Developing Autonomy in Learning

evolution Autonomy in LearningThinking of me as an educator or instructor, and entering in commandment profession is one of my dreams and goals of life. This date a graduate study is giving me the opportunity to explore my professional victimisation in the field of teaching and education. Before entering to the first categorise of practicum, naturally I was feeling the burden of responsibilities in terms of intellection more critically about my objectives, actions and ethical ways of manage my duties inwardly the context of my work as a preceptee. Interestingly, just before the graduation of the class I was asked by one of my facilitators that what pull up stakes you do afterwards MScN and get training of an educator? My answer was you are the inspiration for me and leave walk on your steps. The next comment that I sure was you may walk on my steps but what change will you make? These comments squeezed my thoughts and motivated me to think of a change I may make and e xpect in the field of education through getting experience from the education practicum.Reflective practice is an integral part of teaching and learning. It helps in cosmos ethical to our selves, become aware of our surroundings and understands our profess feelings. In this paper I am going to reflect on a wonderful experience of evaluating undergraduate disciples during effigy jump tryout as a aptitude, strategies to facilitate schoolchilds fretfulness during tryout, and reflect on the drive of double jump exam. It was gainsay to assess students in limited time according to evaluation criteria that should be understood by faculty previous to assess. Since, I live to evaluate students as a faculty but, at that time I was having difficulty in getting into my role beca pick out I was realizing and feeling students anxiety within myself. I had to assess students and simultaneously to archive their opinion findings at the same time. This was the most demanding work for m e being honest and non-judgmental during evaluation. Students judging and evaluation require intense preparation of self-management, control oer your give birth beliefs and judgments, expectations and commitments towards students that articulate with the outcomes to be achieved.I encountered one student during the exam. He looked confident and well-prepared when he entered at history pickings and health assessment station. I explained him the exam criteria and timings to complete the history taking and system assessment in 20 mins (10 mins for each) under the supervision of course faculty. When he started taking history from faux long-suffering, his physical appearance and way of asking questions from the patient depicted some physical and psychological symptoms of anxiety. He was feeling tense, speaking real fast, shaking, going place during history taking and health assessment. We did non interfere during his attempt thinking that he might be recalling therefore, he shoul d not be distracted. After few minutes, the student verbalized that mam somber I am lost, I shadownot concentrate, and I am feeling that I have forgotten everything. This was the peak time where I didnt have the authority to respond or intervene in this situation being preceptee. Moreover, due to time limitation of the double jump exam, the course faculty could not discuss the strategies to solve student situation with me. However, she counseled that student very positively, made him comfortable and gave 5 mins to list set ashore the chronological succession of nervous system which he had to perform on the patient. The student made the sequence but even though he was unable to perform bring forward and had withdrawn. Interestingly, the student performed very well in the next part which was identifying 3 medical diagnoses along with rationale and interpreting X-ray and ECG rhythm.This scenario was challenging in terms of facilitating students anxiety, justifying role and responsi bilities as a faculty, and exhibiting non-judgmental attitude with other students. Faculty plays a pivotal role in addressing students dialect during exam. Responding to students in stress or anxiety is often enigmatic and overwhelming. Some level of anxiety is productive in performing kick downstairs in academia but non-productive stress or anxiety leads to disappointment (Burns, 2004). In this particular situation, there could be many reasons for having test anxiety and poor performance. The reasons could be lack of exam preparation, studying late darkness before exam, worrying about past performance, lack of confidence, fear of performing assessment on simulated patients, fear of faculty presence, and so forrard (Birjandi Alemi, 2010). What I reflect throughout this exam is if I would have been in that situation as an invigilator, I would have allowed student to sit down and relax for 5 mins, and invigilate another student during that interval to unbosom time provided to use cue cards of health assessment to examine since it was allowed to use it 3 times during the exam and there was no penalisation or marks deduction. However, the student was not given chance to use cue cards which was questionable. The physical appearance of that student and his intellectual competency was revealing me that he has done his preparation but he was blank due to performance exam anxiety. Because, he performed outstanding job in making differential diagnosis, integrating lab values, and ECG and X-ray interpretation. If he would not have done his preparation, he would have flunked from the entire exam process. Course coordinators opinion could have been taken to facilitate students performance. Lastly, he could have given second chance to perform later as an exceptional case but it wont be justified with other students who were prepared and performed on time.What is the heading of double jump exam is very ambiguous to me. If it is to assess students interviewing ski lls, health assessment, and lottery clinical concept map than this is a part of their routine clinical practice that can be evaluated while caring for patients in the hospital setting. In contrast, the purpose of it is to evaluate critical thinking to identify patients clinical parameters and health issues. Therefore, they should have trained in hospital placement where they can analyze cardiac rhythms on monitor, identify ventilator parameters, monitor encroaching(a) lines according to patients pathological conditions, develop plan of care and treatment on real patients which is an actual experiential learning hence, is a goal to engage students in continuous learning and assessment process. The purpose of good academic assessment is to engage students in autonomous learning and to determine how to flow theory and practice (Taylor, 1998). There will be no especial(a) efforts required in terms of administration and arrangement of human and clobber resources to plan double jump test which is one of the lengthy and stressful assessment strategies for students. Moreover, it will also prevent from the duplication of assessment which is already a part of clinical learning goals and outcomes. Performing on simulated patients often doesnt provide actual patients symptoms and medical problems to identify and intervene. Students unremarkably get preoccupied in identifying and verbalizing normal findings so they prepare themselves accordingly. However, the purpose is to allow them to think critically and recognize patients actual medical problems. Therefore, in my perspective, this learning can be facilitated during clinical.Adult learners are responsible for their own learning. They are motivated when they are given autonomy of learning, ongoing facilitation and feedback from faculty. They require explicit instructions and appropriate responses from the faculty when they are flooded with stress and anxiety. Overall, this was a meaningful journey for me to exper ience the exam system from students and facultys perspectives.