Posted at 10.31.2018
Thinking of me as an educator or instructor, and entering in teaching job is one of my dreams and goals of life. This time a graduate analysis is offering me the opportunity to explore my professional development in the field of teaching and education. Before coming into to the high grade of practicum, effortlessly I was sense the burden of tasks in terms of considering more critically about my aims, actions and ethical ways of executing my responsibilities within the framework of my work as a preceptee. Oddly enough, just before the start of the class I got asked by one of my facilitators that exactly what will you are doing after MScN and getting training of your educator? My answer was "you are the inspiration for me and can walk on your steps". Another comment that we received was "you may walk on my steps but what change will you make"? These remarks squeezed my thoughts and encouraged me to think about a change I might make and expect in the field of education through getting experience from the education practicum.
Reflective practice is an vital part of coaching and learning. It can help in being genuine to your selves, become aware of our area and understands our very own feelings. Within this paper I will reflect on an excellent experience of analyzing undergraduate students during dual bounce exam as a faculty, ways of facilitate students' anxiety during exam, and reflect on the purpose of double hop exam. It had been challenging to assess students in limited time corresponding to evaluation requirements that needs to be grasped by faculty prior to assess. Since, I must evaluate students as a faculty but, at that time I got having difficulty in engaging in my role because I had been realizing and feeling students' stress and anxiety within myself. I put to assess students and together to record their assessment studies at the same time. This is the most challenging work for me being honest and non-judgmental during analysis. Students' diagnosis and analysis require intense preparation of self-management, control over your own values and judgments, objectives and commitments towards students that articulate with the outcomes to be performed.
I experienced one student through the exam. He seemed confident and well-prepared when he joined at background taking and health evaluation station. I discussed him the exam standards and timings to complete the annals taking and system assessment in 20 mins (10 mins for each) under the supervision of course faculty. When he started taking record from simulated patient, his appearance and way of requesting questions from the individual depicted some physical and subconscious symptoms of anxiety. He was being nervous, speaking extremely fast, shaking, heading blank during record taking and health examination. We didn't interfere during his look at thinking that he could be recalling therefore, he shouldn't be distracted. After few minutes, the student verbalized that "mam sorry I am lost, I cannot concentrate, and I am sensing that I have forgotten everything". This was the peak time where I didn't have authority to react or intervene in this situation being preceptee. Moreover, due to time restriction of the two times jump exam, the course faculty cannot discuss the ways of solve scholar situation with me at night. However, she counseled that scholar very positively, made him comfortable and provided 5 mins to list down the series of nervous system which he previously to perform on the patient. The college student made the collection but even though he was unable to perform further and acquired withdrawn. Oddly enough, the university student performed perfectly in the next part that was determining 3 medical diagnoses along with rationale and interpreting X-ray and ECG tempo.
This situation was challenging in terms of facilitating student's stress and anxiety, justifying role and obligations as a faculty, and exhibiting non-judgmental frame of mind with other students. Faculty plays a pivotal role in addressing students' stress during exam. Responding to students in stress or anxiety is often difficult and mind-boggling. Some degree of anxiety is profitable in doing better in academia but non-productive stress or stress leads to failure (Burns up, 2004). In this particular situation, there could be multiple reasons for having test anxiousness and poor performance. The reason why could be insufficient exam preparation, learning late night before exam, worrying about past performance, insufficient confidence, concern with performing evaluation on simulated patients, concern with faculty presence, etc (Birjandi & Alemi, 2010). What I represent throughout this exam is easily would have experienced that situation as an invigilator, I would have allowed learner to sit back and relax for 5 mins, and invigilate another pupil during that period to save time; provided to make use of cue credit cards of health diagnosis to review since it was permitted to use it 3 times through the exam and there was no charges or marks deduction. However, the university student was not given chance to make use of cue cards that was questionable. The appearance of that student and his intellectual potential was revealing me that he has done his prep but he was bare due to performance exam anxiousness. Because, he performed remarkable job to make differential examination, integrating lab ideals, and ECG and X-ray interpretation. If he would not have done his prep, he'd have flunked from the complete exam process. Course coordinator's view might have been taken to assist in student's performance. Finally, he might well have given second chance to execute later as a fantastic case but it will not be justified with other students who were prepared and performed on time.
What is the goal of double leap exam is very ambiguous to me. If it is to assess students' interviewing skills, health diagnosis, and drawing medical principle map than this is a part of their routine clinical practice that may be evaluated while looking after patients in a healthcare facility setting. In contrast, the goal of it is to judge critical thinking to recognize patients' clinical parameters and medical issues. Therefore, they should have trained in medical center location where they can review cardiac rhythms on monitor, identify ventilator parameters, monitor invasive lines regarding to patients' pathological conditions, develop plan of treatment and treatment on real patients which can be an genuine experiential learning hence, is an objective to activate students in ongoing learning and assessment process. The purpose of good academic assessment is to activate students in autonomous learning and also to determine how to fuse theory and practice (Taylor, 1998). There will be no extra work required in conditions of administration and set up of human and material resources to plan double bounce test which is one of the prolonged and stressful analysis strategies for students. Moreover, it will also prevent from the duplication of analysis which is already a part of specialized medical learning goals and benefits. Performing on simulated patients often doesn't provide genuine patients' symptoms and medical problems to identify and intervene. Students usually get preoccupied in determining and verbalizing normal conclusions so they put together themselves appropriately. However, the reason is to allow them to think critically and recognize patients' actual medical problems. Therefore, in my point of view, this learning can be facilitated during clinical.
Adult learners are in charge of their own learning. They are really motivated when they receive autonomy of learning, ongoing facilitation and feedback from faculty. They require explicit instructions and appropriate replies from the faculty when they are flooded with anxiety and stress. Overall, this was a meaningful journey for me to see the exam system from student's and faculty's perspectives.