A Critical Discussion on my Learning about Facilitating Workplace Learning
Workplace Learning
Engagement of staff in continuous learning within the workplace is a significant factor in ensuring health care practice is contemporary. In health care settings, health professionals, namely, nurses and other allied health practitioners collectively develop communities by sharing their knowledge t, which can directly help less experienced nurses learn if they interact with such an environment. However, with the increased number of new nurses’ graduates in workplaces, it is expected that all qualified nurses, especially those offering direct patient care, can facilitate other learning with learners within their professional practice (Henderson and Eaton 201, pg. 197). In this module, I gained knowledge about the significance of facilitating workplace learning by understanding the concept of adult learning, the importance of the experience of learning, and the relation of learning style. Also, I learned the concept of reflection, planning learning activities as well as facilitating skills. I have learned the importance of assessment through group activities and discussions, which has enabled me to understand how to facilitate learning through my personal experience. Learning the principle of facilitating learning has helped me better my professional and also become a better mentor and facilitator to other learners.
Facilitating workplace learning is essential to nurses throughout their profession. This process enables nurses to explore their competence by helping others learn. Workplace learning is facilitated through supportive and effective leadership of the clinical team in order to ensure the learning guidelines are passably prepared and teaching activities are acknowledged.
The following essay will involve two sections. The first section will consist of a self-reflection of learner observed facilitated learning session using Gibbs reflective model (1988). This will include an analysis of the preparation and delivery of the session. In section two, I will discuss adult learning and role modeling concerning my practice as a facilitator of learning in the workplace.
Section 1: Reflection on the Facilitated Learning Session
Preparation and Delivery of the Facilitated Learning Session
In the Intensive Care Unit (ICU), all the new nurses have completed a supernumerary period of four weeks that enables them to acquire important knowledge to take care of critically ill patients safely. Looking after critically ill patients requires highly skilled nurses. However, to work in the ICU, new staff require to develop clinical skills.
The targeted leaner in this session is a newly qualified staff in the working environment. The new staff will be referred to as a student in this assignment. The student has set realistic learning objectives because she has zero skill of using CVP and Arterial line. The student has expressed her desire to learn this particular skill.
Before undertaking this learning process, I ensured that the student would get the opportunity to develop the skills required to work in the ICU. The Intensive Care Unit is always busy and requires extra care. The main objective of the learning session is to ensure that the student can increase knowledge of Arterial Lines and zeroing CVP, and equip resources with little or no assistance. Facilitating learning is not easy, primarily because of the busy and demanding clinical nature. Understanding some theories is helpful to a facilitator as it offers one an opportunity to explore one’s assumptions and beliefs. In order to achieve the objective of the learning session, a learner-centered model is considered. Peyton’s four-step theory will be applied to aid the process of learning. The first step in Peyton’s theory is the Demonstration. At this step, the facilitator showcases the skills without giving out explanations (Awad and Mohamed 2019, pg. 1). During the learning session, I will demonstrate to the student how to operate the Arterial Lines and zeroing CVP at a normal pace without giving out any comments. The second step is Deconstruction. This involves the repetition of the first procedure, but this description of all essential sub-steps (Awad and Mohamed 2019, pg. 1). At this level, I will explain to the students all the sub-steps in detail on how to equip and prepare resources within the ICU. The student will also get an opportunity to ask relevant questions. The third step is Comprehension. At this level, the student explains every sub-step, while the facilitator follows the student’s instruction (Awad and Mohamed 2019, pg. 1). The student will be advised to demonstrate the whole procedure at my observation. I will instruct him on how to equip resources. Multiple trials will be allowed. Accordingly, I will guide him on possible errors until he fully acquires the desired outcomes. The fourth step is Performance. At this level, the student performs the whole skill on his own. Learning is the process of gaining knowledge through a well-planned learning process (Awad and Mohamed 2019, pg. 2). However, a successful learning process enables the student to learn from acquired experiences. At the performance level, the student has now seen the process of zeroing the CVP line being carried out, has practiced on his own and is now ready to carry out his daily practices without any form of assistance. To ensure perfection, I will observe him prepare and equip the resources, and then I will ask him various questions to test his understanding.
Reflection of the facilitative learning session
Reflection is crucial in enabling individuals to learn from experience and also feed forward into professional and personal development. Based on the Graham Gibbs Cycle model, individuals are encouraged to think about experiences they had on a particular situation systematically. By using a cycle, reflections on those experiences can be organized in phases. This helps people think about an event in deeper detail, enlightening them about their actions and how to adjust and change their behavior by looking at both positive and negative sides.
Description
The learning session took place in the Intensive Care Unit, with a duration of around forty minutes. The learning process was planned in advance, and we had met with the student occasionally, which facilitated cooperative learning. However, before the learning session started, the student did not have the required ICU skills to equip the Arterial line and zeroing CVP. The student expressed his need to learn these skills, and as emphasized, learning is accomplished when one feels the need. However, based on the student’s learning needs, he was able to acquire essential skills to equip resources correctly in the ICU with minimal assistance. I demonstrated and explained important step-by-step guidelines.
On the other hand, the student engagement through the process by practicing on his own the whole procedure, under my observation. He also asked questions based on what he could to understand. Although the unit was sometimes becoming very busy, the student was patient and carried out the process using an aseptic technique. In order to attain this, I first understood the nature of the learning process, which is important, especially in carrying out adult learning.
Feelings
Before beginning the training session, I wanted to consider written instruction would have been more effective than a physical demonstration. This was influenced by the anxiety on whether I would have helped the student acquire what he desired. Conversely, a positive experience was perceived when the students presented a clear understanding on how to do the procedure. However, I had met the student earlier, which means that we had already done the introduction. This made me feel that effective communication is crucial in facilitating learning. This is supported by scholars who believe that a student expresses his or her views and feels free to make errors when there is a social atmosphere. The students expressed that the learning session was helpful in her daily practice, and this built my confidence in mentoring the forthcoming.
Evaluation
The learning session was successful. The best experience about the session was that I was able to help the student achieve the required ICU skills. The student was able to perform the procedure on his own under minimal help. However, this facilitated by his passion for learning, which ensured we had a smooth session. Understanding of some theories has been helpful to me as a facilitator, as it helped me examine my own assumptions about factors necessary for adult learning. Integrating Peyton’s four-step theory enabled me to the full potential in the learning session as well as what applied well to the student. Facilitating learning is not easy when used in practice. According to Garrison (2004), when teaching future nurse leaders, we do so in a busy setting that is an unhelpful learning environment. During the learning session, I found that the intensive care unit was very busy and required excessive caution. This sometimes hindered the learning process because of the demanding environment. Although I did not want to reschedule the learning session, I had to create extra time during my tea breaks to cover the whole procedure.
After the learning session, I had an evaluation and discussion with the student based on his experience. The student explained that he felt anxious about the ICU work environment. This is because of the busy schedules in that unit. Nevertheless, I tried to encourage him to maintain moderate alertness in order to explore the environment easily. In the end, he felt that the session was helpful in his daily routine.
Analysis
Although I experienced some challenges as a facilitator, my experience reflected that offering learner-centered requires good communication and teamwork. Based on the humanistic psychology by Malcolm Knowles, adult teaching, or in another term, andragogy emphasizes modeling behaviors through providing the learner for a lifelong experience. This can, therefore, be effective when there are good communication and collaboration between the tutor and the learner. Communication is vital as it offers guidelines as well as learning guidelines. Accordingly, collaborative learning can be useful; specifically, open communication and feedback between the facilitator and learners ensure the clinical team is knowledgeable about the required competency.
Further, working together through the learning process is influential in the development and maintenance of the whole learning context. Adult learning is different from children learning. Facilitators undertaking the mentoring role are required to understand how adults learn.
Throughout the learning session, effective communication and collaboration between us resulted in a successful process. The student understood the purpose for undertaking the learning process was to acquire required ICU skills. Initially, the student knew about the process of zeroing the CVP line, but he did not understand its relevance. However, the student collaborated with me to learn the skills he required in his daily practices. On the other hand, the session enables me to be productive in attaining personal goals, especially in aiding my forthcoming students.
Conclusion
In conclusion, facilitating learning in a health care setting is a significant component in care provision. Learner-based learning is effective in enhancing knowledge and skills and support professional growth that new staffs need to achieve. Offering learning sessions provide learners with an opportunity to reflect on their learning experience through the facilitator’s companion and guidance. In order to improve on facilitation, I would provide the student more time to reflect on the feedback on their work.
Action plan
Although I successfully delivered the learning session, I would like to improve my skills in order to help my forthcoming staff effectively. Perfecting my competency can help me grow in lifelong learning. I will enroll in the current training program in my organization.
Section 2.
Adult Learning
Staff development in the health care system is based on the concept of adult education. Adult learners are individuals who already have formal education, employment, or career commitment (Brookfield 1995, pg. 380). Nurses comprise of adult learners who work in an environment that involves rapid changes, which require them to update their skills and knowledge to work in various areas of expertise. Technology, which is continuously changing in scope and complexity, motivates the majority of nurses to pursue lifelong learning (Swansburg 1996, pg. 521). In the 1970s, Malcolm Knowles defined andragogy as the ‘art of science of helping adults learn’ (Knowles 1980, pg. 41). Andragogy has offered a fundamental framework in the concept of adult education and learning. Scholars have explained this term in different ways, for instance, as the guiding principle of upgrading adult knowledge. Situated learning theory argues that knowledge development by action creates new knowledge for learners (Foley 2004, pg. 29). It is also suggested that it is possible to create ways for enhancing a motivated learner in social settings by scaffolding and coaching them (Chan 2010, pg. 27). My experience as a facilitator has reflected that for adults to learn effectively, and their training should be designed in ways that attain the main principles of adult education. However, Knowles defined various principles of andragogy that help in successfully teaching adults.
Self-directing
The first principle that Knowles proposed was that adults are self-directing and independent. This means that they live under s level of self-governance as well as their laws and values (Knowles 1996, pg. 55). However, before engaging in a learning session, adults require to understand the significance and value of the learning program. Knowles explains that adults need to know why they are learning and the reason behind the program. In the first part of my facilitation plan, the learner knew the reason I was training him was to acquire the required ICU skills. It was essential for me to ensure the learner valued the learning process.
Adults learn by acting.
In many cases, adults learn through their own experiences. This means that adult learning interventions can include effective and active participation and applicable techniques that can immediately improve their daily practices. Accordingly, their past and current experience are rich resources improving adult learning (Park et al 2016, pg. 181). Based on my experience as a facilitator, it was important to relate to the student’s experience and knowledge with the learning I took him through.
Adults are oriented on learning.
Adult learners focus on achieving relevant knowledge and skills, and for this reason, the intended outcomes must be identified. Accordingly, adults consider problem-solving techniques that just subject-centered approach (Park et al 2016, pg. 181). However, the intensive care unit comprises of busy schedules. Training the student in this environment enabled him to develop self-efficacy in new tasks. This also prepared him to work independently outside that environment.
Need to know
Adult learning is different from children learning. Adults require advance information regarding their learning to evaluate their significance. This can also involve some advance involvement in planning as well as designing the training program (Park et al., 2016, pg. 181). Adults are independent, and they need to feel they have a sense of responsibility for their learning (Knowles 1996, pg. 55). For example, as a facilitator, I planned the learning session in advance, and I severally met with him before the training to create a social bond. It was also important to understand what the student needed to learn before the learning session.
Readiness to learn
Adults are always ready to learn new concepts that can help them face situations they encounter in real life. This principle makes teaching effective for adults who are prepared by their challenges to engage in new teachings (Knowles 1996, pg. 56). Prior to the facilitated learning session, the student had already set his realistic goals about learning the skills of zeroing CVP. He knew this skill would help him solve issues he might experience in the future.
Motivation
Adults are known to respond positively to external motivators such as higher salaries of better jobs. Nevertheless, the most influential motivator for adult learning is internal pressure, such as self-esteem and the desire to improve job satisfaction. Carl Rogers (1983) emphasizes that human beings have one major motive that is to fulfil one’s potential and acquire higher human human-beingness. However, facilitators need to let learners know the capacity of acquired skills by presenting the goals and objectives of the session. The student was keen to learn; Rogers (1983) explains that the most important factor that encourages students to learn is the motivation that is influenced by need.
Role Modelling
Role modelling can be described as a process that allows learners to acquire new behaviors without the attempt or error of doing things on their own (Bandura 1977). It involves learning from experiences that utilize humanist as well as social learning theories. The key element of role modelling is the experience learners bring to a particular situation. However, people want to learn independently, and when they do so, their mentors fulfil the role of a teacher and their learning facilitator (Rogers, 1983). The role models must be there to assist students in identifying what direction they should take in learning to expedite the best conditions for learning to occur. Bandura (1977) explains social learning as a constantly reciprocal interaction within an individual and the environment. This happens when one learns by observing another. Social learning is influenced by the relationship between a mentor and the learner, the significance if what if modeled and learner’s motivation. Knowledge about social learning theory helps a facilitator to structure and facilitate effective learning.
Role modelling involves teaching by example. In the part of the facilitation plan, as a facilitator, the student emulated my skills and qualities and absorbed them to improve his competency simply. Although the student was responsible for his learning needs, he was actively involved in the modelling process by gleaning the knowledge I possessed. Individuals can represent their external influences and utilize them to guide their actions and solve issues symbolically (Bandura 1977). Most of the behaviors that people emulate are either learned from others directly or indirectly through the influence of example. Some of the qualities of a role model are being professionally competent and creating a conducive environment to ensure learning happens (Gopee 2011, pg. 33). The significance of role modelling lies on the chances a learner gets of working with an experienced practitioner by observing them providing care. As a facilitator, the most significant aspect that helped the student acquire ICU skills was by observing and following my demonstration. This helped him develop an enthusiasm for career development.
Conclusion
This essay has demonstrated the process of preparing and facilitating a learning session. Using Peyton’s four-step model, the essay has demonstrated how, as a facilitator, I helped a learner attain the required skills in his daily practice. The essay has also included a personal reflection based on the experience acquired from the learning session. I have used Gibb’s cycle model to reflect on my performance. Adult learning and role modelling have also been discussed. However, every facilitator’s ambition is to make learning as compelling and engaging as possible. Therefore, alternative approaches to learning are required to enable nurses to offer learning support while still running their daily clinical practice.
References
Bandura, A., 1977. Social Learning Theory. New Jersey: Prentice-Hall.
Brookfield, S., 1995. Adult learning: An overview. International encyclopedia of education, 10, pp.375-380.
Park, S., Robinson, P. and Bates, R., 2016. Adult learning principles and processes and their relationships with learner satisfaction: Validation of the andragogy in practice inventory (API) in the Jordanian context. Retrieved from https://newprairiepress.org/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1037&context=aerc
Foley, G. ed., 2004. Dimensions of adult learning. McGraw-Hill Education (UK).
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Knowles, M., 1996. Andragogy: An emerging technology for adult learning. London, UK.
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Henderson, A., & Eaton, E. (2013). Assisting nurses to facilitate student and new graduate learning in practice settings: what ‘support’ do nurses at the bedside need?. Nurse Education in Practice, 13(3), 197-201.