Facilitation and Education Skills for Practice Development

Question: Describe about the Facilitation and Education Skills for Practice Development. Answer: Describe the experience In the group session, I have participated to present a topic in order to emphasize the importance of experience learning in nursing. In this group session, students were requested to present their own topic in order to elaborate their experience. Therefore, I have also presented my personal experience regarding experience learning. From this group session, I have understood that experience learning is a framework. According to Chang and Daly (2015),it helps to understand the practical implementation of theories. Moreover, experience of someone else helps to understand the practical situation. Here, three parameters can be evaluated such as the aim, the strategies to achieve the aim and difference between aim and the outcome. As described by Jacobs (2016), in experience learning, people can share their success story to the audience. From the experience shared, people can understand the practical implementation for dealing with the probable case issues. Therefore, I have realized that experience learning is another learning process in which, people can get a clear picture of the practical field. Jasper (2013) pointed out that in a reflected experience; people share their experience and the probable issues the person has faced. In the given case study, Lee has shared his experience regarding ethical practice is based on the situation. According to her experience, ethical practice cannot be applied easily. The situation here plays the major role, because ethical compliance in medical field. He has mentioned that complying with the ethical factors can be difficult and therefore, he has not mentioned any concrete solution for ethical complacence. However, he has mentioned that in order to follow organizational policies, an employee should handle the ethical dilemmas. Therefore, it can be said as opined by Jones and Alinier (2015) that reflection learning is a process in which it is possible to understand constraints while complying with the practical guideline. On the other hand, theoretical learning only gives the outline of the theoretical framework. As discussed by Kumagai (2013), this type of learning process cannot give practical sense of the theory. Apart from that, Lee has shared that she has reported a bout Toms drug taking and for that Tom has been sacked. In this particular situation, Lee felt guilt and therefore, it was difficult for Lee to work with motivation. In this experience, it has been identified that ethical dilemma is the major factor that led Lee to feel guilty. However, in order to comply with organizational policies, Lee was bound to report about Toms drug taking. When it comes to experience learning, it can be said that Lee was working as per companys policies and on the other hand, tom was violating organizational guideline. From this situation elaboration, a learner would be able to understand the basic response to the critical situation. This experience is not limited to the decision taking. It also emphasizes the consequences that an individual go through after taking an ethical decision. The experience shared in this case study emphasizes several consequences such as moral break down and motivational issues. As opined by Lauren Caldwell (2013), the issues fac ed by an individual after taking an ethical issue can have divers impact on his professional and personal life. However, the experience learning method helps to understand how to deal with the critical consequences. According to Lees experience, she was unable to express her mental state among her nurse colleagues. The step taken by Lee was for protecting top from excessive drug taking. However, escalating the matter to the management create another diverse situation. When it comes to the experience description, it can be said that this process helps an individual to come out from the theoretical framework and explore the practical field. the evaluation of experiences helps to determine the actual issues while implementation of the theories. In terms of theoretical description, an employee should comply with organizational guidelines. However, the experience story of Lee shows ethical situations in which people need to consider the appropriate decision. Taylor (2013) opined, therefore, experience learning would help an individual to understand the ethical situations that could arise. Apart from that, it can be said that it is possible to gain constructed knowledge from reflection. A reflection consists of brief elaboration regarding situation and scenarios that an individual has already faced. Therefore, being an outsider, an individual will be able to know the process of using knowledge in practice. The overall presentation of a reflection consis ts of certain factors that may not have any relation with others experience. However, it is important to learn as much as possible from the experiences because, the more an individual enhance practical knowledge, the more it would be possible to handle critical situation in future. The framework presented in this case study, it can be said that experience may consist of both ethical and personal experiences in workplace. Apart from workplace events, there can be personal factors that might influence an individual to face difficulties. The process of experience learning shows the way in which an individual can balance work and personal life. The case study provided has clearly described the ethical decision-making and its appropriateness in workplace. However, from the experiences, it has been noted that it is not possible to gain a clear view regarding ethical decision-making from experience learning, because, it varies depends on the situation and its requirements. Moon (2013) discussed, the major objective of experience learning is to build clear understanding about different situations. However, it is not necessary that an individual will face the same situation in his or her personal life. Now there are two types of ethical situations such as traditional ethical principles and situational ethics. There are certain differences between these two ethical situations. In order to deal with such ethical situation, an individual should understand the self-vales and difference between self-values with others. The overall evaluation of experience learning helps me to understand the specific features of this learning process. In this learning process, it is possible to understand practical implementation of the theories. In this case study, the experiences shares elaborate the ethical constraints in decision-making. Apparently, the case study shows the importance of experience learning through the framework established by Christopher John. Understanding of the self through Johns model Johns model of structured reflection is a technique that helps the learner at the very early stage of learning. It helps to understand the student how to reflect upon any subject that he has studied. By following the methods, the learners gain experience through application. The model focused on what to look in and what to look out. The looking in consists of the following: Find a space and focus on self. Pay attention to ones emotions and thoughts Write down the emotions and thoughts The looking out consists of the following: Describe the situation Point out the significant issues Aesthetics Personal Ethics What were the factors that influence me? What knowledge did inform me or what could have informed me? Reflexivity The aesthetics includes the following: What was I trying to achieve? Why did I respond? What were the consequences for me and others? What were the feelings of others? How did I know this? The personal aspect includes the self analysis to find out why I felt in a specific way within the situation. According to Ossa Parra et al (2015), the reflexivity includes the analysis of how the situation is related to the previous experience. It also tries to understand in what ways I could have handled the situation better than the way I did it. It also needs me to focus on what would have been the consequences of the alternative actions that I could have taken. Next, I should analyze how I feel about the experience. I should find out how much I can myself along with others in future situations. As Pearce et al. (2013) have discussed, this model was mainly demonstrated in the field of learning. However, it can be applied in other domains of knowledge too. The objective of the model is to make the learners to be able to carry out self-learning through application of the theories and gather experience. It is not only about applying the theories but also about analysis of the experience gathered from the application. It can be said that this model helps in understanding the self. One constantly analyzes his own modes of applications, his own learning outcomes. After the methods are applied, the students are asked to share his or her knowledge with their mentors and other students. According to Pennington et al. (2013), it helps the students to learn faster. Here comes the importance of group discussion. However, reflective practice is always better than only studying the theories. A student that practice reflective learning always achieves greater understanding of the subject a nd also is able to understand how much he has gathered knowledge. In his approaches, John has highlighted this point. He highlighted the importance of experienced knowledge in a comparison to theoretical reading. The method of looking in and looking out of ones emotions engage the students into self-analysis. It is a constant practice that improves the understanding of the self. It provides new insights into the learning procedures. Reflective practice proposed by John is emphasizes on learning through assumptions. At first, we read the subject, gather information, and then apply that knowledge into any practical situation. However, while applying our gathered knowledge we always assume the final result. According to Rees (2013), we always think to what extent the applied method is useful; we have to assume what could be the alternative ways to achieve the desired objectives if the already applied method fails. We add some elements and remove some elements as while doing the process. We become able to take decisions because of our analytical power. Through the practice of it, this analytical power improves. Sometimes the assumptions turn out to be true and sometimes we fail to make correct assumptions. The approach presented in Johns model develops this power. The practice of this model also develops self-awareness and power of critical evaluation. As discussed by Smith et al. (2015), when we do a task we remain aware of our own abilities. We always try to remove the barriers and develop ourselves. We want to achieve our desired abilities. Therefore, we chalk out what to do and what not to do. We select some methods and limit ourselves from using some. Sometimes the decision is based on the available resources and sometimes it is based on our own capabilities. Not everyone is able to do every type of tasks. Self-awareness plays an important role to overcome this barrier. However, once a student has adopted with the technique, he will gather a life-long experience. As Tashiro et al. (2013) discussed, the process of self-awareness also includes finding out the critical issues found in the subject. Through the application of reflective practice proposed by John, one gathers the knowledge to separate difficult areas and easy areas present in the subject. It is mandatory that student understands the difficult areas and deal with them specially. By practicing whatever is proposed in the model, the students improve the ability to judge and separate the critical areas. They also become able to select the best process to solve the problems found in the subject. It is a process that helps in gathering knowledge about the self and answers the question who I am. Through the process of emancipation, the practitioner becomes able to liberate himself from the previous ways of practices. In case the students work in a group the level of difficulty arises because various students have to work cooperatively to accomplish the task. Often they are not able to understand where they are lagging behind from others. As Thompson and Pascal (2012) opined, the problems are twofold. The students have to deal with others while doing the task and they also need to constantly do self-analysis. They need to analyze if they are properly cooperating with the others or not, and they also consider their understanding of the subject. Following and practicing Johns model develops this understanding in the student. According to Tobias et al. (2016), the student starts considering the ethical issues associated in any tasks. It is an important factor while doing a group work. Development of the self occurs with the improved understanding of the response the student should give during the task or after the task. The students responses should comply with the task type. In case of any faults, h e should be able to overcome that barrier. New understanding through analysis of relevant information in the article The article named Framing learning through reflection within Carpers fundamental ways of knowing in nursing by Christopher John discusses the different ways that Carper has propounded. However apart from analyzing it, this article also underlines new information. John has pointed out that the model is a heuristic tool. It means that it provides a framework for the activity apart from allowing the practitioner to go beyond the model and reflect the response of how to unfold the situations present in everyday practices. He mentions that the student gathers knowledge on the existing personal knowledge. It means that their response towards a situation develops. The practitioner is able to respond in a new situation in a matured way. The practitioner becomes able to find the conflict between the desirable work and the actual practice. He has mentioned how that the practitioner needs both challenge and support to accomplish his task. He outlines that it is not only about skill acquisition but confronting the situation. It involves a process of construction and deconstruction while dealing with the situation. The process empowers and enlightens the practitioner or the student. The article has focused on the concept on empirical knowing. Carper rejected the prevalent view that only empirical and objectively descriptive texts are the reliable and valid source of knowledge. This article has clearly and extensively discussed the features of aesthetics empirics, ethics. A practical issue is dealt in this article to discuss various issues related to knowledge gathering through reflective practice. The area of discussion is nursing./ It is mentioned that Lee has gained experience from a case study. In a situation, a young man Tom felt that he was breaking down and was feeling dreadful. The story shared by Lee showed how he helped Tom to overcome this situation. Lee successfully accomplished his work by following the structured reflection model. Toms condition reflects a new age problem. Tom faced financial crisis, started taking drugs, and going through a deep emotional crisis. Through this case study, this article brings out the situational context and Lees cont ext. Then appropriate ethical actions are also discussed. The aesthetics and empirical issues are also discussed. It has been pointed out that ones experience helps in outlining the intuitive nature of grasping, envisioning, responding, and interpreting. References Chang, E. and Daly, J., 2015.Transitions in nursing: preparing for professional practice. Elsevier Health Sciences. Jacobs, S., 2016. Reflective learning, reflective practice.Nursing2016,46(5), pp.62-64. Jasper, M., 2013. Using reflective journals and diaries to enhance practice and learning. Jones, I. and Alinier, G., 2015. 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