Implementation and Evaluation of Teaching (Essay Sample)

Implementation and Evaluation of Teaching
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Introduction
The instructional session to improve ECG arrhythmias interpretation recognizes that there is a need to improve competency and knowledge retention.  When participants are able to correctly identify the results of arrhythmias strips then the education intervention is seen as a success. Education sessions on ECG interpretation are important indicators of various types of arrhythmias, making it easier to identify the most effective antiarrhythmic drugs (Sanoski, 2010). As such evidence of teaching to facilitate implementation and evaluation of teaching is critical to the success of teaching sessions as well as demonstration of effectiveness of teaching in light of participants needs.  Additionally, reflective teaching helps to improve teaching strategies since the teacher and the participants can actively participate in learning through reflecting on their experiences and learning. This is a critical reflection and analysis on implementation and evaluation of teaching.
Reflection, learning and professional development
Lack of training and deficiency in knowledge about ECG results to inadequate ECG interpretation skills (Raupach et al., 2010). Hence, education interventions are vital to improve nurses’ decision making and judgment. Providing educational opportunities to nurses facilitates implementation of individualized care, and the education sessions were appropriate interventions. As nurses gain knowledge it is expected that they will be more concerned with improving standard of care for arrhythmias. Positive changes associated with the education sessions enable nurses to develop skills as demonstrated by successful application of ECG. The implementation of the teaching plan should ideally improve practice toward arrhythmias with participants being able to monitor cardiac conditions and rely on the results of the ECG.
The process of reflection can be pointless if one does not have the right attitude, since willingness to reflect on nursing practice should enhance improvement and development (Chalikandy, 2014).  Since reflection may necessitate change, it can be threatening, but the teachers and learners need to recognize the successes of the education sessions. Equally, identifying areas that require improvement require critical reflection. According to Gustafsson & Fagerberg (2009), refection does not only facilitate learning, but also improves nursing practice since nurses are more likely to adopt changes. Having the right mental attitude ensures that the reflection process is a success since then one can make decisions based on observation as well as critical analysis of teaching and learning (Berterö, 2010). Overall, motivation and the right mental attitude are essential aspects for reflective practitioners.
In order to implement the teaching plan, it was found necessary to highlight on the learning objectives as they were related to learning outcomes for the teaching sessions. Hence, the teaching content was relevant to imparting knowledge and making it easier for the participants to work independently. In any case, the content focused on the easy tasks to the complex ones in order to allow progression in teaching and learning while also making it easier to build upon previous learning. The role of teacher competencies in improving students learning skills should not be ignored, since the learning environments and teacher competencies are integral to success of learning (Dekker-Groen et al., 2011).The learning experience was effective in facilitating active learning as participants are more likely to report satisfaction with teaching if they can clearly demonstrate and perform their skills.
   In improving education and learning for nurses, the role of teacher candidates plays a prominent role towards increasing use of reflection in nursing practice. Hence, there is a need for active contribution for those teaching nurses. According to Carlson (2013), collaboration among all stakeholders ensures that an education programme meets the set objectives, and promoting reflection as an education strategy is critical to enhancing critical skills. The teaching plan facilitates improvement in nursing practice while also improving the ability of nurses to test arrhythmias. At the same time, nurses are able to apply theory through focusing on continuous reflective discussion. Even though, the teaching sessions were conducted at the classroom and the computer lab, emphasis on practical training applicable in hospital settings improves nursing practice as well as promotes professional development.
   The teaching sessions provided an opportunity for which one can focus on professional development, because it enhances reflective practice.  Through working in teams to accomplish the same goals, the clinical teachers are able to reflect on nursing practice on and gain skills which are transferable (Berterö, 2011). In any case, the participants learn skills which can be utilised in other situations in the Emergency Department. Hence, the clinical educator has an important role to play towards supporting the needs of learners while also providing their advice in order to facilitate clinical reasoning. Since supporting learners enhances motivation, the teaching plan has been effective in identifying areas that need improvement as it is easier to identify barriers to learning opportunities when implementation and evaluation of teaching meets the set objectives.
One benefits of reflective teaching, is that it allows one to develop skills relevant to continuous learning (Gaberson & Oermann, 2010). The context of teaching may change from one situation to another, and skills required for different teaching sessions may also differ. Nonetheless, the ECG arrhythmias sessions are important to improve competency and will in evaluating teaching practices in future. In any case, there is no teaching template that is applicable to subsequent sessions on the same topic. Hence, reflecting on own practices enhances learning from the teaching session, while also making the clinical educator to become aware about the theoretical framework that supports their teaching. As such, the teaching sessions made it possible to take steps to develop teaching while focusing on the motives behind teaching.
Even with the best of intentions the needs of learners cannot always be met in an education session. Nonetheless, student engagement is vital to combining cognitive and psychomotor skills, with reliance on active learning strategies helping to improve quality clinical learning (Newton et al., 2012). Lack of confidence and interest in the program meant that some of the participants were less motivated. Other challenges including the lack of competent instructor and time constraints meant that implementing the teaching plan was difficult than initially thought. It is noteworthy, that nurses at the Emergency Department are busy and hence allocating time to facilitate learning on ECG arrhythmias may need adjustments in the work schedule, even if the session only take place for a day. At the same time, nurse who has inadequate knowledge on ECG may shy away from active participation.
In order to enhance learning the cognitive theory was chosen as the most applicable, with the social, cognitive theory relevant to meeting the learner’s needs. This approach was chosen because it highlighted on reflecting which is critical to the successful implementation and evaluation of teaching. Since the behaviour of learners affect teaching and learning outcomes, through integrating cognitive theories in teaching, it is easier to assess how behaviour of learners influenced learning (Tzu-Chi, Gwo-Jen& Jen-Hwa., 2013). The expected outcome was that the learners would be able to demonstrate how to use ECG better if learning took into account the needs of learners. This theoretical approach was successful in enhancing motivation towards learning, and the participants were more likely to consult their colleagues and collaborate to ensure that each person gained knowledge from the exercise.
Communication skills are important for practicing nurses, since they make it easier to build a trusting relationship with patients. Nurses who have good communication skills can demonstrate that they care, respect and show concerns for patients. Communication skills also enhance professional development through encouraging collaboration across a multidisciplinary team. Even tough, the training sessions did not focus on communication skills, the role of these skills in improving clinical practice cannot be overlooked (Yoo, & Chae, 2011). Nurses who had better communication skills were comfortable demonstrating how to use the ECG, and this makes it likely that adequate preparation ensures that there is effective communication with patients.
In order to improve teaching and learning, the education session took into account various learning styles and teaching strategies. Reflection teaching and learning facilitates professional development as nurses are able to apply theory, practical skills and knowledge to improve their performance (Kemp & Baker, 2013). The strategy of employing different teaching strategies was effective in improving knowledge acquisition with video/ audio formats relevant to participants who relied on auditory and visual learning. The use of PowerPoint slides was effective in capturing the most relevant information, with summarized content easy to remember. In recognising that active learning styles are best suited to improve learning, it is easier to choose teaching strategies that highlight on learner centred goals.
The use of small learning groups was introduced to competent learning, as the participants need to work together and compare...