Bloom's Summary And Analysis
Introduction
By using references to key texts, theories and models, a critical analyse and reflection on the lesson plan used for an individual clinical supervision teaching session, facilitated on Monday 23rd January 2017 (appendix one), will be achieved. As noted by Launer (2014) clinical supervision is a one-to-one encounter aimed at promoting competence and reflective practice, including mentoring and coaching. All the information gathered for this will remain confidential in accordance with the Nursing and Midwifery Council (NMC, 2015) professional guidance.
To accomplish this Bloom’s (1956) classification of taxonomy of educational objectives, John’s (1993) description of reflection (which increases professional and personal effectiveness)
and reflection-in-action (Schön, 1987) will be used (appendix two). Ultimately by putting the learner at the centre of their learning, enables the adult learner (Reece et al., 2005) and this results in them owning their own learning (Howard, 2009). Thus, by adopting these approaches leads to the educator adapting a critically reflective stance toward their practice, and modelling critical thinking is crucial to helping students learn (Brookfield, 2015). However, to be reflective, it is important to note Bound et al. (1998) who recognise that reflection is not only a cognitive process, as feelings are fundamental to the learning, therefore, it can lead to reflection being misused and abused; the reflective context must be interpreted appropriately. Also, that some people consider reflective practice to be hedonistic, egotistic and self-centred (Johns, 2005). Importantly, per Aveyard et al. (2015), critical thinking and reflection need time, motivation and determination, in order to make the best judgements.
As a skilled practitioner, it should not be assumed that you can facilitate learning (Gopee, 2016), furthermore it is often difficult to know where to start (Howard, 2009). It is also important to clarify, and identify the topic for the session, then research the subject (Gopee, 2016). The subject of this lesson plan and session is Dementia Awareness (appendix 4). Dementia is described as a syndrome due to disease of the brain (International Statistical Classification of Diseases, 2010) and is not a natural part of ageing, but the risk of getting dementia increases with age (Rahman, 2015). There continues to be a stigma around dementia (Jenkins et al., 2016), which Kitwood (1997) describes as malignant social psychology and it is recognised that every individual who has a diagnosis of a dementia is unique, but may have similar presenting behaviours (James, 2011). Therefore, it is vital that any training around this subject promotes living well with dementia by being proactive and recognising dementia affects not just the person diagnosed with it, but their whole network of friends and family, including society (Rahman, 2015).
By using references to key texts, theories and models, a critical analyse and reflection on the lesson plan used for an individual clinical supervision teaching session, facilitated on Monday 23rd January 2017 (appendix one), will be achieved. As noted by Launer (2014) clinical supervision is a one-to-one encounter aimed at promoting competence and reflective practice, including mentoring and coaching. All the information gathered for this will remain confidential in accordance with the Nursing and Midwifery Council (NMC, 2015) professional guidance.
To accomplish this Bloom’s (1956) classification of taxonomy of educational objectives, John’s (1993) description of reflection (which increases professional and personal effectiveness)
and reflection-in-action (Schön, 1987) will be used (appendix two). Ultimately by putting the learner at the centre of their learning, enables the adult learner (Reece et al., 2005) and this results in them owning their own learning (Howard, 2009). Thus, by adopting these approaches leads to the educator adapting a critically reflective stance toward their practice, and modelling critical thinking is crucial to helping students learn (Brookfield, 2015). However, to be reflective, it is important to note Bound et al. (1998) who recognise that reflection is not only a cognitive process, as feelings are fundamental to the learning, therefore, it can lead to reflection being misused and abused; the reflective context must be interpreted appropriately. Also, that some people consider reflective practice to be hedonistic, egotistic and self-centred (Johns, 2005). Importantly, per Aveyard et al. (2015), critical thinking and reflection need time, motivation and determination, in order to make the best judgements.
As a skilled practitioner, it should not be assumed that you can facilitate learning (Gopee, 2016), furthermore it is often difficult to know where to start (Howard, 2009). It is also important to clarify, and identify the topic for the session, then research the subject (Gopee, 2016). The subject of this lesson plan and session is Dementia Awareness (appendix 4). Dementia is described as a syndrome due to disease of the brain (International Statistical Classification of Diseases, 2010) and is not a natural part of ageing, but the risk of getting dementia increases with age (Rahman, 2015). There continues to be a stigma around dementia (Jenkins et al., 2016), which Kitwood (1997) describes as malignant social psychology and it is recognised that every individual who has a diagnosis of a dementia is unique, but may have similar presenting behaviours (James, 2011). Therefore, it is vital that any training around this subject promotes living well with dementia by being proactive and recognising dementia affects not just the person diagnosed with it, but their whole network of friends and family, including society (Rahman, 2015).