Role and Usage of Initial & Diagnostic Assessment in Learning Goals

This article discusses the role and usage of initial and diagnostic assessment in agreeing with learning goals of an individual. It also explains why it is significant to identify and meet the learning needs of selected learners, specifically primary students. The article provides insights into different assessment methods and their purposes.

Education and TrainingEducation and Training
Table of Contents
Introduction......................................................................................................................................3

Task 2...............................................................................................................................................3
Examine role and usage of initial & diagnostic assessment in agreeing with learning goals of
an individual...........................................................................................................................3
Explicate why it is significant to identify as well as meet learning needs of selected learners
(primary students)...................................................................................................................5
Task 6...............................................................................................................................................7
Illustrate 10 unlike methods of assessment along with their purpose and outcome attained by
this..........................................................................................................................................7
Task 7.............................................................................................................................................14
Illustrate diverse theories of communication along with impact created on learning..........14
Analyse benefits as well as limitations of communication methods along with example.. .16
TASK 8..........................................................................................................................................19
Evaluation and individual learning.......................................................................................19
Conclusion.....................................................................................................................................22
References......................................................................................................................................23

Introduction
Education refers to process of inviting possibilities along with truth for encouraging time
as well as rendering time for discoveries. In simple words, it can be defined as facilitating
learning, skills, habits, beliefs, knowledge and values (Archer, 2018). There are different
educational methods that are being utilised by tutor while doing their tasks, they includes
training, discussion, storytelling, directed research and teaching. It involves giving as well as
receiving systematic instructions at university or school. Training is defined as development of
specific abilities by practice & instruction through which can bring employee within a position
through which they will be able to do their job appropriately, conscientiously and efficaciously.
Training is development of oneself or others, teaching and knowledge. This possesses specified
goals for improvisation of performance, productivity, capacity and capabilities. Training is
required for addressing certain factors which comprises of environmental changes, complexities,
human relations, to match with organisational needs, alterations within job assignment.
Basically, both training and education aims at assisting members of an organisation for
acquisition as well as its applications which are required for specified organisation and job. An
education and training employee train as well as guide people and creates a strong impact on
young lives. This report comprises of role & utilisation of initial and diagnostic assessment,
different categorization methods, theories and effectiveness of individual learning. Furthermore,
here nursing is taken as a specialisation of a teacher.

Task 2
Examine role and usage of initial & diagnostic assessment in agreeing with learning goals of an
individual.
Initial assessment denotes a brief classification which lasts for 30 minutes or more at the
happening of learning programme in order to communicate a starting point of learning. It renders
a basic firmness of viabilities of infiltration & ex-filtration portion of a designed special
operation. Being a nursing teacher, it becomes necessary to introduce what will be delivered in a
class on specific day so that they can have overview of things (Henry, Hill and Leitch, 2017). For
an instance, while teaching primary students, it will act as something which will remain in their
mind that they have studied this. It can be attained by the utilisation of activities, quizzes and
one-to-one assessments.
Diagnostic assessment is referred to as a form of pre-assessment which permits nursing
teachers for identification of strengths, knowledge, weaknesses along with skills that are prior to
instruction. Basically, it is being utilised for diagnosing difficulties of students along with
guiding lesson and curriculum planning. They are pre-tests which acts as a barometer for testing
the knowledge which is being possessed by a student related with specified topic (Leberman and
McDonald, 2016). This can be understood by taking an example, diagnostic test can be carried
out within a class to acknowledge how much knowledge student have and what they do not
know. This will aid them (nursing teacher) within planning of lessons as well as areas can be
identified where less or more time is being required. This can be achieved through various
methods like tech-enhanced quizzes or classic multiple choice.
Role and utilization of initial & diagnostic assessment
This is insistent that takes place within occurrence of new class in the first session
denoted by diagnostic assessment and clearly indicates where individual learner is present at.
Apart from this, it acts as a crucial tool which is being utilised for highlighting areas in which
students need to have guidance and support. For an instance, if student is week in maternal child
nursing then instead of making them cram specified method for solving the problem, nursing
teacher can utilise other method through which they can make them understand ways through
which it computed (Nisbet and Shucksmith, 2017). The reason for this is that through cramming
student will not be able to understand the logic behind the problems but in case if same problem

is presented in different ways then it will become difficult for them to solve it. This also implies
that there is a strong need to clear the basics so that their future do not gets hampered due to
small mistakes. If student is having problem then being a nursing teacher, it must be taken
forward and one to one tutorials must be taken to resolve the issues that are being faced by them.
Furthermore, extra classes can be taken to ensure that each student can attempt the problems or
questions that are being given to them.
Along with this, initial diagnostics will deliver a clear denotation about extra areas which
must be taken into consideration while formulation of lessons plans. This will not make students
feel that they are singled out within any specified area and will receive a extra support. Initial
assessments can assist nursing teachers to ascertain special learning needs, acknowledge reasons
along with goals for carrying out programme, disclose information which must be shared and
allow the needs of individuals to be planned as well as met (Sharp, Green and Lewis, 2017).
The role and its utilisation can be understood by taking an example this can be
understood. Suppose parents of 3rd year nursing student’s wants that apart from studies there
student must also attend practical classes then while filling the application form it can be
mentioned in the column that is being provided. This will act as a diagnostic assessment. Now
the nursing teacher knows what is being required by a nursing student and they can provide them
with time for those classes (it can be either extra lectures or within their schedule). From above,
it is very clear that diagnostic assessment provides the details of what is being needed and initial
assessment provides the ways in which it can be carried out in an effective manner (Archer,
2018).
Explicate why it is significant to identify as well as meet learning needs of selected learners
(primary students).
Mostly, each nursing student is treated as equal which is the initial mistake that is being
made by educator or nursing teachers as learning needs of everyone varies from one other. For
an instance, different students have their optimum learning method like some will learn fast
while they read, others might learn by listening or some may require practical demonstration for
whatever they have learned. This makes it difficult for nursing teacher to acknowledge the needs
of each student but it is their responsibility to do so. The reasons for identifying as well as
meeting individual learner needs while teaching them are mentioned below:

 Attaining quality: Each class have different nursing students and they have a social,
behavioural, emotional or other challenge which restricts their abilities to learn. This
enables them to acknowledge their weakness as well as take measures through which it
can be handled without any kind of barriers. For an instance, if there is any physically
challenged student then they will not feel discriminated or will not be left out from other
learners.
 Development of talents: The nursing teacher is experienced and can communicate the
skill to parents of student. Once the talent which is being possessed by student is known
then it can be amplified. This skill can become need as for this nurturing is required for
development (Henry, Hill and Leitch, 2017). Thus, once nursing teacher identify it then
appropriate support can be provided for discovering, developing and growing them as an
individual within their respective nursing field.
 Creation of interest: Identification as well as meeting learner needs will boost up their
morale and motivates them (nursing students). It can be carried out when nursing teacher
renders individual prescribed instruction which will assist learners to acknowledge &
grasp educational concepts. If a student feels that they are supported by nursing teacher
rather than pressuring them then it will lead to generate curiosity in them for learning
specified skill.
 Planning classroom activities: When nursing teacher is aware of learning needs of
student then, it will become easy for them to formulate their everyday classroom
activities. This will enable them to meet needs of each student (Leberman and McDonald,
2016). For understanding this, an example can be taken, nursing teacher is liable for
planning timetable, tutoring individual, carrying out group interaction along with this
general supervision can be conducted. Basically, this implies that each activity which is
being created emphasise on needs of particular student so that by the end of the day,
needs of learner's are accomplished.
 Organisation of the classroom: The possible method by which nursing teacher can
coordinate the classroom is through the identification of characteristics of every student.
The learner or a student who requires more personalised teaching can sit more closely to
them. In case, if student possess visual difficulties then either nursing teacher can sit near
to them or can shift position of learner to some other place. Generally, this factor

illustrates that the needs of learner must be determined by availability of supplementary
material, seating arrangements along with accessibility of supplies and equipments.
The nursing teachers have to identify as well as acknowledge the needs of learners while
teaching as through this, they will be able to devote their energies beyond day- to -day teaching.
This will enable learner or student to have a considerate and supportive environment for each
learner (Nisbet and Shucksmith, 2017). Through this, students will be motivated, empowered,
developed and supported as optimum learning conditions are being created. There will be
affirmative impact on overall performance of the student and will also lead them to grow as an
individual as they have knowledge related with basics. This denotes that it will become easy for
them to learn further.

Task 6
Illustrate 10 unlike methods of assessment along with their purpose and outcome attained by this.
The instance or action of formulating judgement related with something is referred to as
assessment. In terms of education training, it comprises of an empirical data in context of student
learning for refining programs as well as improvising the learning of student (Adib-Hajbaghery
and Sharifi, 2017). Basically, here nursing teacher is liable for collection and discussion of
information from distinct and various sources so that they can develop a deeper understanding of
what is known to students, understand it and what it can be done with knowledge possessed by
them so that their subsequent learning can be improvised. For a nursing teacher it will act as a
method for making inferences about students. Assessment acts as an integral part for successful
education and training for identification of effectiveness of series of directives. Apart from this,
nursing teacher needs to engage their pupils
Assessment method Purpose and their
effectiveness
Outcome
Pre or diagnostic
assessment
To acknowledge that for what
kind of nursing student’s
instructions are being created.
With respect to this, teacher can
formulate their own instructions
depending upon data being
collected (Aebersold and
Tschannen, 2013).
Acquisition of strengths,
limitations, skills along with
knowledge that is being
possessed by nursing students.
Formative assessment The rationale behind this is to
make an initial attempt through
which instructions can be
developed. In this context,
nursing teacher monitors the
learning of student so that they
can provide with respective
The outcome which will be
attained by formative
assessment is that it will assist
within identification of gap in
between the instruction
(Bangova, 2013).

feedback. Through this, nursing
teacher will know where they
have to emphasise and make
expansions in the part of
instruction.
Summative assessment The purpose of nursing teacher
behind such kind of assessment
is that it assess the extent to
which outcome have been
reached when instructions are
completed or ends up. With
respect to this, nursing teachers
can render long term benefits to
the students who are the part of
specified course like in this
context it’s nursing (Breier,
Wildschut and Mgqolozana,
2015).
The result attained through
summative assessment is that
reactions on instructions,
efficiency of learning and
benefits on the basis for long
term can be measured. Along
with this, the way in which
nursing student makes use of
the skills, attitude and
knowledge & whether those
are being utilised by them or
not.
Confirmative assessment This assessment can be used by
nursing teacher when
instructions have been executed
or implemented within the
class. This can be understood
by taking an instance that if
teacher is teaching from a
longer time duration then still
the ways in which they deliver
their instructions are on point
and are being understood by the
one to whom it is being
delivered.
This will yield a nursing
faculty with an assurance that
even after a course or
stipulated time duration, the
instructions that are provided
are on success (Carpenter and
Dickinson, 2016).

Norm-referenced
assessment
The rationale behind such kind
of assessment is to make a
comparison in between
performance of student with the
average norms (CHAGHARI
and et. al, 2017). An instance
can be taken like typical norms
that have been formulated for
nursing or any other field.
The results which will be
attained through this are in
comparative form like nursing
teacher will cross check that
whether a student has attained
average grade as per the
norms or not. Basically, it will
provide the results of student
performance within specific
subject and were they able to
cross the minimum range
decided by the nursing
institutes.
Criterion referenced
assessment
The purpose of this is to
measure the performance of
student with respect to
predetermined criteria along
with learning standards. This
assessment will enable nursing
teacher to identify what
students must know at peculiar
stage of their course and are
they able to implement that
specified knowledge within
their education.
Through criterion based
referenced, nursing teacher
will be able to evaluate the
skill set or knowledge that the
student have within their
subject (Connor and et. al,
2013). Along with this, it is a
test which will assist teacher
to know whether they
(students) have adequate
knowledge related with the
curriculum which is being
delivered to them within a
course.
Ipsative assessment The rationale of this assessment
is to determine the performance
of nursing students with respect
to their performance in
The comparative analysis will
be provided to nursing
students in context of their
previous performance (Cui

previous tests. Here, the
comparison is not made with
other students but it’s the self
assessment because comparison
with others might hamper their
self-confidence and
automatically their results will
decline.
and et. al, 2013). The results
attained will effective enough
to boost up their morale to
work harder through which
they can perform better in
their coming assessments.
Benchmark or interim
assessment
This assessment is being used
by nursing faculties or lecturers
for evaluation of students (in
terms of where they are with
respect to their learning
progress) and along with this, it
aims at determination of
whether they possess adequate
knowledge are on track so that
they can work effectively on
future assessments (Cund,
2013). An instance can be taken
to understand this like, it is a
end of course exam or
standardised tests.
This will provide the standard
result in terms of whether the
exam or test is cleared by
student or not. Along with
this, nursing teacher in initial
years can identify that which
student needs extra attention
so that their performance can
also be enhanced in
comparative to others and on
the basis of future
perspectives.
Evaluative assessment The motive for carrying out this
assessment is to make sure that
there exists suitable
accountability within all the
levels which do exists within
their nursing system. It can be
effectively utilised for
informing curriculum planning
The outcome obtained from
this, illustrate the measures
which are designed for making
sure that there education
system is working as per
required standards (Day and
et. al, 2014). The emphasis of
result on institute & overall

as well as render information
related with accountability and
monitoring (De Oliveira and et.
al, 2014).
performance of the system. In
case, any kind of emendations
or alterations are required then
this can be illustrated via this.
Four corners assessment The rationale of this is to render
nursing teachers with an
opportunity for movement of
students as well as lecturer will
have the permission for
monitoring along with
assessing the overall
understanding of the subject.
This can be understood by
taking an example like teacher
makes a statement or raise a
question in context of subject
that is being taught by peculiar
faculty.
In this case, students are
provided with options against
the statement that is made by a
faculty. The options will be in
the form of strongly agree;
strongly disagree, somewhat
and not sure. The student will
go to the corner as per their
answer. The results attained
will indicate the understanding
level of an individual with
respect to specified problem
(DiMaria-Ghalili and et.al,
2014).
The 10 methods of assessment have been illustrated above which can be utilised by a
nursing teacher to analyse the overall performance of the student as well as the entire course
along with the system this is being formulated. Furthermore, there are different teaching practice
sessions which are being carried out by a faculty. Some of them have been illustrated below:
 Ask students to summarize: After the completion of chapter, nursing teacher can ask
anyone among the students to give summery of chapter means tell what they have learned
from entire class which have been carried out. It will illustrate that how much they have
understood from the particular session and if summary provided by them provides the
overview of major concepts covered within a class then it will simply denote success of
the session (Gilligan and et.al, 2014). For this confirmative assessment can be utilised by
nursing teacher as it implies a confirmation to a teacher that what they have delivered to
their students have been understood by them as per desired standards. But if the summary

provided by them is not apt then again the key points of session must be highlighted by
nursing teacher. This will aid the students to remember of the important points associated
with any specific lecture.
 Take quiz: This is one of the observative teaching practices which are being followed by
nursing teacher. In this context, lecturer takes a quiz where students are provided with
multiple options as per their knowledge and skills they can answer. For this the four
corner teaching assessment is being used as same goes with it (Goosby and von
Zinkernagel, 2014). Teacher ask questions and gives option for the same & students give
answer by going to the four corners of room in which each corner has specified option.
The effectiveness of this assessment is that, as nursing students will go to different
corners then knowledge which is perceived by individuals can be analysed. This will
enable them to analyse the understanding level of each and ensure that the weakest is
provided with appropriate guidance. Along with this, in case if the maximum answers
received are wrong then it will ensure that teacher need to alter their way in which
sessions are being carried out. Furthermore, if affirmative result is attained then they
(nursing teacher) can continue with the same method and also provide them with the
extra knowledge which will assist them in further development.
 Socratic seminar: With respect to this, nursing teacher can conduct a seminar in which
students can ask questions from each other related with the specified subject or any
particular chapter. The session is being initiated with series of questions which indicates
start of the seminar in which different responses are given (Hayat and et. al, 2013). This
will enable nursing students to develop questions which will acknowledge issues for
facilitating own discussion as well as attain a new understanding. Here, the nursing
faculty can make use of summative assessment. The reason for this is that via this faculty
will be able to address the extent up to which students know the things and how they
perceive them. This is being carried out at the end of every session. An example can be
taken to understand this concept, suppose a lecture was conducted on health care and at
the end of this teacher conducted a Socratic seminar. The students will formulate the
questions by themselves related with the chapter like what is basic hygiene’s to be
considered while taking care of someone and many other. The questions will be asked to

one other. Here, teacher can acknowledge how much knowledge they have about
specified chapter and accordingly formulate the plan for next session.
Different methods have been discussed in this section related with assessment which can be
carried out by the nursing teacher. Each individual have their own effectiveness and yield
different outcomes, depending upon the situation or requirements of a session lecturer make their
use. This will assist the nursing teacher as well as students to acknowledge the major pitfalls
both in their performance (Ironside and et. al, 2014). Teacher can identify the section where they
need to improvise their ways delivering the lecture and students can evaluate the sections in
which they need to work harder to have affirmative results.

Task 7
Illustrate diverse theories of communication along with impact created on learning.
Communication is defined as the act for conveying significance through one group or
entity to other through the utilisation of mutually comprehended semiotic rules, symbols and
signs. In other words, it is referred to as a process via which data is interchanged among
individuals through communal systems (Kim, Park and Shin, 2013). While being a nursing
teacher, it is necessary that effective language is being utilised by which each individual can
understand what is being delivered by them. Communication comprises of minimum one sender
as well as recipient (number is not fixed in this case) of the messages. While delivering a lecture,
teacher might get affected due certain factors which might hamper the way in which they carry
out communication. They might comprise of cultural situations, emotions and even the medium
that is being utilised for interaction along with location. This denotes that efficacious,
unambiguous and accurate communication is very hard to attain. Being a nursing teacher, it is
necessary that lecture is delivered in an enhanced way as otherwise it will become difficult for
student to understand the technical terms which are involved and later this leads them in trouble.
For this nursing teacher needs to make use of different theories by which they will be
able to ensure that the way in which they deliver lecture is perceived through students in an
identical manner (Lahtinen and et. al., 2014). Some theories have been illustrated below (which
must be used by nursing teacher at initial level) in this context:
 Piaget theory: This theory is given by Jean Piaget who is a Swiss developmental
psychologist. It is a comprehensive cognitive development theory which deals with
development as well as nature of human intelligence. This itself involves nature of
knowledge along with ways in individuals acquire it, construct and utilise it. As per the
Piaget, the fact is that children of distinct ages make different kinds of errors while
solving problems and same goes with the nursing student. This can be understood by
taking an instance that, if student is not given appropriate guidelines then they might give
wrong treatment to the patient who will lead to worst situation. Like in case if patient was
supposed to be given some vitamin injection like B6 but instead they were given of B11
as their technical names were different (Lee and et. al., 2015). This not only denotes the
careless nature but also illustrate that they were not attentive within the class. As this was

just carried on the dummy then it won't create any problem but in reality it might lead to
some kind of problems. For this, it is necessary for nursing teacher to ensure that when
they deliver their lecture they must cross question their students for acknowledging that
what is taught to them has understood by them (Lim and et. al., 2013). This will also help
them to understand that nursing students are listening to their teacher and it creates
overall affirmative impact on the performance as well as they will be motivated to taught
extra which might not be in the syllabus but it is necessary for them to understand it.
There exist four stages in Piaget theory on the basis of age group. They are: Sensorimotor
(from birth to 2 years), pre-operational (2 to 7 years), concrete operational (age is in between 7 to
11) and formal operational stage (this comprises of 12 and upper years). With respect to nursing
students they lay within last phase and the major characteristics of this is that at this stage the
young adults have started to think abstractly as well as they look forward towards the causes
which are associated with hypothetical problem (What to know about Piaget's stages of cognitive
development, 2019). This also denotes that there is the reason behind why they have opted for
nursing course and also their thoughts involves ethical, moral, political, social and philosophical
issues as they need abstract & theoretical reasoning. According to Piaget's theory, at this stage
there is enhancement within the logic of students. This indicates that they might raise questions
with respect to topic which are being taught to them. It will aid teacher to acknowledge that
students are learning from what is being taught and also remain up-dated with their subject &
enhancements which are being taking place in nursing field (Mareno and Hart, 2014).
 Bernstein theory: A British sociologist, Basil Bernard Bernstein who is known for their
work within sociology of education. They have worked within connection that lies among
the way of speaking as well as social organisation and linguistics. This theory has made
relevant contribution within the scrutiny of communication or interaction through their
sociolinguistic theory that is associated with language codes. The former have carried out
research within speech as well as identified the ways in which educational attainment is
affected. This denotes that difference in between speech pattern is associated with the
ways in which education is attained (Basil Bernstein, 2019).
Theory illustrates that there exist some shorthand speech code which can be utilised
while working within the class. This can be understood by taking an example, if nursing teacher
while delivering their lecture is not completing their sentence, then it will lead the students in

between only like if the nurse needs to make use of self-care theory and teacher finishes the
sentence here only then they do not know what is it and what all it is about. This will make the
lecture boring as students will not get what is being taught to them (O'Connor and Andrews,
2015). Therefore, it is necessary that teacher within the initial stage (like 1st year) must be given
details of each and every term that is being utilised so that they can understand each and every
aspect of what is being delivered to them.
 Vygotsky theory: As per this theory, social communication is crucial for preceding the
development in which cognition and consciousness acts as the end product of social
behaviour as well as socialisation. This is the social development theory which was given
by Vygotsky and is also a foundation of constructivism. It provides a theoretical
framework which comprises that social communication plays critical role within the
development of cognition. As per Vygotsky, every function involved within cultural
development of child comes twice, one at social level and later on individual level. This
is equally applied to logical memory, voluntary attention and within the formation of
concepts.
With respect to nursing teacher, this theory can be applied by them when student is in the
first year and are not aware about the medical terms. When the first session is being carried out
by the teacher then students might not be able to understand the technical terms that are being
utilised by them (Rassouli and et. al., 2014). At this stage, nursing students can carry out
interaction with others who were present within the class as well as reach out the teacher. This
simply implies that students need to be social and it can also be applied to nursing teachers as in
case if any new technique is brought in then by being social they can be aware about the things
as well as share any kind of information they have.
Analyse benefits as well as limitations of communication methods along with example.
Communication skills that are being possessed by an individual, plays crucial role within
the ways in which they present themselves in front of others. They are also denoted by
interpersonal or soft skills and it acts as a method of sharing information from one person to the
other. Interaction is completely important when day to day activities are being carried out like
within formulation of relationship, delegation of responsibilities, management of team, sharing
of ideas and many others (Soo and Hea Kung, 2013). For an instance when students understands
the concept and nursing teacher ask them whether they understood it then yes or nodding of head

is gesture that they are listening to the lecture. There are different ways in which nursing teacher
can carry out communication with their students. They have been illustrated below:
 Verbal communication: The usage of language for transferring information via sign or
speaking language is referred to as verbal communication. This is one of the most
common method that is being utilised by nursing teachers is used while delivering video
conferences, meetings, phone calls, one on one conversation and presentation (Steven,
A., and et. al., 2014). This is crucial as this is efficient & effective method through which
lectures can be given to their students. An example can be taken to understand this like
sometimes it is not possible to explicate the practical things through words in a field like
nursing there needs to be some practicality but it is always not possible to have resources.
Thereby nursing teachers makes use PowerPoint presentations to explain the entire
concept i.e. by usage of images & their verbal skills. Therefore, it is necessary for a
nursing teacher that their words are clear as well as loud enough so that they are audible
to each individual. Along with this there has to be a confidence while delivering the
session. This will show strength of a nursing faculty over a specified subject which they
are being taking. Apart from this, students will be also able to understand the concept as
things will be audible to them. The next crucial thing is that nursing teacher must be a
good listener; this is also the part of communication. Suppose while teaching if any
student raise the question and it is ignored then there will be no curiosity among them as
their doubts will be un-cleared and they won’t be able to understand the concept (Tyler
and et. al., 2014).
 Non-verbal communication: The usage of body language, facial expressions and
gestures for conveying message to others is referred to as non-verbal communication.
This can be used either intentionally or unintentionally. For an instance, if students then
nod their head then it can be that they are understanding or not the things which are
delivered and it entirely depends upon their gesture. This is an intentional way of non-
verbal communication. Furthermore, when nursing teacher makes the movement of hands
to make students clear then it can be unintentional way (Wang and et. al., 2016). To
understand the student, nursing teachers often try to observe the way they are sitting or
their gesture is while communicating. Like if closed body language is displayed by them
such as hunched shoulders, crossed legs or arms it implies that they may be angry,

anxious or nervous. Such kinds of expressions are often observed by a nursing teacher
when they cross question their students, during practicals, in exams or when something is
disturbing them. In case, open body language like arms are on table or side and both the
feet of the students are on the floor then it denotes that students are interested in learning
and what is being presented to them they are keen to learn (Xu and Zeng, 2016). This
also implies that nursing students are open to information and feels affirmative about
their lectures.
 Written communication: The act of printing, writing or typing symbols such as
numbers and letters for conveying information is referred to as written communication.
This will lead nursing students to have a record of information for future reference.
Similarly, teachers also maintain their notes so that in case if any student was not able to
attend specific lecture then they can have them (lecture notes). This might act as an
indirect communication but is very effective while teaching as the written material
provides guidance (Adib-Hajbaghery and Sharifi, 2017). Along with this, chats and
emails are common forms of written communication which are being used within
working place. Pamphlets, letters, blogs, memos and books are also utilised for sharing
the written information. Nursing teacher while developing the notes should ensure that
they are clear and simple as the profession of nurse is very critical and if wrong
medication is given to patients then it might lead to death of a patient, Therefore, it is
necessary that the base should clear and for this the written instructions given must be
simple as well as clear.
 Visual communication: The act of making use of sketches, graphs, drawing and charts
for conveying information is defined as visual communication. They provide assistance
while giving presentations along with verbal or written communication. Within a class,
there are different students and each have unlike abilities to acquire knowledge so such
kind of communication can yield affirmative results. This also denotes that their learning
styles vary and visual interaction can be more useful for some nursing students for
consuming ideas as well as information (Aebersold and Tschannen, 2013). Suppose if
nursing teacher is opting to share a visual aid within the email or presentation in
something new then they can have feedback from their colleagues or if they have any
kind of doubts then it be must clarified. It is obvious that addition of visuals might make

concepts confusing in case if they are not understood appropriately by a nursing student.
By having a suitable guidance from third person or faculties they can have the overview
of things (Bangova, 2013). The fact is that through visualisation of concepts things
become easier as well as adds a value within the communication.

TASK 8
Evaluation and individual learning
Over the years, if it is talked about learning approaches then there is an ample number
concept that stays present. In present time, the learning approaches that have been taken into
consideration are: inquiry based learning, co-operative leaning and utilising on technology.
Basically, considering the own session evaluation, it has been found by me is that, I have divide
number of students among different groups and along with this, they work together on a typical
assignment, in co-operative learning. Including this, it can be said that co-operative learning has
given ample number of reasons, which has enabled the number of students of my own to develop
effectively the oral communication skills (Connor and et. al, 2013). Away with this, it is also said
that students specifically turned over, where they have engaged themselves including different
range of plans along with the procedures as well. With the help of this, students could effectively
be engaged and encourage as well in regards to obligations where they effectively learn in much
effective and efficient manner. Including this, it can also be said that there are efficient over
different level of grounds and this is where, they have started creating much more elevated
amount of thinking skills, expands student’s maintenance, supports variety understanding,
develops social interaction, builds self-confidence and promotes a good mentality towards the
topic.
In present context, the downfall with co-operative learning however is that within
students is that may emerge group dynamic problems and the conflict between group members
may decrease or slow down their ability to cooperate (Cui and et. al, 2013). This calls for
individuals to have conflict resolution skills. The group members may likewise have diverse
identities, beliefs and understanding which mismatch may rise into conflicts. Co-operative
learning can also lead to uneven workload as further developed students normally assume control
or slower students may simply depend on them. This prompts uneven learning and a few students
falling behind. I use the inquire based instruction in case studies and group projects. This enables
students to create investigation and interview skills and it makes the subject all the more genuine
and significant since it’s functional. Curiosity prepares and stimulates the brain for learning
(Cund, 2013).

In present context, the three learners that has been taken into consideration where, the
first individual is utilising the visual, and the second one is utilising the aural and lastly, verbal
learning style is being utilised by the third individual. Here, if it is talked about effectiveness of
the range of teaching and learning approach that I have utilised, then there is a different teaching
strategy that has been taken into consideration in a short period of time. Away with this, it is also
said that I have developed the approach focusing over a particular design and activities as well
considering the group work and whole-class instruction. This could be understood with three
different elements and these are: Planning, Delivering and Assessing, which are mentioned
underneath:
 Planning: When it comes to planning, while educating the number of students it can be
said that it is required for me to keep my focus over looking into different learning styles
utilised by number of students (CHAGHARI and et. al, 2017). Here, it will be required
for me to deal with number of issues and offer them with the best learning that could take
place, which would help me in meeting the requirements in specified time frame. On the
other hand, it is also said that it will be required by me to develop my approach much
more successful in nature. Different assessments have been identified by me and they all
will assist within identification of the areas where I need to work harder so that overall
results attained can be improvised. Suppose in case if I make use of evaluative
assessment then it will aid to acknowledge the way in which the entire subject was
delivered to nursing students and how it can be improvised. As a lecturer it will aid me to
improvise the ways in which lecture has to be delivered and accordingly planning can be
carried out.
 Delivering: Offering nursing students with Provide (something promised or expected).
Including this, it is also said that delivering is the process in which services are being
given to an individual. Teaching not only comprises of saying what is within the chapter
or subject but it is a way through which knowledge can be provided to others. So, thus
has to be carried out in an appropriate manner (Carpenter and Dickinson, 2016). There
are different nursing faculties and each have distinct ways in which session is being
delivered like some may make use of power point presentations, others might use videos
or some may just read the text from book. But it also entirely depends on the subject and
its concept; if it is a practical subject then students will not understand by just reading the

book. I always ensure that after one lecture I use to figure out the things by cross
questioning the students and if affirmative result is attained then I continue with the same
method. But if something goes wrong then I make sure to use the method through which
students can acquire knowledge and skills which are required by them within the
specified subject.
Assessing: The term denotes the evaluation of what is being delivered and what being perceived
by individuals. Like being a faculty I am responsible for both the aspects, reason for this is that if
I am not able to deliver my lecture in an appropriate manner then it is obvious that students will
not learn anything. Same goes in vice-versa. But for this I need make use of appropriate
assessment methods which help me to understand the areas where I need to work harder as well
as when best is delivered to the nursing students then what goes wrong with them at the end. For
an instance through the utilisation of Ipsative assessment, for this I need to carry out one lecture
in different manner and carry out quiz. Again the lecture will be delivered in a different way and
the same method will be utilised for assessing the performance of the students i.e. quiz (Breier,
Wildschut and Mgqolozana, 2015). Now after having results from both the quizzes, I can carry
out comparative analysis. This will provide me with knowledge that which teaching method must
be utilised so that students understand the concept and respond as per the expectations as well as
ensure that they can possess the relevant skills.

Conclusion
From above it can be concluded that education and training plays a crucial part within the
life of students. Therefore, institutes tend to possess the best by which there students can have
the necessary information. Both of these terms are associated with the ways in which information
is being transferred to individuals. For this it is necessary to carry out initial and diagnostic
assessment as it will assist nursing faculty to analyse what is being possessed by students and
what more is required by them in terms of knowledge so that their overall skills can be amplified.
Along with this, it will aid within the generation of quality and development of interest among
their students. Furthermore, different methods of assessment have been analysed which will aid
teacher to select the appropriate way by which they can deliver their session. The reason for this
is that each individual has different learning capabilities and teacher has to take the complete
class together rather than emphasising on few students. Along with this, it is also important for a
faculty to analyse the ways in which sessions are delivered like some may understand better with
visualisation and for some text is enough to understand the concept. Depending upon the results
attained from the assessment teacher can formulate the plans for delivering the session and
assessing them.

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