NURS5039: (Clinical Workforce Development) The purpose of this assessment is to explore a learning theory and how this can be used to structure a clinical teaching scenario.

Module / Subject / School:

NURS5039: Clinical Workforce Development

Curtin University

Requirements: 

Length: 1000 words

Details:

Supporting learning in the clinical environment is key to workforce development. The purpose of this assessment is to explore a learning theory and how this can be used to structure a clinical teaching scenario.

Part A: Select one learning theory.

Select a learning theory which interests you. Present a discussion of this learning theory in the context of clinical education.

1. What is your learning theory, provide a brief summary of its history and philosophical/epistemological underpinnings.

2. Critique your learning theory and make a judgement of its applicability to the clinical setting.

3. Provide an example of how your learning theory could be used to develop staff in your work environment.

Your critique must evaluate your learning theory and you are encouraged to use, synthesise and integrate the scholarly literature.

Length: 500 words

Details:

This assessment follows on from Assessment 1, Part A. Please note, you do not need to conduct your teaching session.

Part B: Teaching Plan

Design a small or micro teaching session for your ward or unit using your selected learning theory as a framework for your approach. Your session should include detail on the application of a learning theory, its practicality and relevance to the work environment, how you will support the individual learning experience and use active learning and engagement strategies.

The application should reflect the principles and concepts of your choses leaning theory (your Part A of this essay) and show how it can be applied effectively in the workplace.

To assist you, the attached template should be used to describe the structure of your session.

Your description must include:

a. A Description of the session considered the above points.

b. Your approach(es) to teaching.

c. Your strategies to engage your learners.

What we score:

75%

Our Writer’s Comment 

This assignment is designed to assess students’ understanding of business practices.

To secure an A+ grade, adhere to these guidelines and make sure your work aligns with the grading criteria:

Part A: Learning Theory (500 words)

1. Choose a Learning Theory:
   Pick a theory that resonates with you or is widely applicable in clinical settings, such as Constructivism, Experiential Learning (Kolb), or Situated Learning (Lave and Wenger). Be sure you understand the basics, like where the theory originated and the philosophical or epistemological ideas behind it.

   How to Present: Start with a clear and concise introduction to the learning theory. If you choose, for example, Experiential Learning, explain how Kolb’s cycle involves concrete experience, reflection, abstract conceptualization, and active experimentation.

   Tip: Use simple, clear language to explain complex ideas. You’re not just summarizing the theory; you’re showing how it links to clinical education. For example, talk about how hands-on learning (a key feature of experiential learning) is crucial in a hospital setting.

2. Critique the Theory:
   This is your chance to show depth. Don’t just list pros and cons—evaluate the theory’s real-world application in a clinical setting. For example, is Experiential Learning effective in fast-paced environments like emergency rooms? Does it work for all learning styles? Consider its limitations, like time constraints or varying staff experience levels.

   How to Improve: Focus on applying the theory to the practical realities of a clinical environment. If there are challenges (e.g., staff turnover or limited resources), mention them and discuss how the theory could be adapted to fit those realities.

3. Provide an Example:
   Use a realistic example from your own clinical setting. For instance, you could describe using Experiential Learning to help junior nurses develop IV insertion skills. Explain how you would structure a session where they observe, practice, and then reflect on their experience. The key is to show how the theory isn’t just theoretical—it’s useful in real clinical teaching.

   How to Improve: Keep your example focused and specific. Make sure you’re linking back to the theory’s key principles. For example, if using Kolb’s Experiential Learning, mention how each step of the learning cycle plays out in the training session.

Part B: Teaching Plan (500 words)

1. Design the Session:
   This is where you apply the theory in a practical way. Think about a short teaching session, like a 15-30 minute training on a specific skill (e.g., safe patient transfer techniques). Use your selected learning theory to guide how the session will be structured. If you chose Constructivism, you might focus on problem-based learning, where learners actively engage in solving real-world clinical problems.

   Tip: Be clear about the flow of the session. Start with an introduction, move into the hands-on practice (if that’s part of your theory), and end with reflection or feedback. Mention how the theory influences each part of the session.

2. Teaching Approaches:
   Here, discuss your methods. Will you use demonstration, simulation, or case studies? Link these approaches back to your learning theory. For example, if you chose Experiential Learning, you might explain how simulation allows learners to “experience” a clinical scenario safely before they face it in real life.

   How to Improve: Be practical in your approach. Think about how you’ll overcome barriers like different learner abilities or time constraints. Use real-life considerations from your clinical environment to show you understand the teaching context.

3. Engaging Learners:
   Engagement is crucial. How will you get learners involved? Will you ask them questions during the session, use group work, or give them hands-on activities? Make sure this ties into your learning theory—Constructivismwould suggest active participation, while Experiential Learning might focus on reflection and feedback.

   How to Improve: Think about different learner preferences. Some might prefer visual aids, others might need more practice. Tailor your strategies to accommodate a range of learners and explain how you’ll keep them engaged throughout the session.

General Tips for Both Parts:

• Connect theory to practice: Always tie your discussion back to the clinical environment. Show how the theory fits into the day-to-day realities of teaching in a hospital or clinic.
• Be clear and concise: You have limited word count, so be sure to focus on the key points and avoid going off on tangents.
• Proofread for clarity: Grammar and presentation matter. Make sure your writing is clear, organized, and free of errors.
• Link back to literature: Don’t forget to integrate scholarly references throughout. This shows you’re grounding your ideas in evidence, which strengthens your critique and plan.

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