Practice_Education

Practice Education – Learning for the future from practice experience and reflexion. Introduction A major part of studying a health related course is that students get the opportunity to go out into their chosen discipline and apply the theoretical knowledge that has been gained in university, and put this into practice in a clinical setting. These practical placements are a good way for students to consolidate learning, and also learn new skills. Learning is the process where new information is gained, Felder and Brent (2005) suggest that people learn in different ways and have different strategies and styles of learning, there is not one particular learning style better than the other, there are simply different ways of learning. Learning styles Learning styles help an individual understand the best way that we can learn new information; an example of a learning style model is the VARK model. This model suggests that there are four different types of learners who are categorized by the way that an individual gathers, organizes and interprets information; the four main learning styles of the model are visual, aural, read/write and kinaesthetic learners (Fleming 2001). There is a difference in approaches to learning for each of the four different styles. Fleming 2001 suggests that visual learners prefer pictures, charts and diagrams to learn, where as aural learners prefer discussion groups and listening to spoken information, such as tapes. Read and write learners learn best from textbooks and writing notes, but kinaesthetic learners like to use a hands on approach and practical examples to learn. The Felder – Soloman learning style model is a model that concentrates on the strengths and preferences that a particular individual uses to gather and processes information (Felder & Silverman 1988). The model uses five different scales, with different learning styles at each end of the scale. An individual can be at either end of the scale, indicating a strong preference to that particular learning style, or close to the middle of the scale, indicating that the individual has a balance between the two different types of learning. Felder and Silverman 1988 suggest that active learners like to do activities in groups, but reflective learners like to have time to think about a task before doing a task. Sensing learners like facts, where intuiting learners prefer theories, verbal learners like to hear information and have discussions, but visual learners like reading books for information. Global learners like to see the big picture rather than the small details that make up the big picture, unlike the sequential learners who prefer to move step by step through the material. The revised approaches to studying inventory (RASI) is a model that describes three ways in which students learn, and how an individual interacts with and responds to the learning environment (Hawk & Shah 2007). The RASI uses scales to describe three different approaches to studying. Deep learning is where the individual looks for meaning in what they learn, surface learning is when the individual essentially just memorizes the information but lacks understanding. The final type of learning is strategic learning, when the individual learns what is expected to pass the course (Hawk & Shah 2007). Clinical placements give students the opportunity to learn from practical experience. Lowe & Kerr (1998) suggests the best way to learn from experience is to reflect on a personal happening and through analysing that process come to understand the experience, such an activity will result in deep learning and give greater understanding. My learning style After completing the VARK learning styles questionnaire, Fleming (2001) it was suggested that I showed a strong preference to the read/ write style of learning. The Felder – Soloman (2007) questionnaire suggested that I was a strong reflective learner and a strong sensing learner, but was in the middle of the scale between visual and verbal learning and sequential and global learning, indicating that I have a balance between both these leaning styles. While on my CA2 placement my clinical educator (CE) had a similar learning style to myself. She would demonstrate techniques to me and ask me to look up information on the techniques in books; I found this complimented my learning styles. On my CA3 placement my clinical educator had a more active learning style, and liked me to try things out first. I felt slightly uncomfortable using a hands on (active) approach to learn, as it did not compliment my learning style. L8 supports the difference in learning styles where my CE wanted me to “have a go” first, but I felt that I learnt the technique better by observing my CE and reflecting on the information and then performing the technique. After discussing this with my CE she agreed that we had different learning styles. While working with patients I was able to reflect on how I could improve my treatment and learn new information. Learning how to communicate with patients is a large part of a clinical placement. L7 shows how I felt my communication with a patient could be improved so that the patient fully understood what was being asked of them. By reflecting on why the patient had performed the task differently for my CE, I was able to understand that I had not fully explained the procedure, and that good communication with patients was important to provide good quality treatment. New information can be very difficult to understand. If you do not know the meaning and implications of the information your ability to problem solve will be limited. L2 gives an example of when I did not fully understand new information and therefore had difficulty assessing the problem, but after reflecting on the information and looking for meaning in the information, this lead to deeper learning and gave me a greater understanding of why the patient was having these symptoms. Values in healthcare Values describe the ideas and beliefs of an individual, and the belief about how someone should behave. Gard 2003 suggests values are an individuals accepted standards of right and wrong, and that professional values are the shared principles of an organization and help to guide behaviour and practice. Before going on placement the main values that I considered important were reliability, professionalism, confidentiality and honesty. While on placement I realised that there were several more values that were important within health care. L5 made me consider that respect for patient’s decisions and views were key values. The patient felt that physiotherapy was a waste of time and would not work, I did not agree with this view but respected the patients right to her opinion. My CE commented that I had also shown good professionalism as I treated the patient the same as any other patient, despite her views that physiotherapy would not work. Honesty is a key value in my personal life as well as a very important professional value. L10 shows when I was asked a specific question I felt it was important to be honest and admit I did not know the answer rather than answer the question when I was not sure. L10 also shows reliability as the patient was very happy that I made the effort to find out the answer to the question, and commented that she trusted me to find out the answer as I had proved to be reliable and honest thought the course of treatment. Values such as politeness are important when treating a patient, especially the first time you meet a patient as this helps to build a rapport with the patient. If a patient can see that a health professional has a good set of values, then patients will be more likely to trust the health care worker. Continuing to develop skills Continuing to learn new skills and develop these skills is vital after a health professional has become fully qualified. 'Continued professional development (CPD) is an ongoing structured process of maintaining, developing and enhancing skills, knowledge and competence both professionally and personally in order to improve performance at work.'   (CSP CPD definition, 2003). This process of CPD is important for all health professionals and will help then to improve as professionals as well as individuals. By considering their individual learning styles, health professionals will be able to maximise their potential. Conclusion Learning styles help individuals make choices as to what type of studying will help them learn new material. While on clinical placements students can understand new information by reflecting on the information to facilitate deeper learning. By identifying my learning style and understanding how to use my learning style, I was able to deal better with the large volume of new information that had been received on placement, and combined with gaining a greater understanding of my personal and professional values, helped me develop as a health care professional and ultimately provide a better standard of care to patients.