A Reflection on Adult Learning Perspective in Nursing free essay sample

A Reflection on adult learning perspective in nursing Introduction: This essay reflects my integrative learning experience during my second-degree nursing class. There is limited data available on effective teaching skills for adult learning program. This reflection helps in identifying successful learning tools and assessing different strategies in current nursing program. We worked in groups to work for the program and my reflection is about my experience of learning throughout this program. For this study program we used qualitative research design which helps in finding the effects of integrative learning as a model and how it improves nursing student outcomes. The used focus groups enhanced the learning process and outcomes. Most data about accelerated baccalaureate programs are anecdotal (McDonald, 1995), with limited research data available on effective teaching strategies and effective teaching tools (Cangelosi Whitt, 2005). Reviews in literature: In response to the nursing shortage in 1980s, accelerated BSN programs were started. A 13-month program was established at  Johns Hopkins University  based on a model developed at St. We will write a custom essay sample on A Reflection on Adult Learning Perspective in Nursing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Louis University in 1971 (Cangelosi Whitt, 2005; Shiber, 2003). In 1990’s new teaching models were developed to fulfill the needs of second-degree students (Shell Wassem, 1994; Shiber, 2003; Vinal Whitman, 1994). Often, the early programs failed to tailor the second degree curriculum to adult learners and, instead, integrated the curriculum with that of traditional undergraduate students, leading to challenges for both faculty and learners (Anderson, 2002; Vinal Whitman, 1994). In a research study on teaching and learning strategies, Cangelosi and Whitt (2005) described that adult learners always want evidence-based solutions of their questions and show interest in programs that helps in career development. Wu and Connelly (1992) stated that all programs need to be based on unique learning methods and give support to adult learners. They described it as challenging, autonomous, vocal about all their learning needs and especially self-directed adult learners. Shell and Wassem (1994) discussed in their writings the fears, lack of knowledge about innovative teaching and faculty attitudes which according to them are barriers for the innovations in adult learning programs. Innovative curriculum models, such as the ACE model at  Drexel University  (Suplee Glasgow, 2008) and the CAN-Care, practice-based model (Raines, 2006), were developed to address identified  adult learner  needs, nursing education competencies and outcomes, and faculty student interaction. It is revealed from literature that adult students wanted more time in clinical labs to build confidence and improve their competency. Learner feedback is very important to evaluate multiple teaching strategies included interactive technology, simulation, contemporary topics, case studies and concept mapping in clinical cases. Methodology for this study: Whole of our study was designed to assess an integrative and transformative learning model. It was designed for the adult learners and used a qualitative data with cohort of second-degree students in nursing. Method evaluating outcomes for nursing education in existing accelerated programs has been identified as essential for program development (Korvick Williamson, 2006). Focus groups, an effective, time-efficient, and practical approach for providing data on  program evaluation, outcomes, and needs (Kress Shoffner, 2007), were conducted just as the program began and at the end of the program. Our focus groups were integrated into â€Å"Transitions-Professional Nursing Practice† and â€Å"Introduction to Professional Nursing† courses. We were in a batch of 25 students who began a 15 months second-degree program on August 4 in 2010. We all completed a personal statement to follow the admission process in this second-degree program. We all students signed a consent form and were asked to fill a demographic survey form. This survey was about our previous education and recent occupation and work settings. We all submitted the filled copies of that survey. We all in the focus group use 5-point Likert scale. This scale was used to fill a questionnaire regarding our selection of this program and our views of nursing as our career in future. The questionnaire having four statements was based on adult career development theory. A. I think my choice of nursing profession a career change B. I am drawn to the nursing profession because of job security and stability. C. I am drawn to the nursing profession because it gives opportunity to directly contribute to the work in my surroundings D. This nursing profession gives opportunity to use my skills and talents to help needy people around me. The whole data collected was submitted to the program director (PI). Project director was the first to teach our focus group class. We were also asked to mention any other objective or incentive of joining the nursing profession. The date collected was summarized and was sent to all participating faculties of this adult-learning program. All students have to submit a 45- minute focus group questions at our first day of the program. The questions were based on the 2006 Council for Adult and Experiential  Learning National Adult Learners Satisfaction-Priorities Report (Noel-Levitz   CAEL, 2006). We were given a set of 10 questions to start the discussion from the project director. Those questions focused on student learning requirements and expectations from this program. The project director collected all that data and discussed it with all faculty teachers of the program. Those teachers were assigned to teach use the summer and fall courses. Later those faculty members integrated the data collected from the focus group and plan their teaching courses. All participating faculties shared their teaching strategies with each other and with the project director. They arranged one-on-one meetings to work on the faculty development during the whole program. The project director conducted faculty development activities with individual, self-selected members who taught second-degree cohort. The project director scheduled a mid- semester check-in with the focused group and all the participating faculties. All the concerned of those meeting were based on the adaptive measures with teaching strategies by the faculty to work on the learning requirements of the adult-learners of the program. The faculty submitted summary of the reports at the mid-semester meetings on how they integrated the data and revised their teaching strategies during the program. The faculty followed the same procedure of data collecting and sharing after the program. They submitted report on adaptive measures they took for teaching during their first mid semester meeting. There was no need of submitting such report at the end of the program. At the end of the adult- learner program, a final focus group was held. This focus group was of one hour. We have to answer 10 original questions. Then the data collected from that focus group was shared with the project director and other faculty members. They discussed the success of that program and how helpful this experience for their future programs. Discussion: We outlined the demographic characteristics of all the students in the second-degree cohort for adult-learning program. Characteristics such as gender,  marital status, race, and age  conform to  characteristics noted in a national study by Wu and Connelly (1992) for accelerated BSN programs. All students in the program showed different educational experiences and have different occupations. They come from occupations like teaching or library assistant, medical technician, nursing unit secretary, financial consultant, sales representative, medical record checker, business owner, medical health coordinator. Our faculty identified our needs at the start of the program and adapted all the teaching strategies. This all will help in building the qualities in all students during the adult learner program. Through this study we receive feedback at different learning levels of the program. This helped in adaptation and responsiveness that could be further integrated for teaching plans. Continuous feedback and the focus group helped us with the understanding of the fact why the students chose this adult-learner program. Faculty development meetings discussed all these issues at priority. We integrated from the focused group that almost 70 percent of the student considered this nursing program as a career change. 60 per cent of the adult learns came here and chose nursing profession for job security and stability. The data collected from the focus group revealed that our nursing profession helped us to contribute positively to the world. Almost 98 students in our focus groups considered that Nursing profession would give opportunities to positively use our talents and skills.