Evaluation of all types of teaching plans is important as it helps educators in determining the success rate of their teaching methods. It helps them to determine whether the teaching plan adopted by them to educate the learners is successful or not. The process of evaluation helps the educators to achieve their desired learning goals (Nursing Times, 2016). It helps educators in improving their quality of teaching and in making better teaching plans in the future. As per Tripathi and Kumar (2018), evaluation includes detecting the effectiveness of the process of teaching and the teaching strategies. The process of evaluation provides detailed feedback to the educators about their process of teaching and their teaching strategies. Peer feedbacks are also important in teaching as they help educators in evaluating their way of teaching. As a result, evaluation improves the teaching skills of the educators, which eventually helps them in making better teaching plans. Improved teaching plans provide better learning outcomes by engaging a greater number of learners. This paper provides a detailed evaluation of a teaching plan built by an educator. It also discusses the importance of peer feedback in evaluating the teaching plans and how these feedbacks and evaluations can be used by educators in improving their teaching plans in the future.
It is important to have an organized teaching plan with a short introduction, a descriptive body, and a brief conclusion. All teaching plans must include these three components in their teaching plans as it makes the plan more effective and organized. An introduction provides a brief idea about the topic and so it is always given first before the body and the conclusion. The body provides information about the topic and must be elaborative and well-organized. However, the conclusion gives a summary of the topic and helps the learners to grasp the vital information from the teaching plans. The educator has included a good introduction in the teaching plan by providing information about the vital signs and the use of vital signs in the very first lecture. An introduction on vital signs can help the students in understanding the teaching plan on vital signs monitoring because in case they are unaware about the vital signs and their roles, then they cannot understand monitoring methods of vital signs. Moreover, the educator has also included the types and different abbreviations used for vital signs in the introductive lecture.
As per Brekke et al. (2019), vital signs are commonly used by health professionals to monitor the health conditions of the hospitalized patients. This reflects that one cannot use the complete name of these signs again and again as they are time-taking to note. As a result, abbreviations of vital signs are important as they are not time-consuming and easy to use. Thus, all students of nursing must be aware of these vital signs in the first lecture of teaching plans so that they can become habitual to these abbreviations during the next lectures. The educator has used the correct evaluation methods, formative evaluation, and class participation for evaluating the learning outcomes of the students. Formative evaluation is the method of evaluation in which the teaching plan is accessed while the teaching process is still ongoing (Thomas, 2019). Formative evaluation and class participation give a basic idea about the progress of teaching and learning processes. This helps the educator in determining whether the students can understand the topic or not.
As per Cleveland Clinic (2019), vital signs include body temperature, pulse, blood pressure, and breathing rate. This indicates that the objective of any teaching plan related to vital sign monitoring must be to provide information about these four components. The educator has taught about the body temperature, its normal range, and the body sites that are used to measure the body temperature in the second lecture. In the next lecture, the educator has focused on the pulse, its normal range, and the different ways to measure pulse rate in patients. The educator has also included the techniques of accessing blood pressure and respiratory rate in the teaching plan. This reflects that the educator has met the objectives of the teaching plan by including all the four components of vital signs adequately in the teaching plan. The educator has also included a summary of the complete teaching plan in the last lecture through a conclusion of seven minutes. The educator has mostly used PowerPoint presentations to conduct the teaching session, along with certain clinical practices. The educator has included the relevant images in the presentation to make the teaching plan effective as this will provide visual learning to the learners.
As per Insight Resources (2019), visual learning helps educators in engaging students’ attention and improve their retention by 20 to 50 percent. The use of good font style and size is also crucial as it makes the slides readable and increasing learning outcomes. Presentations are beneficial for both educators and learners in many ways, such as they improved the learning focus of learners, helps the educator in using multiple learning styles to improve the learning outcomes of the students and many more. However, they also have disadvantages such as learner’s inactivity, lack of interaction between the educator and the learner, and the tutor is unable to build a strong participant engagement (Commonwealth of Learning, 2018). This reflects that presentations should be used but with a variety of other teaching tools to improve participant engagements and educator-learners interaction. The educator has more from basics to advanced learning during the teaching session as the educator has first covered the definitions of vital signs and then the techniques that are used for monitoring these vital signs. All these are the self-evaluations that the educator can detect from the teaching plan and session on vital sign monitoring.
As per the Center for Teaching Innovation (2018), peer assessment or evaluation is important as it provides a structured teaching process for the educators and an organized learning process for all the learners. It helps educators to provide feedback to each other, which can help educators in improving their teaching skills. Peer evaluation includes an educator who is being evaluated by colleagues and peers (Nursing Times, 2016). Peer evaluation gives opportunities to educators to discuss each other teaching styles and to discuss the different ways that can be used by them to improve their teaching practice (Yale Poorvu Center for Teaching and Learning, 2017).
I took feedback from two of my colleagues on the teaching session of vital sign monitoring. My colleagues commented that I included an organized structure of teaching sessions by using introduction, body, and conclusion. This has made the teaching session well-structured and presentable. This feedback is right as I properly divided the complete plan into three parts, an introduction, a descriptive body, and a summary. The next feedback I received from my colleagues was that I clearly stated the objectives; moreover, the objectives of the plan were applicable and realistic. This is also correctly evaluated as I mentioned the four vital signs appropriately in the teaching plan to meet the objectives of the teaching plan. My colleagues also mentioned that I demonstrated good knowledge about the topic, vital signs, and their monitoring in the teaching session. This feedback is also correct as I defined the four components of vital signs, and I also mentioned the monitoring techniques of each vital sign. However, they also mentioned that I missed the topic of oxygen saturation in the teaching session, which is also justifiable feedback as I did not include this topic in my teaching plan. The colleagues tried to give descriptive feedback about my teaching session that can help me in improving my teaching skills in the future.
Another feedback given by my two colleagues was that I developed the teaching plan from basic to advanced level. This is also true and appropriate feedback as I first provided the definitions of the vital signs and then their normal range and monitoring methods. I moved from basic to advanced level during the teaching session, which is the correct method of teaching. The colleagues also commented that they are unsure about participation engagement as the teaching tool was presentation and video. It is difficult to analyze participation engagement while using videos and presentations as the communication between students and educators is not strong during these teaching tools. My two colleagues also suggested that I should include other teaching tools, along with presentations such as questionnaires and quizzes. These tools can engage more learners and will not make the presentations boring. The colleagues told me that my pace of speech was good, but sometimes some of my words or lines were unclear.
Communication skills are important for all educators to build strong interaction with learners and to improve the academic success of learners (Yale Poorvu Center for Teaching and Learning, 2017). This influences that the educator should improve communication skills and pace of speaking by taking active participation in different speaking activities. It was also mentioned by the colleagues during peer evaluation that I gave a chance to learners to ask questions about the topic (vital sign monitoring) and to clear their doubts. This is also important as teachers who have better skills in solving learner's doubts have better teaching outcomes than the educators who are unable to solve learner's double appropriately. The colleagues also evaluated that I used good font style and size in the presentation slides, all the text was readable, and I correctly used relevant images to make the presentation more attractive.
All these peer evaluations given by my two colleagues are apt and correct as they cover both the positive and negative points of the teaching session conducted by me on vital signs monitoring. I have decided to take these peer reviews seriously and will improve my teaching skills so as to conduct a better teaching session in the future. The peer evaluation from the colleagues will also help me in engaging the attention of more participants while conducting other teaching sessions in the future. It will improve my overall teaching performance in the future. I have decided to take more participation in teaching sessions and will focus on each review given by my two colleagues. This will improve my communication skills and will reduce the interaction gap between my students and me. If I work properly on these negative comments mentioned by my colleagues, I am sure I will improve my teaching outcomes as well as the learning outcomes of my students.
Observations in the process of teaching are also important for improving teaching skills and teaching outcomes. After giving my teaching session on vital sign monitoring, I observed the teaching sessions of my colleagues. I observed that most of my colleagues used different presentation styles with attractive images and styles. I observed that more number of students were participating in the question-answering round conducted after the session. This made me analyze that a teacher must use good teaching tools to improve the teaching sessions and to engage more students. I also observed that pace of speech, communication style and questioning while conducting teaching sessions is also important as it does not makes the sessions boring. This helps the teachers to hold learner's attention for a longer period of time. I have learnt about all these skills that will help me in the future. I understood some of the great teaching styles that can help me in improving my teaching sessions in the future; for example, I would be using more attractive presentation styles and images in my next sessions and will include more questions so as to hold the learner's attention for a longer period. All these observations will eventually help me in increasing my teaching outcomes.
This paper concludes that self-evaluation and peer evaluation are vital for improving teaching skills and processes. Evaluation of teaching plans and sessions helps educators in enhancing the teaching outcomes. It also helps educators in engaging a greater number of learners during the teaching sessions, which will eventually improve the educator's performance in the field of teaching. This paper reveals that the educator has used correct evaluation methods to evaluate the teaching session conducted on vital sign monitoring. The educator has involved most of the aspects of teaching in the teaching plan. For example, the structure of the teaching plan is well-organized into different sections; introduction, body, and a conclusion. The educator has included all the four components of vital signs adequately in the teaching plan to meet the objectives of the teaching plan. However, it was observed that during self-evaluation, the educator analyzed that using only presentations as teaching tools is not effective as it builds a communicating gap between the educator and the learner. The educator also evaluated that other teaching tools, such as regular questionnaires and other interaction methods, can help in building a better interaction with the learners. Peer evaluation of the teaching session was done by two colleagues who gave descriptive feedback about the teaching session conducted by the educator.
The colleagues accessed that the educator has demonstrated the knowledge about the subject appropriately, developed a well-structured teaching plan for conducting the session, and utilized the questioning time appropriately to solve the learner's doubt. However, it was also observed that the educator missed an important topic of oxygen saturation in the teaching plan, and some of the parts of the educator's speech were not clear. The educator should take this feedback seriously and should work upon them to conduct better teaching sessions in the future.
Brekke, J. I., Puntervoll, H. L., Perdersen, B. P., Kellet, J. &Brabrand, M. (2019). The value of vital sign trends in predicting and monitoring clinical deterioration: A systematic review. PLoS One, 14(1), n.d. https://doi.org/10.1371/journal.pone.0210875
Center for Teaching Innovation. (2018). Peer assessment. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/peer-assessment Cleaveland Clinic. (2019). Vital signs.
Commonwealth of Learning. (2018). Facilitating Using Power Point. https://tell.colvee.org/mod/book/view.php?id=175&chapterid=258
Insight Resources. (2019). Why visual learning and teaching? https://www.insightresources.org/2019/04/26/why-visual-learning-and-teaching/
Nursing Times. (2016). Using evaluation to improve teaching. https://www.nursingtimes.net/roles/nurse-educators/using-evaluation-to-improve-teaching-22-08-2016/
Thomas, L. (2019). 7 Smart, fast ways to do formative assessment. https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment
Tripathi, R. & Kumar, A. (2018). Importance and improvements in the teaching-learning process through effective evaluation methodologies. International Journal for Environmental Rehabilitation and Conservation, 9(2), 7-16. https://doi.org/10.31786/09756222.214.171.124.202
Yale Poorvu Center for Teaching and Learning. (2017). Peer review of teaching. https://poorvucenter.yale.edu/Peer-Rev-Teaching
Yale Poorvu Center for Teaching and Learning. (2017). Why is it important for teachers to have good communication skills? https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2722-why-is-it-important-for-teachers-to-have-good-communication-skills
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