Facilitation of learning: part 2

Abstract

The previous article in this series of 11, Facilitation of learning: part 1, reviewed learning theories and how they relate to clinical practice. Developing an understanding of these theories is essential for mentors and practice teachers to enable them to deliver evidence-based learning support. This is important given that effective learning support is dependent on an educator who possesses knowledge of their specialist area as well as the relevent tools and methods to support learning. The second domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice relates to the facilitation of learning. To fulfil this domain, mentors and practice teachers are required to demonstrate their ability to recognise the needs of learners and provide appropriate support to meet those needs. This article expands on some of the discussions from part 1 of this article and considers these from a practical perspective, in addition to introducing some of the tools that can be used to support learning.

Interactive Instructor for a Synergistic Student-Centered and Personalized Teaching: A Biosocial Approach

“…For students to develop confidence in their knowledge and skills as well as the ability to translate information into effective practices, they would have to develop the responsibility of exploring and questioning rather than passively accepting any model. There is also a strong need to understand the learner’s stage of learning so that an appropriate teaching strategy can be employed (Warburton et al, 2016). The most favorable teaching techniques are those that prepare students to be life-long effective learners.…”

“…The complexity and challenging nature of the process of supporting learning in practice require that mentors should be both vigilant and astute. The knowledge of learning theories and their application is not enough until it is used in forming the theoretical foundation on which a mentor develops and organizes a wide range of technical, practical, and emotional skills to support learners in different circumstances (Warburton et al, 2016). Effective communication with both compassion and empathy for the learners’ needs and apprehensions is one of the most important mentoring skills.…”

“…Effective communication with both compassion and empathy for the learners’ needs and apprehensions is one of the most important mentoring skills. Preparing students for a professional role and the need to engage in lifelong learning require a proper understanding of how one learns and how learning can be maximized, with the flexibility to meet the needs of their future societies (Warburton et al, 2016).…”