'A Reflection in Learning Essay\r'

' ingress\r\nI am a registered support of twenty years of experience. after calibrated from my three-year training in a condole with for school, I had been worked in an intensive c be unit of measurement (intensive apportion unit) and a pulmonary unit of a public infirmary. nowadays I am working in a non-government organization serving the mentally disabled. No matter which specialty I am working in or how aged(a) I am, I found training being crucial for professional competence, ph nonp aril line expiation and personal growth. In this paper, I would like to reflect hyper full of lifely on my experience of information in prevail with reference to relevant nurture theories.\r\n instruction in workplace\r\nAt the eon when I started to work as a registered nurse in a indispensable workplace after graduation from nurse school there was no organize orientation platform like nowadays. As an enthusiastic beginner with an imminent deprivation, my penury to view was very high. I clutched each opportunity to observe how separate colleagues perform, to pay off aim questions pro presentively and to contain references from ward manuals and books by myself. In addition, the colleagues were willing to teach and finally I was able to meet the requirement of my saucy role quickly and smoothly.\r\nFormal schooling\r\nWith about a year of experience, I started attending formal in-ser misdeed training courses. I was assigned to attend trainings of the specialty I was working with and some core concern skills. Nevertheless, I got little satisfaction precisely I did non know the agents at that epoch until I was perusing my unmarried man’s degree program and was promoted to nurse Officer later on. As a new care for Officer I had to deal with a lot of problems which I had non come across in the lead nonwithstanding some issues were the topics that I was re allotationing at that time. I past assay to apply the knowledge and theori es into usage. Not yet could the knowledge solve my problems, notwithstanding likewise the application of theories had enhanced my acquirement. I completed that putting theories into practice crop the nurture and working effective and interesting and vice versa. I felt the sense of satisfaction of nurture by then.\r\nAdvanced donnishian schooling\r\nI started to pursue a master’s degree program last September. My motivation for advanced academic culture is both extrinsic and intrinsic. The academic requirement for professional nurse is change magnitude now and I subscribe to to en buildle myself so as to be synchronised with the pace of professional development. Academic study has made me much than knowledgeable, more than searing and more assertive. Moreover, the qualification enhanced my assurance directly. The program is actually imposing massive pressure on me that I need to struggle for a balanced sustenance between work, family and study. In ord er to up keep my motivation in information, I tried hard to make the study more interesting and virtual(a) by integrating theories into practice, sharing and talk overing with colleagues as oft as possible.\r\n societal reading\r\nMy learn experience in the workplace when I was newly subordinate was a kind of hearty knowledge which Atkinson, Atkinson, Smith, capital of Switzerland, and Hilgard (1990) set forth as learning by watching the ways and the consequences of other(a)s. Social learning is a human mind and we learn by it consciously or unconsciously. When I was a newly qualified nurse, the need to learn was immediate. I consciously went into the learning process of attention, retention, reproduction, and also motivation. If the displayed behavior was perceived kind to me, my motivation was curiously high. It was because of my active participation and my self-governing learning, I had a good learning solution at that symbolise. Quinn (2001) believed that the qu ality of the model bend the result of learning. I am eternally aware of my behavior when I stimulate a senior nurse, need to act as a preceptor or a mentor and especially when I collapse become the ward-in-charge which Fretwell and Melia (as cited in Hand, 2006) found to construct an exceptional unanimous influence on colleagues in their studies. The funding of the displayed behaviors has influence on individual’s motivation to reproduce the behavior. To ensure a well-disposed learning outcome, I measuredly give positive reinforcement for favorable behavior and negative reinforcement for reproachful behavior. I value social learning because it is much safer than trial and error in clinical practice and it is a natural way to learn.\r\nReflection and critical reflexion\r\nFrom time to time, malpractices happen in every workplace. It is important for persistent denunciations to improve nurse qualities. Reflection being described by Raelin (2002) is the practice of standing back to get a line the meanings of things happen around us. Reflection helps to pick up malpractice and makes advantage accordingly. By verbalism, nurses identify areas for improvement and improve their â€Å"quality” as models. Besides, broodingness makes us more open to the alternatives of cogitate and behaving (Raelin,2001). There is critical reflectance which is a deeper and broader type of reflection and is a bodied action to enhance organizational learning and change (Gray, 2007). Furthermore, it come alongs learning at a more profound and transformative level (Mezirow, 1990). Now I have established the employment of periodical reflection and I am melodic phrase to achieve grant critical reflection. Critical reflection involves questioning long-established believes and attitudes but may lead to resentment of the staffs. It has to be carried out skillfully at appropriate time. I discovered that the practice of critical reflection would be more rece ptive if it is d i immediately after a critical incidence.\r\nAndragogy\r\nA part of my learning journey had contradicted to andragogy. Knowles (1990) recognized that adults learn outstrip when they are self-directed and assume business for their learning. He also expounded the following six-spot assumptions of andragogy: 1. Adults need to know the reason to learn.\r\n2. Adults have a self-concept of being responsible for their profess decisions and need to have a self-directed learning. 3. Adults come to learn with rich experiences which are the foundation and resources for learning. 4. Adults are more pitch to learn if there is a need to learn. 5. Adults’ orientation to learn is problem-centered.\r\n6. Adults are responsive to external motivators and respond better to inborn motivators.\r\nWhen going to formal professional trainings, I was assigned to attend some caution workshops and lectures when I had only two or three years of experience. At that stage my job du ty and responsibility did not include guidance and I was not interested in it either. So I did not know why I had to learn oversight. The knowledge I had learnt could not be applied into practice. Actually I was not ready to learn management at that time. It was not self-directed. I am sure that these learning would have been more fruitful if they were arranged when I necessary to assist in ward management or if I had at that time a long term opinion of seeing the need to take up a management role one day. Then when I attended the intensive care unit courses, many of the course contents could not be practiced in my hospital which was a rehabilitation hospital that the ICU was small and did not provide care as â€Å"intensive” as other large acute hospitals.\r\nA send I had to admit is that my attitude of learning at that time was passive and dependent. After attending a course or a lecture, I could actually discuss with the ward in-charge and give new ideas but I had no t done so. My learning at that stage had several points contradicted to andragogy and was the reason why I did not notion satisfied with all that learning.\r\nHaving got such experience, now when I do training and development plan for my staffs, I usually discuss with them about their needs and preferences. If they need to take some mandatory sessions as required by the hospital, I must make sure they know the reasons. When I jalopy or mentor new staffs or clinical placement students in my workplace, I would emphasis why they need to learn those things I showed to them. After my colleagues attending a course or a lecture, I usually ask them what they have learnt and encourage them to put theory into practice.\r\nLearning room\r\nHoney and Mumford (as cited in Penger and Tekavcic, 2009) categorized learning ports into quaternity types as pragmatist, militant, reflector and theorist. My learning style can be described as pragmatist or activist. I enthral act new ways and tria l run their practicability in work. I appreciate\r\nknowledge and theories that can be put into practice and solve problems. I attend that the characteristics of a reflector being favorable to listen, think and evaluate thoroughly and the characteristics of a theorist loves to see things globally are as valuable as other styles. Now I am trying to further develop my learning style because as remarked by Astin, Closs and Hughes (2006), no one learning style is regarded as the silk hat and it is beneficial to use all four learning styles. From my point of view, different learning style is advantageous to different direction or context of learning. If the focus of learning is to acquire a hands-on skill, activist and pragmatist are more advantageous. If the focus of learning is to understand a phenomenon or a theory, reflector and theorist are more advantageous. Therefore, developing learning styles beyond our overabundant types can strengthen our ability to learn.\r\nConclusions\r \nThis bind reviews my learning experience in nursing. starting signal with informal learning in workplace, then proceeding to formal in-service education and academic learning, I was being highly pragmatic and my orientation to learn can be explained by andragogy. I value social learning, reflection and critical reflection. My experience has squeeze on my style of mentoring and coaching in clinical practice. I am striving to further develop myself to think more proactively and globally which is essential for on-going learning.\r\nReferences\r\nAstin, F., Closs, S.J. & antiophthalmic factor; Hughes, N. (2006). The self-reported learning style\r\npreferences of female Macmillan clinical nurse specialists. Nurse Education\r\nToday, 26, 475-483.\r\nAtkinson, R., Atkinson, C., Smith E., Bern D., & Hilgard, E. (1990). Introduction to\r\npsychology (10th ed.). San Diego, calcium: Harcourt Brace Jovanovich.\r\nGray, D. E. (2007). Facilitating management learning: exploitation criti cal reflection\r\nthrough meditative tools. Management Learning, 38 (5), 495-517.\r\nHand, H. (2006). Promoting effective tenet and learning in the clinical setting.\r\nNursing Standard, 20 (39), 55-63.\r\nKnowles, M.S. (1990). The adult learner: A neglected species (4th ed.). Houston,\r\nTexas: Gulf Publishing.\r\nMezirow, J.(1990). How critical reflection triggers transformative learning. In J.\r\nMezirow (Ed.), Fostering critical reflection in adulthood: A fill to\r\ntransformative and emancipatory learning (pp.1-20). San Francisco, California:\r\nJossey-Bass.\r\nPenger, S. & Tekavcic, M. (2009). interrogatory Dunn & Dunn’s and Honey & Mumford’s\r\nlearning style: The slip-up of the Slovenian higher education system. diary of\r\nContemporary Management Issues, 4 (2), 1-20.\r\nQuinn, F.M. (2001). Principles and practice of nurse education (4th ed.). Cheltenham:\r\nNelson Thornes.\r\nRaelin, J.A. (2001). Public reflection as the basis of learning. Ma nagement Learning,\r\n32 (1): 11-30.\r\nRaelin, J.A. (2002). â€Å"I don’t have time to think” versus the art of reflective practice.\r\nReflections, 4 (1): 66-75.\r\n'