Response week six Essay Dissertation Help

Response week six

Order Description
Please see order number 81792818 as it is part one of this assignment. using the already uploaded grading rubric as provided in order number 81792818 Respond substantively to at least one classmate’s posting using suggested format
This is a master’s level paper, requiring at least 2 references.

Assignment: Respond to this students post. Students name is daniel.

Educational Philosophy
An educational philosophy is a standard that every teacher must find for themselves to become an effective teacher. The philosophy should be the core base of what is important to you as an instructor, facilitator, teacher, or mentor. My philosophy is more about the experience. In a way, I try to learn as much as possible from the students as much as they want to learn from me. As Eric T. Moore stated in his article, “A teaching philosophy is a self- reflective statement of your beliefs about teaching and learning” (2015). I want students do deeply understand why they are learning.
Critical Areas of Teaching and Learning
My educational philosophy is more about the student than the teacher. Four areas that are crucial in my educational philosophy that I identify in my teaching are a self-learning environment, instructor flexibility, genuine demeanor, and knowledge to discovery. These four elements are the key to my teaching strategies and philosophy.
Self-Learning Environment
My role as the teacher or instructor, is to be able to see my students grown in ways they thought it would not be possible. If I dictate what they will learn and understand, the class is structured and in no way the student will do any discovery or learning on their own. Students these days expect to be given the way to success in a platter, but this is the wrong mentality in the nursing environment. Self-learning puts the learner in the situation of choice of what they want like to learn. It gives them control on what they want to study, and more freedom for educational knowledge and exploration (Eranki & Moudgalya, 2016). With this kind of strategy, I can control material they need to review, but it’s up to them to learn the subject. Students need to be accountable of their own learning, and in most nursing schools, this is the case. My job as an educator is to give them the tools for their learning, but will not hold their hand and teach them every aspect. Self-learning is all about taking obstacles as chances to learn, refine studding strategies based on educator feedback, and learn about your self-strategies to learn (Eranki & Moudgalya, 2016),
Flexibility
An educator must be flexible and adapt to any situation the students may have. I must become the pillar of knowledge and be flexible for my student needs. This may be in a clinical skill I need to demonstrate to a student, to a complex explanation of something they do not understand. Some students have visual learning capacity, while others may learn by an explanation. It is my duty as an instructor to be able to adapt to the situation to guide them, help them solve issues, and provide vital information for their educational growth (Ark, Brooks, & Eva, 2007). Based on Ark, Brooks, and Eva, this kind of approaches can also enhance instructional learning as it gives the freedom to ask questions and to further learn things that would not be possible if the instructor would not be flexible to student ideas or questions (2007).
Being Genuine and Friendly
Being “Real” with students is something that can go a long way as an educator. This strategy is all about trust from the educator and student. If the student is more inclined to talk to you because you are reasonable and approachable, this can change the learning experience the student has with the subject (Rowe, 2016). In nursing school, the main complain students have is that their teachers would not understand them. The subject is hard as it is, but becoming friends with the students, having patience with them, and offer them help when they need it can go a long way to build rapport (Rowe, 2016).
Knowledge to Discovery
In my educational philosophy, one of my most proud strategies I implement is the knowledge to discovery. Me as the instructor, must further my education in and keep up to date with the latest treatments, procedures, and evidence based practices to give the right information to students. The discovery part happens when you guide the students with your knowledge. A student will remember something they have learned if they earned it. me giving them the answer does not promote discovery. If you challenge the student and give them enough information to fill in the gaps, then they will find the answer themselves (Dussart, Pommier, Siranyan, Grelaud, & Dussart, 2008). Then becomes their discovery. As an instructor, you must guide the student to the correct answer. If the student thinks they have found the answer themselves, greater understanding of the subject is done with a deeper meaning for the student (Dussart et al., 2008).
Reasons for Teaching
Teaching was never my intention when I started my master’s program. I am still in the nursing system management program because my manager at the time was not fair with the staff and wanted to show him there are good managers. Management and teaching go side by side. As I became more invested on my education, I wanted to teach what I was learning to my co-workers and my love for teaching has grown from there. There are many things that I can offer as a teacher to the nursing profession. I am approachable and friendly but I get the job done. I am disciplined and can keep students focused. Research has shown that if the students are focused and disciplined to understand concepts, there critical thinking skills can improve by over 50 percent (Moattari, Soleimani, Moghaddam, & Mehbodi, 2014). I am also trustworthy and reliable. When a student needs help, I’ll be there to help them.
Benefits that I have gained from teaching are a deeper understanding of what we do and how we perform it. As an instructor, I must have a deeper understanding of subjects the students might have daily. As an instructor, you also teach ethics to the students. Leading by example and showing what is ethically right for the patient and what steps to take is a vital part as a nursing instructor (Borhani, Alhani, Mohammadi, & Abbaszadeh, 2010). This forces me to be more knowledgeable and more prepared every day. Another benefit is making connections with students. Getting to know them and building relationships can go a long way if they ever become your co-workers and because you trained them, you know they are capable to do the job.
Teaching as Part of My Career
I see this becoming a part of my life from here on out. I really do not want to become a professor, but ultimately working with nurses is my goal to better our profession. I would like to become a clinical educator for a hospital for patients and nurses. To pass the knowledge that I have gained to many other students and employees. My MSN degree is good at this point in my career, but if I ever want to become a professor, then a PhD can go a long way to getting me into a professor of nursing. At this point, my future master’s degree can help me become a manager and educator.
Becoming an educator was not really in my plans as explained before. But as I have heard from many educators and nurse managers, if you educate, you manage, and if you manage, you educate. Those are words that have stuck with me this entire time in my master’s program. As I continued teaching, more and more love will grow for teaching the young nurses of today and to better the future of nursing.
References
Ark, T. K., Brooks, L. R., & Eva, K. W. (2007). The benefits of flexibility: The pedagogical value of instructions to adopt multifaceted diagnostic reasoning strategies. Medical Education, 41(3), 281–287. https://doi.org/10.1111/j.1365-2929.2007.02688.x
Borhani, F., Alhani, F., Mohammadi, E., & Abbaszadeh, A. (2010). Professional ethical competence in nursing: The role of nursing instructors. Journal of Medical Ethics and History of Medicine, 3(1), 1–9.
Dussart, C., Pommier, P., Siranyan, V., Grelaud, G., & Dussart, S. (2008). Optimizing clinical practice with case-based reasoning approach. Journal of Evaluation in Clinical Practice, 14(5), 718–720. https://doi.org/10.1111/j.1365-2753.2008.01071.x
Eranki, K. L. N., & Moudgalya, K. M. (2016). Comparing the effectiveness of self-learning java workshops with traditional classrooms. Educational Technology and Society, 19(4), 59–74.
Moattari, M., Soleimani, S., Moghaddam, N. J., & Mehbodi, F. (2014). Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students? Iranian Journal of Nursing and Midwifery Research, 19(1), 70–6. Retrieved from https://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=3917188&tool=pmcentrez&rendertype=abstract
Rowe, M. (2016). Beyond the lecture?: Teaching for professional development. African Journal of Health Professions Education, 8(2), 208–210. https://doi.org/10.7196/AJHPE.2016.v8i2.787

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