Self-assessment, evaluation, and reflection on clinical teaching

Running header: Clinical teaching 1
Self-assessment, evaluation, and reflection on clinical teaching.
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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