Teaching Plan and Critical Reflection

Implementation of Teaching Plan and Critical Reflection

Write a critical reflection on the implementation of your teaching plan for this session
including your teaching experiences and the evaluation strategies you implemented. The
paper needs to 1. Identify the outcomes of your reflection; and 2. demonstration evidence of
critical reading, synthesis and application of findings from the literature to underpin the
critical reflection.
It requires: good use of a board range of relevant and recent literature. Some critical
analysis but mainly description

Implementation of Teaching Plan and Critical Reflection

Teaching is part of the obligation of the nursing profession and also a necessity for any
nursing career. Therefore teaching is part of the mandate of nursing career. The teaching entails
all the actions that are geared towards enhancing effective learning process (Oermann &
Heinrich, 2005).The teaching process should therefore ensure that the targeted people are
meeting their personal learning objectives. When the individual objectives are not met then the
process of implementing the teaching plan is not met. The evaluation process then follows
through the reassessment and replacement of all the teaching activities with other approaches
(Beyea & Slattery, 2006).

TEACHING PLAN AND CRITICAL RELFECTION 2
Implementation of the teaching plan is a constantly changing process for both the nurse
and the learner. This is simply because both parties exchange ideas and feelings. In most
instances for any effective implementation of a teaching process, there should always be the
establishment of a good relationship between the teacher and the learner (Jones & Lathlean,
2007). This is simply because the learner always recognizes the teacher as the person with all the
knowledge required whereas the teacher respects the learner as the person required to meet the
set down goals. As such, the interaction is only enhanced through exchange of ideas that are
relevant and critical to the subject matter especially when there is trust and respect between both
parties (Titler, 2008).
The main aim of teaching and learning is to ensure that there is active involvement in the
health care and also adherence to the laid down procedures. The implementation of the teaching
plan therefore ought to be respected by both the learner and the teacher. The moment the
teaching commences, the whole process ought to continue smoothly without any interference
until the objective is met or until a decision is made to alter the objectives (Burns &
Grove,2001).
The implementation of the teaching plan exposed me to various challenges which gave
me experience in the process of implementation of the teaching plan. Through critical reflection,
I came to understand what the learner requires in order to understand what is being taught. All
the learners’ requirements ought to be assessed critically before commencing any teaching
process. This should be done through utilization of all the available sources of information about
the student. Some of the reliable sources of information could be the background information
from their former schools (Kern et al., 2014). Since some students are not sure about the skills
they want to acquire, it is appropriate to identify those skills in order to make the learning

TEACHING PLAN AND CRITICAL RELFECTION 3
process more effective and student friendly. Those who are adults need assurance that they are
part of the teaching and learning process. This gives them the confidence and surety that what is
being taught is every day happening( Montgomery & Bailey, 2007).
In addition, the ability of the students to learn and grasp information varies. It is therefore
very critical that each student’s ability to learn is assessed. This is simply because the age of
persons does not determine maturity. Both maturities psychologically and emotionally has to be
assessed. This is also accompanied by assessing the student’s strengths. The strengths of a
student therefore relates to the past academic performance. This is mostly enhanced through the
adoption of the anticipatory guidance. In this case the student is psychologically prepared for any
unfamiliar processes in the teaching event. This ensures that anxiety is eliminated hence the
student is able to concentrate on the learning process (Drisko & Grady,2012).
The teaching plan is a very effective means of disseminating information to students.
This is simply because time is well utilized hence enhances the students learning. For the
implementation plan to be very effective therefore ought to involve development of both short
term and long term objectives for each lesson besides coming up with an effective scale to
measure the performance. As soon as the objectives are very clear, one needs to start from the
most important objective. The development of the objective should in most cases include the
students since they are the beneficiaries of the whole plan (McKimm $ Jollie,2003).
The teaching plan should therefore be so detailed in relation to what one wants to teach.
The content in the teaching plan should be related to the teaching strategies and the activities that
are intended to be carried out by the learners. This is due to the fact that, most students
appreciate and relate well to the teachings that allow them to actively participate. The teaching

TEACHING PLAN AND CRITICAL RELFECTION 4
should be well planned to fit within the limited time. Teaching for short hours and frequently
gives the student’s opportunity to reflect on what they are taught in class hence eliminates
boredom (Duff,2010).
The teaching approach varies from one instance to the other. The teaching could be
individual based or group based. This is because some of the objectives may require individual
student for easier understanding whereas other objectives require group discussion. This should
be followed by a written contract with each student (Airasian et al.,2001). Despite the fact that
the contract is not legally binding, it encourages and motivates both the teacher and the learner
towards achieving the set down objectives. The contract simply outlines the responsibility of the
teacher and the learner. However, the contract should not intimidate the student in anyway
whatsoever but help to motivate them to work hard (Klein & Sorra, 1996).
Strategies for effective implementation of a teaching plan
The process of implementation of a teaching plan requires varied amount of time.
Perhaps, the whole process of implementation requires one to use both the interpersonal skills
and also good communication skills. It is discouraged to use very complicated language when
handling the students in order to avoid students from developing negative attitude towards that
course. The students ought to feel secure in order to enhance understanding. Therefore the
environment should be friendly free from any external interference. External interference could
include poor ventilation in the teaching room and the chairs that are not very comfortable.
Teaching aids enhance understanding hence ought to be provided before any teaching commence
(Burns & Grove,2001). Some of the teaching aids include posters. The teacher should also be
able to disseminate the information to the students in an organized manner through various

TEACHING PLAN AND CRITICAL RELFECTION 5
strategies that aid in teaching. The teaching process ought to be systematic to ensure that the
student is not getting confused. Similarly, the teacher has to be flexible and willing to adopt new
ideas. This should be done through the reevaluation of the whole teaching plan and adjusting
here necessary (Caffarella & Merriam, 1999).
Evaluation of the strategies used in the implementation of the teaching plan.
The strategies used in the implementation of the teaching plan were very effective. The
strategies involved ensuring that each student learning objectives have been realized. In order to
achieve this, each student was observed in order to ascertain that everything taught is practiced.
In some instances, the comments that come directly from the students are very critical, this is
through stating whether the lesson was understood or not. Some patients were asked direct
questions especially direct questions which beg for a response. This reflects the student’s level of
understanding of that particular topic. The students were also required to practically perform all
the processes taught in order to be sure that they are conversant with all the practical lessons
(Raider-Roth, 2005)..
The teaching process besides learning was also very effective. As soon as each session
ended, the effectiveness of the whole teaching process was evaluated. The main process was
through ensuring that the implementation plan reviewed as soon as possible. This was done
through identification of both the strengths and weakness of the whole teaching process.
Afterwards, the student’s feedback was sort through the use of questionnaires (Bastable, 2003).
The teaching plan was eventually revised. This is because in some instances some areas
required revision. The revision is part of the whole process hence does not symbolize failure in
the implementation process (Caffarella, 2002). The revision was done through changing some of

TEACHING PLAN AND CRITICAL RELFECTION 6
the information thus the teaching strategies due to unrealistic objectives. In some cases the
information was so sophisticated hence could not be easily understood by the students. In cases
where the time scheduled for learning was inconvenient for learning, it was rescheduled (Carr,
2005).
For maximum realization of the laid down objectives, all the processes involved in the
teaching and learning were noted down. This is through documenting the fact that the learning
process took place. In addition, any problem encountered or if the learning process failed to
occur was also documented (Raider-Roth, 2005).
Factors which affect the teaching implementation plan
The factors which affect the teaching implementation process ought to be assessed in
order to have a successful teaching strategy. Some students have past problems during their
development process. A child who had problems either psychological or intellectual could
transfer the same problem to class. Those students who are very young will have understanding
problems as compared to their adult counterparts. This is simply because adults can easily relate
things to their past experiences. The educational level of the student is also a key factor since it
ensures that the teacher is aware of the student’s weaknesses (Caffarella, 2002).
Moreover, those students with very bad past experiences with learning are directly
influenced in their learning process. Those students with physical challenges will not learn well
unless those problems are handled. For those students with hearing problems of seeing
challenges, the teaching has to be planned effectively to cater for their needs besides taking care
of their emotional health problems. The emotional status of the students is very essential hence
has to be stable for effective learning (Brookfield, 1995).

TEACHING PLAN AND CRITICAL RELFECTION 7
The economic status of the learner has a direct implication on how the students perform
in class. The teacher has to ensure that the economic challenges being experienced by the learner
are well sorted before any learning process. In addition, the students have to be taught on how to
be responsible. They need to be taught on how to plan and also involved in the learning
arrangement process. This encourages and promotes self responsibility and control. Some
students have got very bad perception about themselves. They need to be helped to improve on
how they perceive themselves before embarking on any teaching activity (Airasian et al.,2001).
Furthermore effective implementation of the teaching plan is directly affected by the
student’s attitude towards learning. Despite the fact that the students attitude towards learning is
challenging to measure, the students need to be encouraged on the importance of learning. This
could be done through establishment of a good relationship that would improve that bad attitude.
Some students are not well motivated towards learning (Brookfield, 1995). When this happens,
the teacher has to discuss only those topics that will interest the student. In addition, the culture
of the student is a very big factor in enhancing effective learning. Some cultures do not recognize
education hence perceive it as a threat. The teacher should not attack any student because of the
culture but rather appreciate each culture (Jones & Lathlean, 2007). Similarly, both the teacher
and the student ought to have effective communication skills in order to enhance effective
teaching and learning process. Before a teacher uses any printed material, they ought to be sure
about the reading skills of the student. In addition, the level of English ability ought to be
established (Kern et al., 2014)
Principles for effective implementation of a teaching plan

TEACHING PLAN AND CRITICAL RELFECTION 8
The principles are very relevant in meeting the needs of the students and achieving the
desired goals of a particular teaching plan. For any sharing of information between the student
and the teacher to be effective, there should be a good relation. This only occurs in situations
whereby both parties have a common goal of exchanging and learning new concepts. This
effective relationship is only realized through exchange of information. The exchange of ideas
therefore ought to be continuous and in a constant manner in order to establish the good
relationship between the teacher and the student. The teacher should be able to pass the
information to the students in an effective manner for both small gatherings and huge gatherings
(Jones & Lathlean, 2007).
The teacher has to be knowledgeable about the process of delivering the information.
This ensures easier assessment of both spoken and nonspoken information. The process therefore
enhances effective assessment of the students problems hence be able to come up with effective
solutions. The whole process is only effective if the students are engaged in the formulation of
the learning objectives. When the students are not involved, they tend to neglect and not value
those objectives hence no learning would be realized. In some circumstances, the implementation
exercise should involve different strategies including those that stimulate the sensory organs
which are very essential in effective learning. In addition the materials being used for the
learning process ought to be related to the past experience of the learner in order to enhance
understanding. (Beyea & Slattery, 2006). Furthermore any proposal in terms of changing the
behavior of the students has to be realistic especially relating to day to day activities. Since
learning has to be flexible, more attention has to be put on management of time and also the
surrounding which has a direct impact on the whole learning process (Jones & Lathlean, 2007).
The laid down objectives are very necessary in ensuring that the whole learning process is

TEACHING PLAN AND CRITICAL RELFECTION 9
effectively assessed. The moment the objectives of the learning process are not met, evaluation
of the whole process ensures that new ideas are included for effective implementation (Oermann
& Heinrich, 2005).
Conclusion
Implementation of the teaching plan is a measure of success in any teaching environment.
For this to be effective one has to bear in mind all the available strategies for teaching in the
initial planning stage. This implies that, one has to choose methods for teaching that are relevant
to the student being targeted and for the teacher. The content is also important besides the type of
learning that has to be adopted. This is basically determined by the laid down objectives of the
whole course.
Moreover, the strategy adopted has to correlate with the individuals being handled. The
strategy should also favor the teacher since the teacher is the main source of the information.
Therefore when handling someone with reading challenges, then there is no need of using
printed material. Students need is not supposed to be viewed as a drawback but rather as a
challenge. It is a challenge that brings positive outcome; it should therefore be tackled by both
the instructors and students from all tertiary institutions. Discussion on the other hand is not the
best approach for instructing people with psychomotor skill rather one has to use a demonstration
approach to relay the information. Those with seeing problems need one on one teaching. In
addition, the teacher has to be very competent in order to use the discussion approach to relay
information.

TEACHING PLAN AND CRITICAL RELFECTION 10

References

Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (2001). A
Taxonomy for Learning, Teaching, and Assessing: A Revision of Blooms Taxonomy of
Educational Objectives. New York: Addison Wesley Longman, Inc.
Bastable, S. (2003). Nurse as Educator: Principles of teaching and learning for Nursing
Practice (Vol. 379). Sunburry, Massachusetts: World Headquarters Publishing.
Beyea, C.S., and Slattery, J.M. (2006). Evidence-Based Practice in Nursing. UK: HCPro Inc.

Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
Caffarella, R. (2002). Planning Programs for Adult Learners (2nd ed.). San
Burns, N., and Grove, s. (2001). The Practice of Nursing Research: Conduct, Critique and
Utilization. 4 th ed Philadelphia: W.B. Saunders Company.

TEACHING PLAN AND CRITICAL RELFECTION 11

Caffarella, M., & Merriam, S. (1999). Learning in Adulthood: A Comprehensive Guide (2nd ed.,
Vol. 2). San Francisco: Jossey-Bass. (Original work published 1991).
Carr, D. (2005). Personal and Interpersonal Relationships in Education and Teaching:
Drisko, J., and Grady, M. (2012). Evidence-Based Practice in Clinical Social Work. New York:
Springer-Verlag.
Duff, B. (2010). Development and Evaluation of an Integrated Clinical Learning Model to
Inform Continuing Education for Acute Care Nurses. 6(9) doi: 1685-1083

Francisco: Jossey-Bass.
Jones, L.T., and Lathlean, J. (2007). Belongingness: A prerequisite for Nursing Students’
Clinical Nursing. 24(3) doi: 469234-0002394
Keating, S. B. (2015). Curriculum Development and Evaluation in Nursing.
Kern, A., Montgomery, P., Mossey, S., and Bailey. P. (2014). Undergraduate Nursing Students’
Belongingness in Clinical Learning Environments: Constructivist grounded theory.
Klein K.J., and Sorra, J.S. (1996). The Change of Innovation Implementation. The Academy
Management Review 21(4) doi: 1055-1080.
McKimm, J., and Jollie, C. (2003). Facilitating Learning: Teaching and Learning Methods.
London: London Deanery.
Montgomery, P., Bailey, P. (April, 2007). Field Notes and Theoretical Memos in Grounded
Theory. Western Journal of Nursing Research.
Oermann, M. H., & Heinrich, K. (2005). Annual review of nursing education: Vol. 3, 2005. New
York: Springer.

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Raider-Roth, M. (2005). Trusting What you Know: Negotiating the Relational Context of
Classroom Life. Teachers College Record, Columbia University. 0161-4681. pp. 587-
628.
Titler, G.M., (2008). Patient Safety and Quality. US: Rockville (MD).

Virtue Ethical Perspective. British Journal of Educational Studies, 53(3), 255-271.

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