Facilitator Core Skill 1: Building Rapport By Exforsys on April 4, Facilitator Skills In order to effectively reach out and work with the team members, a facilitator has to learn the fundamental skill of building rapport. That is, the need to create and maintain empathy or a sense of connection with the members. Building rapport is not done the easy way; people have different ways of establishing it with other people.
To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice. Taking action is the key; Gibbs prompts the practitioner to formulate an action plan.
Gibbs reflective cycle On the first day of meeting my mentee Helen immediately after her orientation of the department, we had a meeting to draw up her learning opportunities so that there was an awareness of what Helen hoped to gain from her new profession as a theatre nurse.
As part of her learning opportunities a teaching session and assessment was arranged. The teaching session included both formal and informal assessments. Both sessions were carried out in the theatre operating roomthe formal assessment involved performing a surgical hand scrub which is always done prior to any surgical procedure.
Even though I am a competent practitioner, I still had a moderate level of stress and anxiety regarding fulfilling my role as a mentor.
However, upon reflection I could draw on my previous experiences as a basic life support key trainerprevious teaching sessions I have delivered, and the support I have had from my sign off mentor Teresa.
My Mentor has helped me a great deal throughout my career, we have a great understanding of each otherand have built up a trusting and honest relationship over the years.
For Helen this was her first experience of theatre post qualification, Helen had no theatre placements during her nurse training, so theatre is a totally new setting for her.
Armstrong states, however, that role modelling is not just about observing practice, but also includes considered linkage between practical skills acquisition and the underpinning knowledge that relates to the skills, i.
I planned my teaching session to ensure Helen was aware of the current information and guidelines about effective surgical hand-washing. Prior to the assessment I discussed with Helen the varying techniques that colleagues use and how they may differ,however, I informed Helen I will show her how to scrub correctly in the format used by the scrub nurse team in our department.
I planned to use the Peyton 4 stage approach throughout the process. See below This model may be expanded or reduced depending on the background skills of the learner.
As with all teaching, the learner must be given constructive feedback and allowed time for practice of the skills. A surgical skill has both a cognitive and a psycho-motor component. In fact, in those with reasonable manual dexterity, the instructions require to teach a skill that centres on the cognitive process of combining the steps of the operation in the mind, and ensuring this combination has occurred before attempting the skill.
Basic techniques from effective surgical hand washing to scrubbing for a minor procedure, may be most efficiently and effectively taught in the four stage procedure based on the work of Peyton.
The learner can go from a unconscious incompetence where they do not know the procedurethrough conscious incompetence where they realise what they do not knowto conscious competence when they begin to understand and carry out the task to the required standard.
The final phase to unconscious competence is achieved through experience until the task becomes a habit or routine Immenroth, M, These stages allow the learner to quickly progress through the first three of the four levels of learning.
It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee.Reflection On Coaching and Mentoring Essay - My ethical and moral views, beliefs, attitudes and values have been fashioned by an up bringing that centred on Christian beliefs.
Even though religion was not forced upon me as a child, my mother raised us all with a strong sense of right and wrong.
Student Course Reflection Essay. Student Course Reflection The job market has changed drastically over the last decade. Keeping in line with technological innovations, large companies have reduced their investment in internal training and now prefer to depend on .
Section 1 'A mentor (in mentoring) is a dignified procedure whereby a more knowledgeable and experienced individual stimulates a accommodating position of control and promoting reflection and learning within a less experienced and conversant individual, so as to assist that individuals profession and personal development'.
The Flexible Executive MBA is delivered through a blend of face-to-face workshops, activities involving peer-group learning in teams and self-study, on- and offline using a distance-learning approach. Student Course Reflection Essay. Student Course Reflection The job market has changed drastically over the last decade.
Keeping in line with technological innovations, large companies have reduced their investment in internal training and now prefer to depend on .
Reflective Essay Words | 9 Pages. Context ACCG Reflection Learning Log and Essay This reflection learning log and essay guide is a helpful learning tool for you to access when you are completing your learning log and also your reflection essay.