The learning environment which enables a heath care professional to maximise their potential includes facilitators that are resilient enough to take the overwhelming pressure of being a student of health care. Facilitated learning is when students take ownership of their entire learning process. The role of the teacher then changes because now they are not transferring knowledge anymore, they are facilitating it. The facilitator of learning chosen for this project is the model of collaborative evaluation. Intentional teaching, grounded approaches and actual in depth understanding on the part of the educator can be extremely crucial steps in determining the quality deliverance of training. Student in the health care environment have to take academic classes as well do practical learning in order to understand the complete in detail extent of their academic studies. This assessment will look at various such facilitators that ensure the complete training of health care professionals in these environments. The significanceof these clinical learning experiencesis unparalleled. The workplace environment chosen is the health care training environment. A comprehensive look at the facilitators at work in this place can be great study that provides scope for great understanding.
The preferred model of learning or facilitation in this study is collaborative evaluation.
The practical application of the theory being learnt in the class room is much more important when it comes to healthcare professionals. Collaborative evaluation is when the teachers and staff are able to create a culture of learning where every student is able to understand better through their peers. The role of practitioners, senior doctors and educators gives the trainees and accurate idea of the operations. Active participation of all the student and staff during any system changes opens doors for analysis, evaluation and feedback that enable the trainer to not just get assistance during his practice but to lead the new set of professionals by example of the practical application (Manchester et al,2014).
Collaborative evaluation helps in establishing a culture of evidence that encourages a cycle of reflection and action that can be so crucial for a community of health care professionals. The redesigning of staff roles actually helps them improve efficiency and encourages the team member to build new skills collaboratively (Kirby, 2016).
The most important part of the facilitator of learning in a health care environment is the presence of quality mentoring. The power of guidance and support from a healthcare individual can help a trainee realize their true potential. A good mentor can open up one’s sense of perception to such an extent that the candidate themselves will be amazed. This quality training approach also comprises of the learning techniques clarity in understanding, curricular structure, designs, instructor initiative. The conceptual exploration between a senior educator and a health care trainee can be extremely beneficial to them. The constant mentoring actually helps them understand things in a much wider and large context. The quality of mentoring between educator and a healthcare trainee is helpful in many ways. It enables the student to take a deeper interest in the field and assures them of the support provided by their educators (Frie et al 2010). The improved results in research productivity and improved medical results in college are just some of the examples of how quality mentoring can be an excellent facilitator in the healthcare working environment.
Another important facilitator of learning and good example in medical school is the reflective writing technique. Used extensively in the nursing school, the reflective writing technique helps medical professionals to create streamline view of the course of action. This is an extremely simple but efficient way of ensuring the implementation of reflection to action technique that actually helps them become better health care professionals. For instance, a nurse writing about her experience at the clinic will give her clarity behind her actions and help her analyse how she can be better (Naber 2014). Through the process of reflective writing, the healthcare professional an actually understand the importance of work ethics and how properly work should be done. It educates them about what they are doing and helps them realize the implications of not being good at their job. It helps them become aware of potential areas of improvement that will increase their efficiency.
A crucial step included in this model of learning in a health care environment is the inclusion of the technology of patient simulations that helps the medical trainee get an actual idea about the practical implications of their classroom learning( Kneebone, 2013). Patient simulations provide safe, realistic environments that are ideal for repeated practice. If a medical school trainee is supposed to be a good healthcare professional, he must practice on simulated patients to get a certain level of finesse which will allow them to navigate the world of real medicine (Bremner, 2006). Technology advancement has led to the establishment of precision placement and simple manipulation simulators within health care education.
Simulators are used in healthcare environments to teach basic skills, such as respiratory physiology, cardiovascular haemodynamics, as well as advanced clinical skills, e.g. management of difficult airways, tension pneumothorax, pulmonary embolism and shock. This model of facilitation helps them build technical expertise in the dynamic field of medical practice. The complex manipulation and integrated procedure simulators are still being developed, but the patient simulator from the 1960’s has come a long way in order tohelp out new generations joining the health workforce(Driefuerst, 2009)
In order to create an environment that is conducive to learning healthcare educators have to remember that inclusion of various facilitators is of paramount importance. Collaborative evaluation is a prime example of a monumental facilitator that has changed lives of medical professionals over the years. The creation of such an environment encourages the health care worker to take an extra interest in their course work while getting absorbed by the practicality and application-based approach of real life. This is provided by the professional who themselves have grappled with the challenges and turns of the medical field. Not only does this encourage the health workers it gives them a sense of purpose as the work they do has direct relation to the highest ideal of being human – helping others.
Bremner, M. N., Aduddell, K., Bennett, D. N., &VanGeest, J. B. (2006). The use of human patient simulators: Best practices with novice nursing students. Nurse Educator, 31(4), 170-174.
Dreifuerst, K. T. (2009). The essentials of debriefing in simulation learning: A concept analysis. Nursing education perspectives, 30(2), 109-114.
Elfrink, V. L., Kirkpatrick, B., Nininger, J., & Schubert, C. (2010). Using learning outcomes to inform teaching practices in human patient simulation. Nursing Education Perspectives, 31(2), 97-100.
Kirby, J., O'Hearn, S., Latham, L., Harris, B., Davis-Murdoch, S., & Paul, K. (2016). Introducing a Collaborative E2 (Evaluation & Enhancement) Social Accountability Framework for Medical Schools. International Journal of Higher Education, 5(4), 216-221.
Kneebone, R. (2003). Simulation in surgical training: educational issues and practical implications. Medical education, 37(3), 267-277.
Manchester, J., Gray-Miceli, D. L., Metcalf, J. A., Paolini, C. A., Napier, A. H., Coogle, C. L., & Owens, M. G. (2014). Facilitating Lewin's change model with collaborative evaluation in promoting evidence-based practices of health professionals. Evaluation and program planning, 47, 82-90.
Naber, J., & Wyatt, T. H. (2014). The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Education Today, 34(1), 67-72.
Neville, A. J. (2009). Problem-based learning and medical education forty years on. Medical Principles and Practice, 18(1), 1-9.
Papp, I., Markkanen, M., & von Bonsdorff, M. (2003). Clinical environment as a learning environment: student nurses’ perceptions concerning clinical learning experiences. Nurse education today, 23(4), 262-268.
Wilson, B. G., Ludwig-Hardman, S., Thornam, C. L., & Dunlap, J. C. (2004). Bounded community: Designing and facilitating learning communities in formal courses. The International Review of Research in Open and Distributed Learning, 5(3).
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