NUR2800 Developing Expansive Learning Assignment – UK.

 

A supportive and collaborative learning environment will inspire the student's ability to develop, and grow. The role of the supervisor (or earlier the role of mentor) is crucial in this. The chapter's theme of broad learning is based on the desire to determine the ways in which learning and teaching processes will assist every level of clinical staff in helping students in advancing effectively and with a solidly supported approach in achieving the proficiency or "graduations" that are that are required for registration, and even beyond. This was one of the main pillars of the most recent NMC review.

NUR2800 Developing Expansive Learning Assignment – UK.

A coaching model that was developed from the research study is also discussed. The current emphasis in learning through practice is on the evaluation of clinical skills that are quantifiable instead of the student's ability to apply these competencies in a comprehensive manner with professional practice. The capability to instruct this kind that integrates student work in the hectic clinical environment is more similar to the flexibility of coaching instead of 'teaching', and this is discussed in depth in the chapter.

Ellstrom (2011) identified his distinction between creating and a constricting learning environment in which the structures in the context of practice affect the ease with which students can switch across the two types of learning: adaptive (skills learning) as well as developmental (professional critique) learning. A restrictive working environment may encourage adaptive learning, or hinder learning and development in both and students may exhibit an acceptance. Although the emphasis on development or adaptive learning could naturally and logically occur in their education but students must be encouraged to think critically about the content and methods they are taught to attain advanced capabilities.

The kind of supervision that is that students receive could hinder their progress to graduate-level abilities (Gray and Smith 1999; Mackinstosh and Gray,). In the past, the absence of support from nurses at school has led to instances of bullying and a lack of students to establish their own voice and become an advocate on behalf of their patients (Morley (2018)).