Teaching in Nursing Assignment
Teaching in Nursing Assignment
Teaching in Nursing Assignment
A Guide for Faculty lists several principles for selecting learning activities. Select one of the principles and explain why it would be important to you in your selected area of education (academic, staff, or patient).
Teaching in Nursing Assignment
In 400 words, in APA style citation and references
New nursing roles and apprenticeship routes, such as nursing associates and nurse degree apprenticeships, have increased the focus on work-based learning (Halse et al, 2018). This is set to be a growing area for nurse education because of the need to increase student capacity and expand the nursing workforce to meet rising demand.
The global shortage of nurses and the acute shortage in the NHS (NHS, 2019), requires immediate action including increasing nurse recruitment through traditional university routes and expanding new roles and apprenticeship routes. Each approach requires clinical workplaces to increase their teaching capacity while supporting the existing workforce to provide first-class care. Educating the workforce of tomorrow while caring for the patients of today is a challenge faced by healthcare globally. To achieve this, we propose integrating these two activities rather than treating them as separate entities.
Greater focus on the workplace as a learning environment and on the relationship between learners and their supervisors/assessors is
required throughout care systems. Every nurse, midwife and nursing associate – not just those in educator roles – must see themselves as an educator. Educating others is a key principle of the Nursing and Midwifery Council’s Code (NMC, 2018), and learning opportunities need to be clearly identified by care providers, and fully exploited and valued by all.
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Despite the richness of clinical practice as a learning environment, achieving and maintaining a focus on work-based learning can be challenging in busy and complex settings where patient care is the priority. However, with preparation and by embedding education and learning throughout the workplace, learning can take place in even the most-pressurised settings (Attenborough et al, 2019).
The duty to support and educate students is embedded in the Code and the creation of the practice supervisor role aligns learning with care delivery. It also gives nursing and midwifery education the opportunity to engage other health professionals, although there is evidence that some nurses consider it an additional task (Attenborough et al, 2019).
This article explores how exploiting teachable moments (T-moments), or brief opportunities for learning, can be an effective way of aligning care delivery and education in the workplace, and proposes a developmental model for incorporating these learning opportunities. This follows Benner et al’s (2010) call to arms for a new approach to nurse education that moves away from decontextualised knowledge and the separation of the classroom and clinical teaching to situated learning and integration in all settings.
Learning is a combination of knowledge acquisition and its application in practice (Fuller and Unwin, 2003). In this article we explore the opportunities for work-based learning, and how to harness this opportunistically and proactively, to make T-moments an integral part of learning in practice.
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