Reflexive Commentary (Patch

five)Module 7001

PATCH ONE

Mind map of concepts in January:

My Phenomenology

O What did I already know?

Kolb’s Model

Model of Critical Practice

Social Construct Theory

O Is it this? O Or this?

Constructive Alignment, What’s that?

PATCH ONE: Reflexive prompts to carry forward

• I designed a teaching task to support

the learner in understanding the Mental

Capacity Act (2005), I carried out the

teaching and reflected. (Appendix A)

• I considered the value of emotion, and

motivation to transform learning.

• I learned about taking a student centred

phenomenological approach and the

challenges tacit knowledge can pose to

assessment and critical thinking.

PATCH TWO: Reflexive prompts revisited

•I developed a mind map of motivation

applied to learning approaches and

environment (Appendix C).

•I developed a model for critical practice

and teaching (Appendix D).

•I developed further Teaching of the

Mental Capacity Act for small group work

that I carried out in Patch One and

reflected (Appendices E, F and G)

The Contrast of Learning Environments

O University

O Practice

Appendix c: My Motivational model

Intended Learning Outcomes

O Wicked

Vs.

Competencies?

O Summative

Assessment

Bloom’s vs. SOLO Taxonomy

BENNER model (2001): old favourite?

O Linked to thinking in Patch One.

O How can you be a novice

at everything?

O Competencies

O Deeper Learning

O Critical Practice

O Taxonomies

Appendix D: My Model of teaching Critical Practice

PATCH 3O Reflexive Prompts

O I developed a „micro

curriculum‟ that was

student focussed

and delivered

complex content,

delivered and

evaluated its

effectiveness,

I tried to constructively align

and evaluate through tasks

and student perception of the

experience (Appendices H -

N).

Appendix P:Everyone wants their say mind map.

University

Curriculum

Design

Programme,

module design

QAA

Professional and

Graduate

standards

NMC

Learning

Outcomes

Codes of

Conduct

Competencies

Standard Seven

pre- registration

nursing

Sign off Mentors

Workplace

Learning

Evaluation of

Teaching and

Learning

Tacit Learning

and Wicked

Competencies

Sign off mentor – Practice Teacher: top down or bottom up?

O Teaching a micro curriculum

O Nice guidelines

O Trust guidelines

O Research and Evidence based

O Reflect current trends such

Health Promotion

O Link – scaffold key concepts

O Based on practice

PATCH 4: reflexive prompts

O Debates within nurse education and the move to graduate status.

O Complexities of competencies and how we cannot define and evaluate our nursing role, how does this fit with a model of becoming a graduate profession

O I concluded that graduate status may answer some of these questions as I am unable to.

Debates in Health care reform vs. Graduate nursing

REFLEXIVE COMMENTARY

O Intended

Learning

outcomes.

O Have I met

them?

Back at the beginning? Or somewhere else? Further

Reflexive promptsO Research in student learning in Hostile

Learning Environments?

O Phenomenological approach to look

situations that may “transform”

students and how they motivate

themselves to learn from these

experiences and how we as teachers

can support this.

O And here‟s me still on the Journey

ReferencesO Benner (2001) in Stuart, C., (2007)

Assessment, Supervision and Support in Clinical Practice: A guide for nurses, midwives and other health professionals, (2nd edn.) Philadelphia, Churchill Livingstone

O Expectancy Value Theory of Motivation in Biggs, J., Tang, C., (2007) Teaching for quality learning at University, (3rd edn.) Maidenhead: Open University Press:

O LUNSERS: Liverpool University Side effect rating scale(1995) http://www.mentalhealthnurse.co.uk/images/Assessment%20Tools/LUNSERS%20Master.pdf