MENTAL HEALTH TEACHING

Instructions:

Read the paper by Thomas Beckman and Mark Lee (2009) “Proposal for a Collaborative Approach to Clinical Teaching” available in Short Loans Online.
1. Describe a specialized clinical skill that you might wish to teach to a new graduate in your area of practice.
(MENTAL HEALTH)
2. Discuss how the essential components in the paper by Beckman might be applied to this episode of clinical teaching. Check the marking criteria for this assessment task to determine the components that you are expected to discuss in this assignment

Description of a specialised clinical skill to be taught to a new graduate 0 marks
No description of specialised clinical skill 1 marks
Limited description of specialised clinical skill 2 marks
Adequate description of specialised clinical skill 3 marks
Thorough description of specialised clinical skill 4 marks
Excellent description of specialised clinical skill
1A. Establish relationship with the learner: Learning climate 0 marks
No discussion of the learning climate 1.5 marks
Limited discussion of the learning climate or discussion does not reflect evidence of reading. 3.5 marks
Satisfactory discussion of a positive learning environment using high support and high challenge strategies with effective use of set readings 5.5 marks
Thorough discussion of a positive learning environment using high support and high challenge strategies with substantial and effective use of set readings 7 marks
Outstanding discussion of application of the positive learning environment strategies to the specialised clinical skill being taught, with substantial and effective use of set readings and other relevant readings.
1B. Establish relationship with the learner: Questioning 0 marks
No discussion of the use of questions 2.5 marks
Limited discussion of the use of questions or discussion does not reflect evidence of reading. 5 marks
Satisfactory discussion of the use of higher order questions including how to avoid pitfalls associated with questioning with effective use of set readings 8 marks
Thorough discussion of the use of higher order questions including how to avoid pitfalls associated with questioning with substantial and effective use of set readings 10 marks
Outstanding discussion of the use of higher order questions (including how to avoid pitfalls) and their application to the specialised clinical skill being taught, with substantial and effective use of set readings and other relevant readings
2 marks
Limited discussion of the use of feedback or discussion does not reflect evidence of reading. 4 marks
Satisfactory discussion of the use of mnemonic FIT and ABLE to provide meaningful feedback, with effective use of set readings 6 marks
Thorough discussion of the use of mnemonic FIT and ABLE to provide meaningful feedback, with substantial and effective use of set readings 8 marks
Outstanding discussion of the application of FIT and ABLE to the specialised skill being taught, with substantial and effective use of set readings and other relevant readings.



1.5 marks
Limited discussion of diagnosing learners or discussion does not reflect evidence of reading. 3.5 marks
Satisfactory discussion of diagnosing learners using a model (KSA, RIME or Bordage), with effective use of set readings 5.5 marks
Thorough discussion of diagnosing learners using a model (KSA, RIME or Bordage), with substantial and effective use of set readings 7 marks
Outstanding discussion of the application of a model to diagnose the learner during the teaching of the specialised clinical skill, with substantial and effective use of set readings and other

Please only uses these has reference thank you

Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.
Bonk, C. J, Wisher, R & Nigrelli, M. (2004) Chapter 12. Learning Communities, Communities of practices: principles, technologies and examples in Littlton, Karen, Learning to Collaborate. Nova. USA
Kitchie, S. (2008). Determinants of Learning. In S.B. Bastable. (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (pp. 93-145) (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers.
Excerpt (p129-135) from Rose, M., & Best, D. (Eds.). (2005). Transforming practice through clinical education, professional supervision, and mentoring (2nd ed.). Edinburgh: Churchill Livingstone
Burns. C., Beauchesne. M., Ryan-Krause. P. & Sawin. K. (2006). Mastering the Preceptor Role: Challenges of Clinical Teaching. Journal of Pediatric Health Care, 20(3), 172 – 183. (This paper is an easy read and provides some really practical strategies to develop teaching effectivelness while juggling the competing demands of clinician and mentor). (

Neville, B. (2005). Gods, Myths and supervisors. In M. Rose, & D. Best. (Eds.), Transforming practice through clinical education, professional supervision, and mentoring (pp.261-274). Edinburgh: Elsevier Churchill Livingstone. (Provided text)

Rose, M. (2005). Mentoring in the health professions. In M. Rose, & D. Best. (Eds.). Transforming practice through clinical education, professional supervision, and mentoring (pp.309-318). (2nd ed.). Edinburgh: Churchill Livingstone. (Provided text)
Kinnell, D. (2010). How can the mentor assist the student to become part of the healthcare team? In D. Kinnell & P. Hughes Mentoring nursing and healthcare students (pp.31-53) London: Sage.
Levett-Jones, T. & Lathlean, J. (2009). ‘Don’t rock the boat’: Nursing students’ experiences of conformity and compliance. Nurse Education Today, 29(3), 342-349.

0 marks
No discussion of teaching scripts or personal philosophy 1.5 marks
Limited discussion of the use of teaching scripts and personal philosophy or discussion does not reflect evidence of reading 3.5 marks
Satisfactory discussion of using teaching scripts (illness or instance scripts) and why it is important to develop a personal philosophy, with effective use of set readings 5.5 marks
Satisfactory and thorough discussion of using teaching scripts (illness or instance scripts) and why it is important to develop a personal philosophy, with substantial and effective use of set readings 7 marks
Outstanding discussion of using teaching scripts and their application to the specialised skill being taught and why it is important to develop a personal philosophy, with substantial and effective use of set readings and other

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Your email address will not be published. Required fields are marked *

MENTAL HEALTH TEACHING

Instructions:

Read the paper by Thomas Beckman and Mark Lee (2009) “Proposal for a Collaborative Approach to Clinical Teaching” available in Short Loans Online.
1. Describe a specialized clinical skill that you might wish to teach to a new graduate in your area of practice.
(MENTAL HEALTH)
2. Discuss how the essential components in the paper by Beckman might be applied to this episode of clinical teaching. Check the marking criteria for this assessment task to determine the components that you are expected to discuss in this assignment

Description of a specialised clinical skill to be taught to a new graduate 0 marks
No description of specialised clinical skill 1 marks
Limited description of specialised clinical skill 2 marks
Adequate description of specialised clinical skill 3 marks
Thorough description of specialised clinical skill 4 marks
Excellent description of specialised clinical skill
1A. Establish relationship with the learner: Learning climate 0 marks
No discussion of the learning climate 1.5 marks
Limited discussion of the learning climate or discussion does not reflect evidence of reading. 3.5 marks
Satisfactory discussion of a positive learning environment using high support and high challenge strategies with effective use of set readings 5.5 marks
Thorough discussion of a positive learning environment using high support and high challenge strategies with substantial and effective use of set readings 7 marks
Outstanding discussion of application of the positive learning environment strategies to the specialised clinical skill being taught, with substantial and effective use of set readings and other relevant readings.
1B. Establish relationship with the learner: Questioning 0 marks
No discussion of the use of questions 2.5 marks
Limited discussion of the use of questions or discussion does not reflect evidence of reading. 5 marks
Satisfactory discussion of the use of higher order questions including how to avoid pitfalls associated with questioning with effective use of set readings 8 marks
Thorough discussion of the use of higher order questions including how to avoid pitfalls associated with questioning with substantial and effective use of set readings 10 marks
Outstanding discussion of the use of higher order questions (including how to avoid pitfalls) and their application to the specialised clinical skill being taught, with substantial and effective use of set readings and other relevant readings
2 marks
Limited discussion of the use of feedback or discussion does not reflect evidence of reading. 4 marks
Satisfactory discussion of the use of mnemonic FIT and ABLE to provide meaningful feedback, with effective use of set readings 6 marks
Thorough discussion of the use of mnemonic FIT and ABLE to provide meaningful feedback, with substantial and effective use of set readings 8 marks
Outstanding discussion of the application of FIT and ABLE to the specialised skill being taught, with substantial and effective use of set readings and other relevant readings.



1.5 marks
Limited discussion of diagnosing learners or discussion does not reflect evidence of reading. 3.5 marks
Satisfactory discussion of diagnosing learners using a model (KSA, RIME or Bordage), with effective use of set readings 5.5 marks
Thorough discussion of diagnosing learners using a model (KSA, RIME or Bordage), with substantial and effective use of set readings 7 marks
Outstanding discussion of the application of a model to diagnose the learner during the teaching of the specialised clinical skill, with substantial and effective use of set readings and other

Please only uses these has reference thank you

Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.
Bonk, C. J, Wisher, R & Nigrelli, M. (2004) Chapter 12. Learning Communities, Communities of practices: principles, technologies and examples in Littlton, Karen, Learning to Collaborate. Nova. USA
Kitchie, S. (2008). Determinants of Learning. In S.B. Bastable. (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (pp. 93-145) (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers.
Excerpt (p129-135) from Rose, M., & Best, D. (Eds.). (2005). Transforming practice through clinical education, professional supervision, and mentoring (2nd ed.). Edinburgh: Churchill Livingstone
Burns. C., Beauchesne. M., Ryan-Krause. P. & Sawin. K. (2006). Mastering the Preceptor Role: Challenges of Clinical Teaching. Journal of Pediatric Health Care, 20(3), 172 – 183. (This paper is an easy read and provides some really practical strategies to develop teaching effectivelness while juggling the competing demands of clinician and mentor). (

Neville, B. (2005). Gods, Myths and supervisors. In M. Rose, & D. Best. (Eds.), Transforming practice through clinical education, professional supervision, and mentoring (pp.261-274). Edinburgh: Elsevier Churchill Livingstone. (Provided text)

Rose, M. (2005). Mentoring in the health professions. In M. Rose, & D. Best. (Eds.). Transforming practice through clinical education, professional supervision, and mentoring (pp.309-318). (2nd ed.). Edinburgh: Churchill Livingstone. (Provided text)
Kinnell, D. (2010). How can the mentor assist the student to become part of the healthcare team? In D. Kinnell & P. Hughes Mentoring nursing and healthcare students (pp.31-53) London: Sage.
Levett-Jones, T. & Lathlean, J. (2009). ‘Don’t rock the boat’: Nursing students’ experiences of conformity and compliance. Nurse Education Today, 29(3), 342-349.

0 marks
No discussion of teaching scripts or personal philosophy 1.5 marks
Limited discussion of the use of teaching scripts and personal philosophy or discussion does not reflect evidence of reading 3.5 marks
Satisfactory discussion of using teaching scripts (illness or instance scripts) and why it is important to develop a personal philosophy, with effective use of set readings 5.5 marks
Satisfactory and thorough discussion of using teaching scripts (illness or instance scripts) and why it is important to develop a personal philosophy, with substantial and effective use of set readings 7 marks
Outstanding discussion of using teaching scripts and their application to the specialised skill being taught and why it is important to develop a personal philosophy, with substantial and effective use of set readings and other

Leave a Reply

Your email address will not be published. Required fields are marked *