Peer Observation of Teaching in Clinical Settings
In the teaching approach analysis, I captured the happenings of the teaching session by taking many notes relating to the teaching methods, learning environment, engagement, and management for the session. I brought in peer observations like the teaching set-up in class while seeking to address the difficulties of a clinical setting and a classroom simultaneously. I was keen on the formulating and guiding the observation without rating or assessing the teaching performance. I invited a colleague to conduct a peer observation of my teaching where he would later provide feedback on my practice as a clinical teacher. The best forms of review are based on the time scope while taking notes on the backside. Later, the faculty members look into the expected notes and paying attention towards areas that the peer evaluator asks to focus attention. In a note taking exercise, it is critical to focus on pedagogy as compared to the specific topics and contents (O'Connor, 2014).
The teaching environment is in a pediatric ward, where I attend to the care of patients and preceptor a student nurse. At this point, I paid attention towards the happenings and discussions during teaching encounters unlike taking notes on the presented topics. It recorded questions from learners by asking and making interesting comments and points of confusion. Mostly, the important areas are listed in the teaching guide. During observations, it is important to be close to faculty members so that one does not miss the important aspects of the exercise. For me, I was keen to participate in sessions by answering questions and sharing comments. The faculty members invited opinions and made polite declines.
Prior to the date of the peer review, we had a meeting to discuss the 'peer observation processes. This meeting would clarify the role and obligations of parties, the observer, and the observed. I was well prepared: the faculty members and other learners were enthusiastic about what I was to offer on my chosen topic. The session was well organized to suit the peer evaluation of the faculty member through a seemingly logical sequence in the clinical settings. Normally, teaching methods are based on the appropriate goals for the session, diversifying the learner's engagement, and encouraging achievement. I was keen to observe the number of checks made by the peer evaluator on the learners' level of understanding (Seabrook, 2014). In the discussion group teaching, the flow was based on the number of active participants as well as those seeking to limit their participation. I kept the discussion going when the answers and questions were conveyed to the faculty member. My colleague understood that her evaluation was a tool to help me improve as a clinical teacher, and the importance of providing timely, specific, and objective feedback.
Next, we discussed what we were observing. The emphasis is on improving teaching and promoting students' learning. I also ensured that the participants addressed one another as per the norm. The participants listened to my speech and ignorance through managed silence (Cannon & Boswell, 2012). The learners' emotions have handled the scope of disagreement, frustration, boredom, and curiosity. The planning stage of the observation is the most important and I fear that I may have overlooked some aspects.
The pre-observation meeting helped to develop a sense of trust and resolve or at least decrease the levels of anxiety we both felt. It also clarified the responsibilities of the observer. The observer is a registered nurse (RN) like me, and we have a trust and professional relationship. With the busy activities in hospital wards, my colleague could not spend the whole day observing me. We decided that she would observe me while teaching the student on setting up of a Humidified High Flow Oxygen Machine (AIRVO2 Humidifier). This would be carried out on a child admitted with bronchiolitis and needed an AIRVO2 to assist with oxygen therapy.
During the observation stage, my colleague paid attention to whether my style stimulated student learning and whether it achieved the desired learning needs. The focus was also on the pace of the teaching session, and whether sufficient time was given to explain key concepts. The question levels are referenced on faculty membership that hypothesizes learning on lower order for factual-type questions against higher-order evaluative and analytic-types (Huggett, 2014). The peer evaluator's body language, voice, movement support, and eye contact are important in the learning process especially in fostering enthusiasm in the respective topics. In my case, the faculty members looked mainly at the notes, computer, and the learners (Cannon & Boswell, 2012). In addition, whether the content was appropriate, accurate, and up-to-date, and whether I answered the student's questions clearly and if there was a good student/teacher rapport.
In turn, teachers and their leaders should take steps to increase the responsibility for managing their schools and assessing the performance of their peers. (1990) The work of Charles Kowalski entitled: "Caring for Teachers in Uncaring Schools" (2002) states that stress in teachers "can be more insidious than in other professions by its "fuzzy" nature: it arises from a vague system of rules and returns; it is often self-inflicted; and
Teacher evaluation is a controversial topic. It is often thought by the general public and even some educators that once a teacher rises to a certain level there is little incentive to alter practices based on current research or training and even more alarming the ability for an administrator to terminate a teacher's contract can be difficult. According to surveys of parents and administrators, incompetence in the teaching profession has become
Clinical Psychology / Bulimia Nervosa The beginnings of clinical psychology date back to the year 1492, and it has changed from the mere treatment of mental illness to an entire field of research and experimentation, which has helped those individuals who have been affected by any form of mental disorders, like for example, the eating disorders like bulimia nervosa and anorexia nervosa prevalent among adolescent and twenty-year-old women all over the
I want to be able to practice the new skills I learn alongside actual, real-world training. This will enable me impact people's lives even while I'm still studying. Hence, its emphasis in applied learning is one of the things that draw me to the Chicago School of Professional Psychology. It is also important for me to study at a school where I am encouraged to celebrate my cultural identity. As
Clinical Assessment of Learners Clinical assessment involves the evaluation of technical skills, communication skills, professionalism, knowledge base, and teaching skills, where applicable, of students who are about to enter independent practice. Technological changes have made it possible to assess clinical performance in ways that are far more advanced than pencil and paper tests relied on in the past (Dauphinee, 1995). In the late 1970s, clinical training programs utilized continuous practical assessments
Teaching Manding Through Functional Communication Teaching Manding Thorugh Functional Communication Training To A 53-year-old Man With Cerebral Palsy Self-injurious behavior (SIB) usually occurs in mentally retarded persons. There are certain genetic syndromes which are more likely to cause self-injury as part of the behavioral phenotype of the condition. SIB can be quite devastating since it is a characteristic of several mental disorders. About 5-17% of all people who have intellectual disabilities and
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now