping out the south, but if all that labor was taken away from them, then the south would be ruined. He also believed that emancipation would help in saving the union because it would bring in more men that were willing to fight.In a speech from Lincoln to members of the Democratic Party on August 26, 1863 (Doc G), Lincoln said â€Å"You say you will not fight to free Negroes . Some of them seem willing to fight for you, but, no matter. Fight you, then, exclusively to save the union. I issued the proclamation on purpose to aid you in saving the union. † So he was saying that since white men weren’t willing to â€Å"fight to free Negroes† he had to issue the proclamation of emancipation freeing the blacks, therefore making it so that there were more men available to fight and to fight willingly for their freedom, and for the union to stay together.The emancipation proclamation helped in pretty significant ways to save the union. Everyone kept thinking that Lincoln started to put his desire for slavery to end, over his desire to save the union. They all thought that his goal had changed and all he cared about was freeing the blacks when, in fact, his goal of saving the union was always there and was always greater than the slavery issue. Granted, he did want to end slavery and he did what he could to end slavery, but that wasn’t his primary goal. He wanted more than anything to keep the union together.In a speech by Frederick Douglas delivered at the unveiling of the Freedmen’s monument in memory of Abraham Lincoln (Doc K) Douglas said, â€Å"he was preeminently the white man’s president, entirely devoted to the welfare of white men. He was ready and willing at any time during the first years of his administration to deny, postpone, and sacrifice the rights of humanity in the colored people to promote the welfare of the white people of this country. † He is saying that no matter what, Lincoln was doing everything for the whites. He would do to the blacks whatever it took to do what is good for the white men.The white men were his top priority. Even though Lincoln’s goals slightly shifted from being almost entirely only wanting the security of the union to wanting slavery to end, he never lost sight of his main goal. The entire time he wanted, more than anything, to save the union . He did whatever he needed to do to save it, even if some people disagreed on if he made the best choices or not. The war was not about his desire for the abolition of slavery. It was about saving the union, and he ended up being able to abolish slavery along with saving the union.

`` The Pale Face Of A Young Woman `` By Charles Dickens

Hardships are hard ships to sail. People of every nation and tongue have faced difficult times and life itself seemed hectic. In Victorian England, people often experienced difficulties just to survive. Poverty was a force that struck Victorian England with all of its might. Poverty is the state of being extremely poor and unable to provide for oneself. Trials and tribulations that one who is poverty stricken may encounter are vividly demonstrated in Charles Dickens’ novel Oliver Twist. Questions to consider when trying to understand this common lifestyle during the Victorian Era would be who lived in poverty, what was their lifestyle, and what were their living conditions. Since poverty was so common †¦ Those who lived in poverty were orphans, ones who could hardly provide for their family, and ones who were born into a poor family. In the novel Oliver Twist, the character Oliver was an orphan. During the Victorian Era, most women died during childbirth, either from dise ase or from the unsanitary practices. In Oliver Twist, Dickens stated, â€Å"The pale face of a young woman was raised feebly from the pillow; and a faint voice imperfectly articulated the words, ‘Let me see the child, and die,’† (Dickens, 4). Because of the death of Oliver’s mother, by default, he was destined to be poor. In The Mother’s Prayer by Emily Macirone, a mother had just given birth and was looking to die. Instead of praying for where she would spend eternity, she prayed for the future of her newbornShow MoreRelatedVictorian Societys Treatment of the Poor in Oliver Twist Essay2510 Words   |  11 PagesHow does Charles Dickens expose Victorian societys awful treatment of the poor? In my essay I am going to talk about the way Charles Dickens uses Oliver Twist to expose the maltreatment of the poor, by analysing the text. 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