Sie sind auf Seite 1von 3

Teaching Philosophy

Azka Fathiyatir Rizqillah

As a student, I believe that people can learn many valuable things throughout their

lives. Life-long learning is my great motivation to be a teacher. Moreover, I have a big desire

to make my students and patients interested in lifelong learning and build their critical

thinking and their attitude to learning. On a practical level, I also want to help my students

pass the competency test to become a Registered Nurse. Furthermore, I want to help my

patients to increase their self-care awareness of their chronic illness through teaching,

particularly in my home country, Indonesia.

Several appropriate teaching methods such as simulation or learning circles can help

me to attain these objectives. Nonetheless, it is always important to consider the level of

course difficulty and the development of student’s psychology. In line with ‘Humanistics’

theorists, learning methods should respond to the needs of the learner. This means that the

method used in delivering a course ought to be adapted to the student’s background.

Therefore, I usually use simulation methods to enhance my college student’s knowledge and

skill and also learning circles to encourage my patients self-care awareness.

Simulation based learning is well known method that can bring many positive learning

outcomes for nursing student (Sanford, 2010). This method allow student to practise their

cognitive and psychomotor skills in a focused specialized nursing domain. For example, a

case study of a postoperative simulation patient conducted in the University of Stavanger,

Norway, focused on interprofessional team-work and skill proficiency to manage a post

hysterectomy patient. This case study found that this method is very applicable to teaching

and assessing student performance and also can maximize student confidence in clinical

practice (Kelly M.A, Berragan E., Husebø S.E & Orr F., 2016, p.314).

On the other hand, learning circles is believed as an effective method to learn among

patients because they can share their experiences to know and manage their illness. A study
in Sweden showed that patients with multiple sclerosis (MS) were very satisfy after following

the study circles. There were 15 study circles conducted and followed by 105 patient with MS

in that study (Landtblom A., Lang C. & Flenser G, 2008).

As a teacher, it is very important to determine what should be assessed and how to

assess it. I usually provides both summative and formative assessment. I generally choose an

assessment method depending on the type of subject but mostly I choose an alternative

assessment such as an individual or group project as the summative assessment. I argue that

learner needs a large space to deliver their understanding of the subject not just in a piece of

paper. For formative assessment I usually provides a traditional test to measure my student’s

learning outcomes.

It is important for me to improve my teaching skill continuously. I usually improve my

teaching skill through learning from a student’s feedback and through either formal or non-

formal educational opportunities such as workshop or seminar. I feel that this helps me to

stay up to date with new information and give me an opportunity to share my teaching

practice with other educators. In this way, I can discuss difficulties that arise in the teaching

process and we can share possible solutions based on experience.

I believe that teaching is very valuable for me because through this process I find my

passion and purpose in life, namely being a teacher. I also love to collaborate in teaching

and research with other teachers or practitioners. This approach allows me to discuss ideas

and issues across in a wide range of teaching and learning areas.


Reference :

Kelly M.A, Berragan E., Husebø S.E & Orr F p.314. (2016). Simulation in Nursing Education—
International Perspectives and Contemporary Scope of Practice. Journal of Nursing
Scholarship, 48: 3, 312-321. doi: 10.1111/jnu.12208.
Sanford, P. G. (2010). Simulation in nursing education: A review of the research. The Qualitative
Report, 15(4), 1006-1011. Retrieved from http://nsuworks.nova.edu/
Landtblum, A.M., Lang, C., & Flenser, G. (2008). The study circle as a tool in multiple sclerosis
patient education in Sweden. Patient Preference and Adherence, 2, 225-232. Retrieved from
http:/academia.edu/

Das könnte Ihnen auch gefallen