Revisit your personal philosophy of teaching. What learning strategies (discussed in chapter 7) that are influenced by your personal philosophy of teaching might you integrate into the curricula? Discuss how the learning strategies you described align with your personal philosophy of teaching. When assessing my learning and teaching philosophy, I gather my foundation from work experience and how I orient new graduate RNs to the ICU. Learning starts with a positive and effective learning environment. As a preceptor, I treat them as a work family with a sense of belonging. Providing students with a good rapport, support, and open learning space with no bias will facilitate connection, a need for the student to ask questions anytime, and an interest in learning. Progressivism
emphasizes the learner’s active participation in learning, focusing on their interests, experiences, and needs (Billings & Halstead, 2016). Progressivism
is an educational ideology that I can relate to my teaching style. As a preceptor, I am there as a mentor to provide the transition to a working environment and encourage new nurses to take an interest in what they would like to achieve in their practice. As new nurses, their role is to learn, and as the preceptor, I will guide them in learning a new skill and how to communicate and collaborate with family, patient, and the healthcare team in an ICU setting. My teaching method is first to encourage a positive and effective learning environment. Assume the student is new to everything in a work environment. When students ask questions, do not express criticism or judgment when answering. The expression “see one, do one, teach one” refers to a skill observed; the student is expected to perform the skill, followed by the ability to teach the skill (Ayub, 2022). The teach-back method will help the student identify and recall the skill. New RNs will develop ICU experience and competence with constant exposure to skills, procedures, or meetings. Immersing students in such activities and providing constructive feedback will benefit their ICU experience. Reference
Ayub, S. M. (2022). "See one, do one, teach one": Balancing patient care and surgical training in an emergency trauma department. Journal of global health
, 12
, 03051. https://doi.org/10.7189/jogh.12.03051
Billings, D., & Halstead, J. (2016). Teaching in nursing a guide for faculty
(5th ed.). Elsevier.
