Facilitating workplace learning

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Introduction

Facilitating workplace learning is an essential aspect of the nursing profession.

Nurses need to have the knowledge and skills to provide effective education to both patients

and colleagues. This paper will explore the principles of adult learning and the impact of

learning theory on relationships with learners in the context of a facilitated learning session

on infection prevention and control by a community nurse. It will also examine the complexity

of nursing in relation to facilitating adult learners and how professional standards, ethics, and

values influence the role of a learning facilitator. Additionally, this paper will demonstrate how

diversity, equality, and inclusion are demonstrated in the facilitator role in a clinical setting

and the nursing challenges in relation to these standards.

Purpose

The purpose of this paper is to examine the principles of adult learning and the

impact of learning theory on relationships with learners. It will also explore the complexity of

nursing in relation to facilitating adult learners, the influence of professional standards, ethics,

and values on the role of a learning facilitator, and how diversity, equality, and inclusion are

demonstrated in the facilitator role in a clinical setting.

Content

SECTION 1

Introduction

The facilitation plan

Reflection
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Conclusion

SECTION 2

Understanding the topic

Evidence-based research

Argument

Critical insight and evaluation

Professionalism, Diversity, Equality and Inclusion

Conclusion

Context

This paper is written in the context of the nursing profession, where facilitating

workplace learning is an essential aspect of the role. It will explore the principles of adult

learning and the impact of learning theory on relationships with learners in the context of a

facilitated learning session on infection prevention and control by a community nurse.

Additionally, it will consider the complexity of nursing in relation to facilitating adult learners

and the role of professional standards, ethics, and values in the facilitator role. It will also

examine the importance of diversity, equality, and inclusion in the clinical setting and the

challenges that nurses face in meeting these standards.

SECTION 1: Reflection on the Facilitated learning session.

I am a community nurse at a local hospital. I have 5 years of experience in nursing

and have completed several courses on facilitating workplace learning sessions. I will be
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facilitating a session on infection prevention and control for our team of nursing assistants.

As healthcare professionals, it is important to administer medications safely and effectively. I

chose this group of learners because they work closely with patients and are responsible for

infection prevention and control. In preparation for this session, I took the time to explore

their learning needs and preferences. I understood that the group has a variety of learning

styles, and I used a range of teaching methods to accommodate their diverse needs. My goal

was to provide a rich learning experience for all participants, so they feel confident and

competent in administering medication (van Loon, 2019).

The facilitation plan

Preparing to deliver a facilitated learning session as a community nurse involves

several key steps. First, I identified the learning objectives and determined the most

appropriate teaching methods to achieve these objectives. This involved selecting materials

and resources, such as handouts or visual aids, and preparing the teaching environment

Next, I considered the learning needs of the audience and tailored the session accordingly.

This involved adapting the content or teaching methods to suit the needs and preferences of

the learners (Moore and Klein, 2020). Additionally, I ensured that the learners had the

necessary background knowledge or prerequisites to understand the content.

Finally, I prepared to facilitate group discussions and answer questions, as well as

providing an opportunity for feedback and evaluation. This involved developing effective

communication and facilitation skills to engage learners and ensure that they understood the

content. I also prepared to adjust the session as necessary based on learner feedback and

evaluation to improve future sessions.

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Reflection

The Gibbs Reflective Cycle

Description: As a community nurse, I recently facilitated a workplace learning

session on infection prevention and control for a group of nursing students. The session took

place at a local hospital and lasted for two hours (Adeani et al., 2020). During the session, I

used a combination of lecture, group discussion, and hands-on practice to teach the students

about the principles of infection prevention and control, including hand hygiene, PPE, and

isolation precautions.

Feelings: At the beginning of the session, I felt confident and prepared. I had spent a

significant amount of time preparing the materials and rehearsing the content. However, as

the session progressed, I began to feel a bit anxious and unsure if I was effectively engaging

the students. I also started to worry that I may have missed some important information or

not explained certain concepts clearly.

Evaluation: I think the session went well. The students seemed engaged and asked

thoughtful questions throughout the session. However, I do think there are areas where I

could have improved. For example, I noticed that some of the students seemed to be losing

focus towards the end of the session, and I wonder if I could have made the content more

interactive or varied to keep their attention. Additionally, I received feedback from one of the

students that they were confused about one of the concepts I had presented, indicating that I

could have done a better job explaining that particular concept.

Analysis: Upon reflection, I think there are several factors that may have contributed

to the challenges I faced during the session. One potential issue is that the content was quite

dense and complex, and I may not have broken it down enough for the students.
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Additionally, I think that while I used a variety of teaching methods, such as group discussion

and hands-on practice, I could have been more creative in finding ways to keep the students

engaged throughout the session. Finally, I recognize that I am still learning how to effectively

facilitate learning sessions, and there is always room for improvement.

Feedback from learners: I gathered feedback from the learners using a feedback

form at the end of the session. The feedback was generally positive, with the learners

appreciating the use of different teaching methods and the relevance of the content to their

practice. However, there were some suggestions for improvement, such as providing more

examples and case studies to make the content more relatable, and allowing more time for

practice with PPE.

Feedback from observers: I also received feedback from a colleague who observed

the session. They noted that the session was well-structured and that I was able to

effectively convey the key concepts of infection prevention and control. However, they

suggested that I could have been more mindful of the different learning styles of the learners

and provided more opportunities for hands-on practice.

Conclusions: I think the session was a valuable learning experience for both the

students and myself. While there were areas where I could have improved, I think that the

students gained a solid understanding of infection prevention and control principles.

Additionally, the feedback from the learners and observer will help me make improvements

to future sessions and enhance my teaching skills.

Action Plan: Moving forward, I plan to take several steps to improve my delivery of

workplace learning sessions. First, I will spend more time breaking down complex concepts

and making sure that the content is presented in a way that is accessible and
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understandable for all learners. Second, I will explore additional ways to keep students

engaged throughout the session, such as using more interactive activities or incorporating

technology. Third, I will provide more opportunities for hands-on practice and case studies to

make the content more relatable. Finally, I will seek out feedback from learners and

observers after each session and use that feedback to adjust my teaching style and improve

future sessions.

Performance: Reflecting on the feedback obtained from both the learners and

observer, I believe that there are several areas where I can improve my performance in

facilitating workplace learning sessions. Specifically, I need to pay more attention to the

different learning styles of the students and ensure that I am using a variety of teaching

methods to engage all learners. This could include incorporating more interactive activities,

providing more opportunities for hands-on practice, and using technology to make the

content more engaging and accessible.

Another area for improvement is my ability to break down complex concepts and

present the information in a way that is easily understood by all learners. This could involve

providing more examples and case studies, using visual aids to illustrate key concepts, and

simplifying the language used to explain certain concepts.

Finally, I need to be more proactive in seeking feedback from learners and observers

after each session. This feedback is crucial in helping me to identify areas where I need to

improve and make adjustments to my teaching style accordingly.

Conclusion

In summary, this reflection highlighted the importance of effective facilitation skills in

workplace learning sessions for community nurses. By using reflective frameworks such as
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the Gibbs Reflective Cycle, nurses I was better-positioned to evaluate and understand my

performance and identify areas for improvement, such as adapting to different learning

styles, breaking down complex concepts, and seeking feedback. To develop facilitation skills

in the workplace, I will seek out opportunities for training and professional development,

collaborate with experienced colleagues, and engage in ongoing reflection and feedback to

continuously improve my practice.

SECTION 2: Discussion

The principles of adult learning are a set of guidelines that facilitate the learning

process for adult learners. These principles include creating a supportive learning

environment, building on prior knowledge and experience, allowing learners to take

ownership of their learning, providing opportunities for reflection and feedback, and applying

practical and relevant learning activities. The impact of learning theory on relationships with

learners is significant (Anderson et al., 2021). Understanding learning theories can help

facilitators tailor their approach to the needs and preferences of individual learners.

Discussions on the principles of adult learning and the impact of learning theory on

relationships with learners are important in healthcare educatio(Moore and Klein, 2020). By

understanding these topics, healthcare educators and facilitators can tailor their approach to

meet the diverse learning needs of their learners, leading to a better learning experience and

improved patient outcomes.

Evidence-based research

One key principle of adult learning is that learners are self-directed and motivated by

solving real-world problems (Hardiman and Dewing, 2019). In the context of infection

prevention and control, this means that learners are more likely to be engaged and invested
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in the learning experience if they can see the direct impact of their learning on patient

outcomes (Anderson et al., 2021). When facilitating the learning session on infection

prevention and control I incorporated real-world scenarios or case studies that reflected the

learners' workplace challenges to increase engagement and motivation (Ardian et al., 2020).

Additionally, understanding the learners' needs and preferences is essential to facilitate a

tailored and effective learning experience. I explored the learners' needs to identify the

specific challenges they faced and incorporated these challenges into the learning

experience, making the session more relatable and relevant to the learners (Oh and Han,

2020). By incorporating these principles of adult learning into the facilitation practice, I

successfully created a more effective learning experience that was engaging, relevant, and

facilitated behavior change.

Learning theory plays an important role in facilitating effective relationships between

learners and educators. Understanding how learners process information and the most

effective teaching methods can help facilitate a more effective learning experience

(Hardiman and Dewing, 2019). For example, the social learning theory emphasizes the

importance of modeling behavior and social interaction in the learning process (Berndtsson

et al., 2020). This theory can be applied in the context of infection prevention and control by

facilitating group discussions and sharing best practices among the learners. Additionally, the

cognitive load theory suggests that learners can become overwhelmed if too much

information is presented at once, leading to a less effective learning experience.

Argument

To expand further on the principles of adult learning, it was important for me to

recognize the diversity of the learners in terms of their backgrounds, experiences, and

learning preferences (Moore and Klein, 2020). This diversity heavily influenced the learning
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process and outcomes. As such, I considered using a variety of instructional strategies, such

as group discussions, case studies, and demonstrations, to accommodate the different

learning styles and preferences of the learners.

In terms of the facilitated learning session on infection prevention and control, I used

a variety of instructional strategies to engage the learners, such as demonstrating proper

hand hygiene techniques and allowing the learners to practice them. I also used case studies

to help learners understand the importance of infection prevention and control measures in

their practice settings (Anderson et al., 2021). By encouraging active participation and

reflection, I facilitated a more effective and memorable learning experience for the learners.

Understanding learning theories is essential for effective facilitation, as they guide the

selection of appropriate teaching strategies and techniques. The nurse's knowledge of

learning theories, such as behaviorism, cognitivism, constructivism, and humanism, can

affect the relationship with the learners during the facilitated learning session.

For example, behaviorism theory posits that learning is a process of forming

associations between stimuli and responses. Therefore, a nurse who focuses solely on

providing rewards for correct responses or punishment for incorrect responses may not

foster a positive relationship with learners (Moore and Klein, 2020). On the other hand,

constructivism theory emphasizes the active participation of learners in the learning process,

with the facilitator serving as a guide rather than a lecturer. A nurse who employs

constructivism theory may build a more collaborative relationship with the learners, which

could enhance the learning experience.

During the facilitated learning session on infection prevention and control, my

knowledge of the learning theories influenced the strategies and techniques used. For

instance, using a constructivist approach, I facilitated role-plays and simulations, which

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fostered active participation and collaboration among the learners. This approach also

promoted a positive relationship between me and learners, which enhanced learning

outcomes.

Critical insight and evaluation

Different viewpoints exist on the impact of learning theory on relationships with

learners. Some argue that adopting a specific learning theory, such as behaviorism or

constructivism, can have a significant impact on how learners interact with the facilitator and

their peers. Behaviorists believe that learning occurs through the external reinforcement of

desired behaviors, while constructivists argue that learners construct their own knowledge

based on prior experiences and social interactions (Attenborough et al., 2019). Therefore,

behaviorist facilitators may focus on rewarding desired behaviors, while constructivist

facilitators may focus on creating opportunities for learners to construct their own knowledge

through collaboration and reflection.

On the other hand, others argue that the facilitator's approach should be tailored to

the individual needs and preferences of the learners, rather than being solely based on a

particular learning theory (Berndtsson et al., 2020). This approach allows the facilitator to

consider the unique learning styles, prior knowledge, and experiences of each learner and

adapt the facilitation approach accordingly. This can lead to a more personalized and

effective learning experience for each individual learner.

In the context of the facilitated learning session I adopted a constructivist approach by

creating opportunities for learners to engage in group discussions and reflect on their own

experiences. However, I also considered the individual learning needs and preferences of
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each learner and adapted the approach accordingly. For example, some learners preferred

hands-on learning activities while others may have preferred visual aids or written materials.

Different viewpoints on the principles of adult learning

There are different viewpoints on the principles of adult learning. One is the

andragogy approach which emphasizes that adults learn differently from children, and that

they are self-directed learners who prefer to learn through problem-solving, experience, and

collaboration (Hardiman and Dewing, 2019). On the other hand, the behaviorism approach

suggests that learning is a process of stimulus-response, and that learning can be reinforced

through rewards and punishments.

In the facilitated learning session on I utilized the principles of andragogy by

incorporating problem-based learning and collaboration among learners. I encouraged the

learners to share their experiences and reflect on their practice. The session also focused on

the practical application of knowledge and skills in the workplace, which is consistent with the

andragogy approach (Martin and Manley, 2018). My use of adult learning principles was

effective as it facilitated active engagement and participation among the learners, which led

to a deeper understanding and retention of the material.

In contrast, if I had used a behaviorism approach, the learners may have felt

disengaged and demotivated, as the focus would have been on the use of rewards and

punishments to reinforce learning. This approach may have been less effective in promoting

active engagement and may have hindered the learners' ability to transfer their learning to

their practice.
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Professionalism, Diversity, Equality and Inclusion

Facilitating adult learners in a clinical setting is a complex task that requires the nurse

facilitator to adhere to professional standards, ethics, and values (Jantzen, 2019). The

facilitator must have a deep understanding of the learners' individual learning needs, which

includes diverse backgrounds, cultures, and learning styles. They must also ensure that their

facilitation approach adheres to ethical principles and values such as honesty, respect, and

transparency. The nursing facilitator must apply inclusive learning strategies to ensure that

all learners feel comfortable, valued and respected during the learning process. Diversity,

equality, and inclusion must be demonstrated in the facilitator role to ensure that learners

from diverse backgrounds have equal opportunities to participate fully in the learning process

(King et al., 2021). This requires the nursing facilitator to create a safe and inclusive

environment where all learners can share their experiences, perspectives and learn from one

another.

Conclusion

In conclusion, facilitating adult learning in a clinical setting is a complex task that

requires a combination of skills, knowledge, and experience. Professional standards, ethics,

and values significantly influence the role of a learning facilitator. Nurses must be equipped

with the necessary skills and knowledge to facilitate effective learning and support the

professional growth of their colleagues. Therefore, it is important to continually reflect on the

facilitation process to identify areas of improvement and adapt to the changing needs of adult

learners in the clinical setting. Ultimately, effective facilitation of adult learning contributes to

the development of competent and confident nurses who provide high-quality care to

patients.
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