I conscious of the learner’s knowledge about the

I was given an opportunity to teach a topic during a session
for facilitation of learning to a small group with the help of micro teaching.
I choose the topic of subcutaneous insertion of needle for administration of
medications. This was a good experience to prepare for the topic and present it
to the group. After the teaching, the group gave constructive feedback on my
teaching which has helped me to gain insight and has assisted me in being more assertive
in my teaching.

Domain 2 (NMC 2008), identify and
use the knowledge of student’s stage of learning and to select learning opportunities
to meet individual needs which formed a basis for my selection of this topic
and this skill was appropriate to my daily work setting. I had to prepare for
this teaching and I had to use various books and look at all the rationales
behind each steps in doing this skill, by this I was able to integrate from my experience
of practise. In order to enhance future learning the group was given opportunity
to reflect and give feedback.

The group comprised of 2 midwife
and 1 mental health nurse and they were from different areas of work, so I was conscious
of the learner’s knowledge about the topic and I made sure I was not using
complex words or jargons when I was teaching them. Their understanding of general
nursing was different as they were specialised in their areas. Made sure I was
empowering them in teaching this new skills and made them to participate
actively in this session. I explained the context and its meaning to my work area
and I used a range of methods like pictures and equipment’s to show them and engage.
After showing explain, I demonstrated the skill to show them all. I was also
explaining the rationale for the steps and made it easy for them to understand.
They were given opportunity to do this skills hands on and ask question on it
and finally at the end they were encouraged to reflect and give feedback.

Bloom’s Taxonomy 1956 tries to
classify all learning into 3 domains and in them were various skills and
abilities. Cognitive- Intellectual skills and abilities were achieved through
explaining the skill and giving reason to why it was done, basically the theory
of the topic. Psychomotor–motor skills, hand, eye co-ordination were achieved
when I gave them the opportunity to it for them self and practise. Affective –values,
interests, attitudes were noted through asking questions, reflecting on the
topic and feedback.

                Peyton
(1998) explains the 4 stage method to teaching clinical skill and I used them
in the session to give a structure and make it easy for the learners. I demonstrated
the skills and repeated couple of key things and encouraged them to ask
question to stimulate their thinking. Then I repeated and the group explained the
steps, so I could make sure that they understood the skills clearly. And finally
I asked the learner to explain and perform the skill to reinforce that the learning
was complete.