Nursing Reflection Pupil of Hematology

Question: Discuss about theNursing Reflectionfor Pupil of Hematology. Answer: Introduction: For the proper accomplishment of knowledge in the field of central line care by the pupil of Hematology, the responsibility of the guide is immense. The teacher requires a strategized approach so that the learners can enjoy the lecture and at the same time prepare themselves as eminent clinical professionals in their field of interest. As a guide for such student, I developed planning that consisted of power point presentation of the topic of interest which also included the recent evidence-based practices as well as experiences gained all over my career with clear manifestations of the essential techniques that need to be incorporated suiting the different types of adult learners according to their needs. Description: While providing the lecture to the students through the PowerPoint presentation, a delightful experience has been gathered by me that had helped me to develop my thoughts for the whole teaching technique. At first, I noticed that as I began the class after a brief introduction, students were quite thrilled with the new technique of the central line treatments in the field of Hematology. Moreover, I endowed that they have been thoroughly hooked up with the entire lecture through the initial quarters of the hours and many were perceiving notes as well. I also got feedback that as the topic was introduced in bullets, it also helped them to take running notes. Students also remarked that they jotted down the main points only to develop them later in the learning hours (Cherry Jacob, 2015). However, I noticed a significant problem. This was that many students wanted to enquire regarding several questions regarding their queries, which they hesitated in the midst of the presentation. Thou gh I provided them sufficient time to clarify themselves at the end of the presentation, they found it hard to recollect the queries that they had during my 45 minutes presentation. This was, however, the primary concern that I faced during the presentation technique that I adapted. However, the evidence based practices and my own experiences, which I inculcated into my strategies brought out significant effects. Feelings: In the context of clinical teaching, this problem would result in a harmful impact on the practice of the learners. This is because these questions, which they wanted to ask me but have somehow not able to recollect, may affect their learning procedure and may assure in less mark during examinations (Nelson Staggers, 2014). In the practical examination, this minute queries sometimes result in huge differences that might ultimately harm the confidence of the students. While facing the situation of the feedbacks provide I felt happy and contempt for those who praised this way of teaching as they thought it to be easier for grasping the topic through easy points and bright pictures that seemed real life. By narrating my own experiences, many of them declared tht they have also faced similar consequences and these helped them to understand the practices and techniques in a much-sophisticated way. However, I am quite perturbed about the students who failed to absorb the technique in a positive way as they got restless due to the continuity of the presentation and could not place their query at the time of the concerned discussion. Their dismissing the question from their minds and thereby lacking their prospects to clear their apprehensions are to be solely blamed (Lahti, Htnen Vlimki, 2014) and innovative approaches have to be implemented by me. As a role of a clinical teacher, I must enhance my teaching skills in such a way that these problems get clarified in upcoming classes. As the students said that many apprehensions had already clogged their minds resulted in not apprehending each point clearly which in turn led to losing concentration and feeling fatigued.(Hampton, Pearce Moser, 2016). This is an important arena where I shall focus next time so that every of the individuals who have shaky apprehending power can quickly get accustomed with the flow and keep up with the performance of the class. An aberration that I made in the approach was that I should have pursued both a ppt presentation as well as chalk and board technique with constant brief intervals of an interactive session during the presentation. This would involve all the different types of learners to be always up to their toes and attend classes attentively. Though I designed the effective adult learning theory in my class so that it can include the diffe rent types of adult learners, somehow a small change in my future representation would help to provide a more positive feedback than this time. Evaluation: The positive impacts that I have received from the comments have made me believe that the technique that I chose for the students is, in fact, effective for a broad mass for I have received good vibes from the students. Both the students with the greater visual reception of those with higher aural reception are in a case very much grateful for adopting the new technique that was prepared by me. Even the students who pay more importance on theory based learning techniques were also grateful because it helped them to take notes of the points that will assist them to develop their ideas and notes during their study hours and they can develop their training and researches easier (Della, 2015). They have found the lecture to be accessible and apparent than any other verbal lectures given by other teachers where they find taking running drafts much difficult. Here jotting down of points were said by the students to be very advantageous and accessible to both those who wants visual-based le arning and even those who wants aural learning (Foronda et al., 2014). Adverse aspects as mentioned above shows the concentration loss for the students who could not keep up with the pace of the lecture. The concentration loss of the learners was mainly found to be the result of their doubts that they could not clear due to the continuity of the presentation. The loss of concentration due to the mentioned problems led them to recklessness and insecurity, and they were found to be pondering upon others notes to catch up with the pace (Akhu-Zaheya et al., 2013). Hence, my motive would be to maintain a slow pace as well as introduce an interactive session at continuous intervals. Analysis: On a personal level, the entire experience of the teaching has, in turn, taught me a few ideals that I need to modify the focuses and the strategies that are to be implemented. I implement the use of modern tools and technique on the ground that the modern generation students would be thrilled and excited about this approach. However, the result has not been the way I have assumed. Although the outcome was not entire negative but the approach was not being able to make everyone satisfied either. My belief of using the modern techniques used in state level and national level conferences as well as different seminars to make the learners adapt to their ways was not entirely successful. However, to make my planning and approaches fruitful, I have to adjust to the new courses and practices of developing the flaws in such a way so that the mentioned problems do not create further such issues and affairs in the future. The different theories utilized here such as the Adult Learning Theory that is quite distinct from the teaching approach of the young people has indeed helped in the preparation of the entire PowerPoint presentation and had yielded a positive result in handling the group of learners (Critz Knight, 2013). An exquisite feedback is obtained, and the negative feedback found should be worked over so that the entire theory becomes a great success in the assessment. Conclusion: From the entire class conducted, it was seen that the adult learners have provided their best behaviors and attitudes in the entire presentation and have in turn accepted the fact that PowerPoint presentation has helped them in shaping themselves up for the future where this type of performances are the main way of conveying newly attempted practices and their success (Nowak, Speakman Sayers, 2016). The different strategies planned were also successful and evidence based practice brought out a conclusive results. However, care should be taken that the fraction of the students who lagged behind in the class and could not move with the pace should be prepared in such a way so that they can also find themselves in the midst of the successful students. Action Plan: The action plan should include maintenance of the active and acknowledged parts of the presentation obtained so that the students already who found themselves benefitted can find themselves experiences the modern techniques of clinical learning and patient handling in the field of hematology. In the case of the negative aspects found, first of all, the interactive session which was previously conducted at the end of the entire presentation should also be carried out at brief intervals after the completion of each module of the topics. This would help the students to clarify and fill up any gap in their knowledge. Otherwise, it results in a lack of understanding capability from the following part from where the students fail to explain his queries and doubts (Potter et al., 2016). Those would also help the students to have mini break sessions so that the teachings of clinical and evidence-based practices does not clog up their minds but can also have an intense discussion so that the level of understanding can be assessed. All over the plan should be altered for a successful outcome for the hematology students. References: Akhu-Zaheya, L. M., Gharaibeh, M. K., Alostaz, Z. M. (2013). The effectiveness of simulation on knowledge acquisition, knowledge retention, and self-efficacy of nursing students in Jordan.Clinical Simulation in Nursing,9(9), e335-e342.. Cherry, B., Jacob, S. R. (2015).Contemporary nursing: Issues, trends, management. Elsevier Health Sciences. Critz, C. M., Knight, D. (2013). Using the flipped classroom in graduate nursing education.Nurse educator,38(5), 210-213. Della Ratta, C. B. (2015). Flipping the classroom with team-based learning in undergraduate nursing education.Nurse educator,40(2), 71-74. 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