Reflection of a teaching session on the prevention of pressure ulcers
I have chosen to use Johns’ model of reflection (1994) to reflect on this teaching session. This model incorporates a good analysis of the session and enables me to effectively reflect on the positives of the teaching session but also what could be improved. This model will enable me to successfully analyse what needs improving and the session will be improved in the future as a nurses’ role is educating patients, relatives and other member of staff. I will study the relevance to the subject that was taught and refer to the teaching plan. I will use a progressive tool to highlight the areas explored and also will use ...view middle of the document...
We were able to communicate well as we were on the same eye line and the session was informal. The negative side of the teaching session method was there was no opportunity for practicing ( Cornet 2006). If the session was taught as a lecture time would have been spent practicing the session, although this was encouraging to learn as much about the subject as I could as I was unsure at what questions would be asked.
The session began at 1pm, I and the individual chose this time as 1-2 was rest period where no Doctors, Physiotherapies or relatives were allowed to disturb the patients on the ward therefore the ward was quiet, it was a good learning environment. I was very nervous throughout the session as I believed despite the amount of research that I had done about the topic I thought I could have learnt more. My confidence grew throughout the session and was able to confidently answer questions throughout the session.
As the research states the local NHS trust want to reduce the amount of pressure ulcers on patients, as I was on placement on an Orthopaedic trauma ward I had knowledge that there was a lack in mobility in most of the patients. The rational for choosing the individual to teach about the importance of pressure relief would have covered NHS guidelines. As a future healthcare worker my role is not only to aid the recovery of patients it is to prevent further treatment.
The session lasted 20 minutes, the individual was actively taking part throughout the session and showed great interest in the session as this was enabling the individual to take charge of their own health and having responsibility. Body language was analysed throughout the session, the individual had eye contact throughout the session and was sat upright showing signs of interest. Visual aids were used it was not stated the learning style that this individual had therefore in this session was auditory, visual and active learning. This incorporated the main learning styles to fit the need for the individual to learn. As the individual was a 72 year old, their individual learning style might have changed and therefore having a mixture worked well as it enabled the individual to learn more, according to Reece and Walker (2000) using several teaching methods is an affective way of teaching. The individual had no knowledge on the prevention of pressure ulcers prior to the teaching session, I did not use any medical terminology throughout the session the individual would not have understood and I wanted to maximise the amount of knowledge the individual was able to learn and did not want to further confusion. Severinson (1998) believes that students have the capability to teach patients in a clinical setting rather that a non clinical settings.
On reflection of the teaching plan the structure worked well as the topics were appropriate as this was all on the subject on skin care and prevention of pressure ulcers. Understanding the layers of skin was important...