Self-assessment, evaluation, and reflection on clinical teaching

This article discusses self-assessment, evaluation, and reflection on clinical teaching. It covers the Gibbs reflection cycle, self-assessment, and evaluation, critical analysis and evaluation, and a critical analysis of the clinical teaching. The article is relevant to nursing students and educators.

Running header: Clinical teaching 1
Self-assessment, evaluation, and reflection on clinical teaching.
Institutional affiliation
Course title
Student name

Self-assessment, evaluation, and reflection on clinical teaching. 2
Introduction
Assessment two involves a critical reflection and evaluation of the clinical teaching
previously done. The clinical teaching was on applying effective and confident communication
skills in the nursing practice. Feedback on the presentation has been collected from the students
that participated. A self-reflection using the six elements of the reflective process of the Gibbs
(1988) reflective model will be used as a guide. It involves one, describing what happened
during the during the teaching and learning process. Two, feelings, this is what one thinks and
feels. Three, evaluating, which involves identifying the bad and the good experiencing when
teaching. Four, analyzing which involves finding sense in the situation. Five, conclusion which
will involve asking oneself if there is something else one could have done. Six, action plan, it
involves coming up with a strategy so as to handle situations that previously rose again.
Secondly, a critical analysis and reflecting will be done so as to get a clear understanding of why
the teaching was successful if it was and if it was not, explain why the failure. In addition to that,
be able to explain the consequences of the bad and the good experiences. Explain how one can
make it better next time.
Self-assessment and evaluation.
Quinn & Hughes (2007) stated that if one does not know whether learning is occurring it
may be a waste of resources and time. Assessments and evaluations can be team or individual
based. It can focus on the learning process or the learning outcomes. One can assess themselves
or be assessed by others (Tighe & Bradshaw, 2012). In this case, I did a self-assessment to
evaluate my teaching plan. The importance of assessing oneself includes; one, to confirm the
learning outcomes. Two, to produce an ongoing achievement record. Three, it helps the learner
(me) to be able to identify the areas of weakness and strengths. Four, it will help me to be able to

Self-assessment, evaluation, and reflection on clinical teaching. 3
identify areas that I have to develop. Five, it will enable me as a tutor to be able to identify ways
in which I can help learners to learn. Six, the positive feedback will motivate me. Seven, the self-
assessment will help in predicting my personal potential. The assessment will evaluate my
personal qualities, feelings, attitudes, values, concepts, ideas, my professional skills and
knowledge (Ruth-sahd, Beck & McCall, 2011; McGregory & Cartwright, 2013).
In self-assessment it comprises of two elements; one, making the decisions on the
standards of performance that are expected. Two, make judgments on the quality of my
performance in relation to the expected standards (Cassidy, 2009). The standards expectations of
the clinical teaching I did on ‘confidence and effective communication in nursing practices’ are
as follows; one, during teaching all the students learning styles should be used so as to ensure
that all the students learn. Two, the teaching strategy should explain how a confident and
effective communication should be done by a nurse in the clinical areas. This entails the
characteristics of an effective and confident communicator. Three, the learning environment
should be learners centered. This is achieved through direct group discussions with the students.
This helps the students in understanding the concepts in nursing communication (Cantillon,
2017). Four, ensuring all learners diversities have been accommodated. Cultural and background
diversities affect learning. To ensure effective learning the two should be accommodated.
During the clinical teaching, I achieved most of the expected standards. On the learning
styles, I combined the four styles; active experimental, abstract conceptualization, concrete
experience and reflective observation (Benner, 2012; Kurtz, Draper & Silverman, 2016; Irby,
2014; Forbes et al, 2016). Different learners have preferred way in which they synthesize and
articulate information (Bernsten, Bjork & Brynildsen, 2017). This ensured that all the learner's
needs were catered for. Secondly, the teaching strategy covered sufficient contents on confident

Self-assessment, evaluation, and reflection on clinical teaching. 4
and effective communication. The session explained communication barriers, the active
listening, negotiating skills and interviewing techniques and on handover and reporting. With
these areas well covered by the end of the lesson, the learners will be confident and effective
communicators. Thirdly, the learning environment was learners centered. The learner's centered
environment is achieved through direct discussions, challenging the leaners and exercising
critical thinking (Gifford & Fall, 2014). Lastly, I acknowledged the learner’s diverse cultures and
backgrounds. Different cultures mean difference attitudes and personalities (Sandars & Patel,
2018). This understanding ensured that one I was cultural sensitive which made learning to be
easy.
Gibbs reflection cycle.
Self-assessment by reflecting and evaluating my clinical teaching using the Gibbs cycle
(1988). The Gibbs cycle has six phases (Dye, 2011). This will help me focus on my strengths and
weakness in clinical teaching. The first stage is the description (what happened?). I taught a class
of 16 nursing students on confident and effective communication skills in the nursing practice.
The class was a whole day long. The hours seemed to be so many for most students. Most of
them seemed bored and tired. I taught the session in a classroom. This venue was not favorable
for all students. I combined the four learning styles (Kolbs, 1984). I involved my students in
learning, I gave them a chance to meditate and synthesized what I was teaching. I explained why
things are done the way they are done (scientific rationale) for the theorist learners and lastly I
planned practical for the active experimental learners. A combination of the four styles ensured
that all learners were accommodated (Conner, 2008; Lewis, 2011). The teaching strategy I used
was suitable although the objectives I intended to achieve was not fully achieved. The teaching
plan touched on areas that diverged to other topics. The content of the session covered the

Self-assessment, evaluation, and reflection on clinical teaching. 5
learners need. Videos, verbal quizzes, PowerPoint and group/individual learning activities were
some of the teaching aids I used. They proved to be effective. I also ensured that the learner's
environment was learners centered. I involved the learners through direct discussions. I also
ensured that each learner felt accommodated as I understand and respect cultural diversity so I
was culturally sensitive.
The second stage is the feelings (my reaction). My strengths included; being
knowledgeable on the topic I was teaching. I was conversant with the topic. I made a teaching
plan that highlighted on barriers to effective communication and I taught active listening and
interviewing skills. secondly, I combined the four Kolb learning styles; discussions, meditations,
and practical. I gave the learners a chance to ask questions and I clarified their concerns. Thirdly,
I created a learner's centered environment by making direct discussions. This ensured that the
learners participated in their own learning. Fourthly, I was cultural sensitive which made all
learners feel accommodated.
My weaknesses are as follows; one, I taught for so long despite giving them breaks in
between. The average human concentration duration is 45minutes to one hour (Posner &
Petersen, 2016). Two, my objectives (the learner's needs) were not fully achieved. I left out the
characteristics of a confident and effective communicator and also the importance of being an
effective and confident communicator in the nursing profession. The Australian enrolled nurses
are required to use documentation and communication when informing and also when reporting
cases (Nursing and Midwifery Board of Australia [NMBA], 2016). The nursing field requires
interpersonal skills, one of the major functions of nursing is coordinating different disciplines
(Bourgeois, Dayton & Brown, 2011).

Self-assessment, evaluation, and reflection on clinical teaching. 6
The third stage is an evaluation, that is, identifying what was good and bad during the
clinical teaching. It was good because; one, I came up with a teaching plan that accommodated
the content of the learner's needs. Two, I used the four learning styles hence accommodating all
types of learners. Three, I ensured that the learning process was learners centered. Four, I
ensured that I created a suitable learning environment by being both culturally sensitive and also
ensuring that the learners directly participated in learning through discussions. Five, I was
confident and knowledgeable on the topic. The bad experiences were on; one, the length of the
session. It was so long. Many students prefer short durations. They suggested for it to be half a
day. Two, the learner’s needs were not fully achieved. I left out some contents of effective and
confident communication in nursing practice.
The fourth stage is an analysis of the situations so as to make sense out of them. The
clinical teaching was a success as a result of a well-planned teaching strategy. The teaching
strategy involved the development of a lesson plan which covered most of the contents which
were to be taught. I also used teaching aids that made it easier to teach. The combination of the
different learning styles made it way easier to achieve the targeted objectives. The lecture
seemed to be so long as the learners seemed bored and tired of the sessions and they eagerly
waited for the breaks. The other bad situation was not satisfying the learners need sufficiently
due to some missing contents.
The fifth stage is stating what else I could have done to make learning easier and the
conclusion. From my self-assessment using Gibbs reflection cycle as a guide, it is clear that my
clinical teaching was a success. The teaching was learners centered, objectives were met,
teaching strategy was well planned and the learning styles were suitable for all the students. The
challenges were on time as it took so long and on the missing contents. To avoid this in future I

Self-assessment, evaluation, and reflection on clinical teaching. 7
will be ensuring that I make a comprehensive lesson plan to avoid missing out some contents. To
avoid learners from getting bored I will be ensuring that my sessions are short. This will increase
my learner’s concentration and attention.
The sixth stage is action planning. This stage involves coming up with strategies that I
will apply in future in case such situations arises again in future. The bad situations in my case
were sessions durations and the missing contents. To avoid having lengthy and boring sessions I
will make sure that I teach within the shortest duration possible. The time span of concentration
and attention in human beings is an average of 45 minutes. To capture their attention, I will be
ensuring that my lesson will be having short breaks after every one hour. I will also ensure that I
involve the learners so as to keep them attentive. To ensure maximum content coverage I will
ensure that I read broadly and widely so as to be more knowledgeable on the topic.
Critical analysis and evaluation.
In this section, I will do an analysis of all the situations that occurred during the clinical
teaching. I will explain what went well and what went badly. I will explain what influenced these
outcomes and the consequences of the outcomes. I will describe my contributions to the
situations. I will continue explaining if others caused the occurrence of the situations. I will
describe how I feel when I receive both the positive and the negative feedback. If I was to redo
the session what would change? I will explain how well I think my session was evaluated.
The clinical teaching was a success as a result of; one, a well-planned lesson plan. The
principles of good teaching, a lesson plan is most important as it helps the teacher in time
management and it is an important tool when evaluating and reflecting on a session (Pritchard,
2008; Thorners, 2009). I formulated my lesson plan through asking myself questions on the title

Self-assessment, evaluation, and reflection on clinical teaching. 8
of the topic, the duration of the session, the location I which the session will take place and the
access to computers and internet. This did guide me on the type of teaching aids to use and the
content of the session. The lesson plan gave me a platform in which I was able to assess my
learners and myself throughout the session (Knowles, 2015; Mujis & Reynolds, 2016; Surgenor,
2010). It boosted my confidence.
Two, the session was a success as I had set objectives for the session. The learners
already knew what to expect from me and what they should have a mastery of by the end of the
lesson (Knowles, 2015; Mujis & Reynolds, 2016; Surgenor, 2010). The reason behind coming up
with the objectives is to be able to have a clarification on the purpose of teaching the session so
as to ensure that the lesson taught is successful and these objectives have been achieved.
Three, I used different learning styles so as to ensure that all types of learners were
accommodated. Pritchard, (2008) states that peoples' ability to learn depends on themselves and
it is known that individuals have different styles in which they learn. The best way for a teacher
to ensure learning occurs is by using different styles. For example, I used cognitive learning
strategy that involved discussions, research, presentations, case studies, and self-assessments. It
involves the use of visual and verbal teaching aids. Wragg, (2014) suggested that for successful
teaching a teacher should ensure that the learner's environment has plenty of tools that will
enhance their understanding. I used PowerPoints slides, videos, images, tapes and case scenarios
so as to develop an understanding.
The bad experiences were the long hours and missing contents. This reflects badly on me.
I taught for a whole day. This was too much for the learners as the concentration and attention
span of learners is usually limited to a few hours. The learners got bored, tired and longed for
breaks. This affected their learning because as the day went along their concentration levels

Self-assessment, evaluation, and reflection on clinical teaching. 9
reduced. There were some missing contents. This was left out when planning the teaching. The
part on characteristics of a confident and effective communicator and the importance of being an
effective communicator were left out. This affected the attainment of the lesson objective. This
was entirely my fault; next time will ensure I exhaust the content.
For further evaluation of my performance in the clinical areas, I used close-ended
questionnaires to assess my performance in the clinical teaching. These questionnaires were
answered by the students I taught the subject. The evaluation touched on all aspects, that is, the
attainment of the objective, my knowledge on the content, my clarification qualities, the
relevancy and consistency of the content, the appropriateness of the teaching methods I used, the
suitability of the learning environment I created, and my confidence and communication skills.
From the evaluation my knowledge of the content, relevancy, consistency, and appropriateness
of both the audience and teaching aids I scored highly 80%-90%. The feedback I got from the
questionnaires helps me identify both my strengths and weakness. Receiving positive feedback
is motivating while receiving negative feedbacks challenges me, they identify my weaknesses
hence helps me in correcting them.
In conclusion, my clinical teaching was a success. I achieved most of the set objects I was
to teach. I enhanced students understanding by using a good teaching strategy that ensured that
the learning was learners centered. I ensured that all kinds of learners were accommodated by
using different styles of learning. I was culturally sensitive and ensured that I respected the
cultural diversity. I used a combination of teaching aids to enhance learners understanding.
Despite all this, I left out some important facts and also I taught for so long which was not
favorable. The later made the attainment of the objective not to be sufficient. With the

Self-assessment, evaluation, and reflection on clinical teaching. 10
assessment and the reflection, I have done above it is clear that I still have challenges when
teaching but the good news is that I can change this to better my teaching in future.

Self-assessment, evaluation, and reflection on clinical teaching. 11
.
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