Philosophy of Teaching Statement
My personal philosophy of education is the believe in the uniqueness of everyone’s ability to learn and to understand any given facts. This fact, with conducive and or enabling environment, allows for physical, mental, spiritual, and social growth. As an educator, therefore, I strive to create an environment where everyone is free to learn and share their ideas. I am passionate about learning, and I have sought to teach everyone at everywhere I find myself. Teaching comes natural to me and excellence in teaching has been my keyword.
Teaching nursing to students and staff makes me happy. Nursing education is a very dynamic field affording both the teacher and the learner the opportunity to grow in the field. In fact, my teaching style and techniques are evolving daily as I learn through professional development and listening to my students. For effective teaching experience to occur, I believe the following elements must be in place:
1) Teachers must guide the teaching environment.
2) Student must have access to education tools
3) Students must be allowed freedom to be curious and take necessary learning risk
4) Student must also be allowed to practice their learning experiences
5) Teaching must be in consonant with new technology.
I believe that learning occurs when teacher recognizes the unique potentials in each student and helps to steer each student to realize his or her full potential. Teaching learning process must be student centered. It must provide opportunity to students to learn according to their interest and needs (Santrock, 2008). Therefore, I guide my students to be self-expressive and help each other to grow. I also belief that motivated students are more engaged, and they learn with less efforts. My personality and desire therefore are to bring enthusiasm into the classroom to increase students’ motivation and learning. Teaching clinical nursing at work in classrooms enables me to draw upon my own past personal experience as a student nurse, and as a new graduate nurse trying to gain grounds for competence. As I teach these learners, I share my experiences over the years. This always interest my students, motivates them to ask more questions, wanting to know how I overcame and became so successful.
I believe that students can be motivated to be their own think tank. My objective as a teacher is to motivate my students to become independent thinkers. Having the ability to stand alone, making decisions about issues on their own most of the time. To achieve my goal of developing independent thinkers, I strive to promote cultural awareness and appreciation of diversity in my classroom. As an African, I try to bring as much of my culture as it is possibly safe into my classroom. This makes the class even more interesting because they enjoy my pronunciations and the use of words. I told the student that I do not take offence if they must ask me to repeat myself, I assured them that I had been there. This ensures a free atmosphere of communication with the desire to understand and to be understood.
I believe simulation teaching is one of the most effective way of impacting knowledge. Simulation provides same effect as a direct contact with life patients without fear of harm to patients or staff. During the two weeks NEO, the staff are assessed for competencies, using simulated methodology, to ensure clinical skills. Also, facility policies and procedures are taught during this time. Students had voiced more understanding of policies and procedures of the facility. And that the ability to simulate those activities before the actual real-life unit activities, had been most helpful in their clinical practice areas. Students demonstrate their basic knowledge by simulation with Voice Activated Manikins(VAM). Students simulate tube feeding, intravenous catheter insertion, dressing changes, Foley catheter insertions, and so forth. For example, last week, one of the NEO students was demonstrating straight catheterization, and did not manage the sterile field well, being a simulated procedure, it was easier and safer to let her complete her procedure, and then point out what she needed to correct during debriefing. This student was appreciative, and shared with the class that she had been not worked in a hospital setting since graduating from nursing school, This information was timely, and accorded me opportunity for follow up after NEO, to ensure safe care on her home unit.
I believe that to be effective, a teacher needs to know and understand students’ knowledge base, and then, look for how to build on perfecting students’ knowledge as appropriate to accomplish the set goals. Adult learners tend to be more self-directed and task or goal-oriented than traditional students, so it is important to frame learning strategies in a way that allows adult learners to see the purpose of the exercises; otherwise, adult learners may resist new strategies(Knowles, 1984). I always let students demonstrate their basic knowledge by simulation with VAM.
I believe that my enthusiastic, cultural approach to teaching enables students to acquire clinical skills in a manner that keeps them interested and motivated and requires their own critical thinking of discussion points which makes their learning their own. I have heard good reports from the nurse managers and my student peers on the units. And I have also received request to conduct trainings for the nursing staff within the facility.
In fact, from October to December 2019, I will be conducting nursing mandatory trainings on six facility chosen topics. This is the facility’s yearly continued educational offering to the nursing staff to ensure their competencies. Am glad that am currently practicing my imagination of teaching learning philosophy. Not fully but, still I have the authority to implement it so it will enhance my students.
Reference
Knowles, M. S. (1984). Andragogy in Action: Applying Modern Principles of Adult Education. San Francisco, CA: Jossey Bass.
Santrock J.W. (2008). Educational Psychology. (3rd ed). New York: McGrew hill.