Introduction
Striving for success is impossible without a well-structured strategy, and in the field of education, a corresponding curriculum plays an essential role. Despite different approaches to the organisation of the educational process, all existing methodologies, as a rule, have an identical goal – to convey this or that material as accurately and clearly as possible. In the field of medicine, teaching strategies may vary depending on topics and student profiles.
Nevertheless, the principles underlying work programs provide for the learning of specific materials with their subsequent practising, and this mechanism is universal. To establish the effective process of interaction with students and organise a good study course, it is necessary to consider such aspects as a personal teaching philosophy, a curriculum development course, an activity assessment strategy, and the analysis of the work performed. These criteria are important for the design of a curriculum and influence students’ performance outcomes.
Teaching Philosophy
The individual perception of the learning process features is an integral part of work in the field of education. Based on constantly replenished experience and increasing knowledge, new approaches are honed, innovative techniques are developed, and fundamentally distinctive techniques are introduced. According to Vizeshfar and Torabizadeh (2018), “currently, the old routine approaches have been replaced with a wide range of new activities and methods to improve students’ learning” (p. 106).
Moreover, for each of the existing models, there is a rationale for use in specific areas, which simplifies working with such systems and allows applying appropriate concepts in particular fields. It gives an opportunity to form individual ideas regarding the principles of education and develop a personal teaching philosophy.
My personal teaching philosophy implies variability in the presentation models with an emphasis on active learning. Traditional lectures and routine practical exercises cannot interest students to a proper degree, which forces teaching staff to resort to new forms of work. Today when computer technologies develop rapidly, and wide opportunities are open for digital learning, fundamentally new approaches may be introduced.
As Lavoie et al. (2018) argue, “active learning involves engaging students in meaningful learning activities and in reflection about what they are doing” (p. 244). This concept coincides with my ideas about the quality of the educational process when students not only study certain materials but also learn to think, thereby developing cognitive functions. An educational need for this method is that the target audience gains new knowledge through the continuous work process that is crucial for the medical field. The constructiveness of this approach is due to a large number of materials, and if students learn and train valuable skills quickly and effectively, the outcomes of studying will be positive, and productivity results will be high. Therefore, I consider that this form of teaching is valuable and optimal.
In addition to the aforementioned advantages, active learning has other valuable properties. According to Waltz, Jenkins, and Han (2014), this type of education allows students to develop cooperative skills through group work. This opportunity, in my opinion, is one of the essential attainments, which contributes to finding rational solutions to emerging problems and using possible resources to achieve certain goals.
For medical students, the search for the right decisions should not be limited by any obstacles, and this principle supports the philosophy of care as a humane approach involving work on patient care. “Adults need to know why they need to learn something before undertaking to learn it” (Palis & Quiros, 2014, p. 115). This rule is a priority in my personal teaching philosophy that implies introducing modern technological aids and practices. I believe that it is pointless to try to clarify a particular topic if the audience does not understand the purpose of this work and the scope of its application. Therefore, I adhere to the method of active learning as a mechanism to assess the need for a particular material and its relevance to the specialisation of students.
Program Development
The program aimed at improving the professional knowledge of medical students is designed to stimulate work in relation to active learning. The target audience is the nursing staff of intensive care units (ICU). In order to carry out the training of specialists successfully, it is significant to define the goal of the course, learning objectives, anticipated difficulties, as well as assumed learner background, prior knowledge, and experience. Using this strategy will allow reviewing the program in detail and describing its key features in relation to the educational process.
Program Goal
The goal of the program is to provide the ICU nursing staff with new valuable knowledge regarding the necessary aspects of their work by engaging in joint activities and working in groups. According to Han et al. (2016), learning sessions in small groups contribute to studying educational material better and simplify the teaching process. Consequently, the aim of the course is to not only encourage individual work, for example, testing but also joint problem-solving assignments. In an ICU setting, this perspective is relevant, and appropriate interventions may help to establish a continuous and effective working environment.
Program Learning Objectives
The objectives of the entire course are numerous since each lesson has an individual theme and is considered in accordance with the planned tasks. In general, the program’s purpose is to teach the nursing staff of ICU to recognise a range of problems, discuss them in a team to obtain comprehensive data, identify the methods of potential interventions, calculate the possible outcomes of specific actions, and assess the challenges that may arise during work. As Harden and Laidlaw (2016) note, it is essential to “make the learning relevant to the students in terms of their career objectives” (p. 15). Therefore, it is crucial to take into account the specifics of a certain topic and the preparedness of all participants in the educational process.
Assumed Learner Background, Prior Knowledge, and Experience
Due to the fact that the target audience has a rather good professional background, in particular, work in ICUs, the teaching strategy will be based on the study of the deep foundations of nursing science. Prior knowledge gained due to previous activities in this area can be valuable for further immersion in junior personnel’s practice. Moreover, according to Oleson and Hora (2014), preexisting experience helps to shape cognition functions, behaviour, and professional identity. Therefore, the activity vector will focus on honing current skills and acquiring new useful knowledge.
Anticipated Challenges/Difficulties
Throughout the educational program, some difficulties causing work slowdown may arise. In particular, Lum, Dowedoff, Bradley, Kerekes, and Valeo (2015) remark that “learning new terminology” can be associated with challenges when studying complex topics (p. 83). Nevertheless, this complexity may be overcome, for instance, by grouping professional vocabulary into categories and memorising it gradually. Another difficulty lies “in adapting to a new working environment” (Lum et al., 2015, p. 85). However, this challenge is also not critical, and stimulating group activity by encouraging ongoing achievements can help to relieve students of their discomfort.
Program Evaluation Strategy
In order to assess the success of the learning process, it is necessary to develop an appropriate evaluation strategy. The purpose of this mechanism is to determine how effectively nurses memorise the material studied, and how the educational course affects the professional growth of students. In addition, it is significant to understand whether teaching sessions have practical benefits within a specific medical setting (ICU). As resources needed for the assessment, pre and post-tests may be useful to determine the degree of material memorisation.
Also, some variables will be used, for example, nursing attendance, average marks for intermediate tests, as well as student satisfaction with the course of work performed. The results of the program will be reported to the management of the clinic as a progress report and an opportunity to discuss potential changes that may be carried out in the clinical environment.
To ensure proper monitoring of nurses’ progress and their learning outcomes, intermediate tests will be applied. This assessment mechanism will include a short list of questions covering the material studied. In case all the members of the group without exception are able to give comprehensive answers, it will confirm the effectiveness of the curriculum and its relevance within the framework of the ICU. According to Kalb, O’Conner-Von, Brockway, Rierson, and Sendelbach (2015), it is crucial to “implement evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals” (p. 212).
Therefore, it is essential to select appropriate questions aimed at controlling the literacy of the nursing staff in relation to their immediate responsibilities, namely care for patients in intensive care units. Also, the attendance rates will be taken into account as a factor demonstrating the interest of group members in the program. Finally, nurses’ reflection will be encouraged, and each student will be able to express an opinion regarding the perception of the material and the characteristics of the working atmosphere.
All assessment results may be used as a valuable means of improving each individual session and, as a result, the performance of nurses. Based on the outcomes of intermediate tests, relevant conclusions can be made regarding students’ perception of the material studied. This indicator, in turn, may help to focus particular attention on specific topics in order to strengthen the knowledge of group members.
The evaluation of attendance is a necessary criterion that contributes to determining the degree of the nursing staff’s satisfaction with educational activities and finding out how many students are ready to increase their professional potential. The data obtained may be transferred to the managers of the medical institution so that they could have an idea of​​ their subordinates’ interest in the possibility of improving personal skills and knowledge. Another valuable aspect of the work performed is a reflection stage and, as Shin, Sok, Hyun, and Kim (2015) note, it “is the most commonly used form of competence evaluation” (p. 596). All these steps can help to assess the effectiveness of the course program, as well as its strengths and weaknesses.
Teaching Practicum Reflection
In order to consider the implemented program critically, it is required to resort to a special reflection model. Paterson and Chapman (2013) cite Gibbs’ pattern, which is a cycle consisting of six stages – a description, feelings, evaluation, analysis, conclusion, and an action plan. This algorithm may help to examine the features of the teaching course in detail and evaluate its effectiveness from different points of view.
Description
The introduction of a teaching program is conducted with an emphasis on training the nursing staff of the intensive care unit. Each of the lessons has individual objectives aimed at increasing knowledge in a particular area. Intermediate tests are applied, and the attendance rate is considered. The data may be useful to the management of the medical institution for obtaining the comprehensive picture of personnel qualification.
Feelings
The prospect of working with professionals who have a good experience is responsible and exciting. Nevertheless, due to the friendly attitude of nurses and the help of colleagues, the implementation of the program can be considered successful. Moreover, based on personal practice, it is easy for the representatives of the healthcare sector to find a common language, and this factor certainly contributes to productive joint activities.
Evaluation
In accordance with the results of work, the program strategy is successful, and high-performance indicators are proof of good student activity. Pre and post-tests and joint group tasks used for the assessment of current knowledge have justified their relevance and can be used in the future. As Duane and Satre (2014) remark, “students frequently cite collaborative testing as a positive part of their learning experience” (p. 34). Therefore, this method is suitable for the medical setting under consideration.
Analysis
When analysing the results of the work done, it can be noted that its outcomes correspond to the stated goals and allow using the described strategy within ICUs. The challenges arising in the process of interaction may be overcome by appropriate practices and techniques for studying the proposed material. The variables used to analyse the success of the program implementation of the program help to determine all the necessary indicators and find out whether the course meets the expectations of nurses.
Conclusion
Consultations with colleagues will help to determine the quality of the work done and the effectiveness of the teaching strategy. Based on the results of the program, feedback from course participants may be obtained, which can bring additional benefits and develop new educational techniques designed to improve the performance of learning and nurses’ satisfaction. Updating the strategy is permissible, and relevant measures will be taken if necessary.
Action Plan
Further activities may be aimed at finding the alternative ways of working with the nursing staff in emergency departments. Information about the program can be disseminated among colleagues and other stakeholders, which will make it possible to popularise this course of teaching. New resources may be found, for instance, practical manuals on specific topics. Also, a similar program can be drawn up for medical professionals of another profile.
Conclusion
All the aforementioned work steps help to determine an optimal plan for implementing an appropriate teaching strategy for working with the nursing staff in the intensive care unit. Personal philosophy allows determining the course of activities regarding the implementation program. The analysis of the strategy and reflection steps provides an opportunity to study the features of the project comprehensively and draw conclusions regarding its outcomes based on student performance indicators.
References
Duane, B. T., & Satre, M. E. (2014). Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills. Nurse Education Today, 34(1), 31-34. Web.
Han, P. K., Piccirillo, J., Gutheil, C., Williams, D., Wartak, M. M., Dufault, C.,… Joekes, K. (2016). Development and evaluation of an online risk communication teaching program for medical students. Medical Science Educator, 26(4), 557-567. Web.
Harden, R. M., & Laidlaw, J. M. (2016). Essential skills for a medical teacher: An introduction to teaching and learning in medicine (2nd ed.). St. Louis, MO: Elsevier.
Kalb, K. A., O’Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212-219. Web.
Lavoie, P., Michaud, C., BĂ©lisle, M., Boyer, L., Gosselin, É., Grondin, M.,… Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing, 74(2), 239-250. Web.
Lum, L., Dowedoff, P., Bradley, P., Kerekes, J., & Valeo, A. (2015). Challenges in oral communication for internationally educated nurses. Journal of Transcultural Nursing, 26(1), 83-91. Web.
Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 68(1), 29-45. Web.
Palis, A. G., & Quiros, P. A. (2014). Adult learning principles and presentation pearls. Middle East African Journal of Ophthalmology, 21(2), 114-122. Web.
Paterson, C., & Chapman, J. (2013). Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport, 14(3), 133-138. Web.
Shin, H., Sok, S., Hyun, K. S., & Kim, M. J. (2015). Competency and an active learning program in undergraduate nursing education. Journal of Advanced Nursing, 71(3), 591-598. Web.
Vizeshfar, F., & Torabizadeh, C. (2018). The effect of teaching based on dominant learning style on nursing students’ academic achievement. Nurse Education in Practice, 28, 103-108. Web.
Waltz, C. F., Jenkins, L. S., & Han, N. (2014). The use and effectiveness of active learning methods in nursing and health professions education: A literature review. Nursing Education Perspectives, 35(6), 392-400. Web.