Facilitating Workplace Learning

Facilitating Workplace Learning 1
Facilitating Workplace Learning
By (Name of Student)
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Facilitating Workplace Learning 2
Table of Contents
Part 1: Essay....................................................................................................................................3
Introduction......................................................................................................................................3
Section 1: Reflection....................................................................................................................3
Preparation and Delivery.........................................................................................................3
Lessons from Observed Session..............................................................................................4
Summary of Learning and Future Implication........................................................................7
Section 2: Discussion and Debate................................................................................................8
Achieving Student-Centered Teaching....................................................................................8
Culture of the Organization and Learning Outcomes............................................................10
Respecting Learners: Relationship with Student Nurses.......................................................11
Conclusion.....................................................................................................................................12
Appendix........................................................................................................................................14
Part 2: Plan for Facilitating Workplace Learning..........................................................................14
References......................................................................................................................................16

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Facilitating Workplace Learning
Part 1: Essay
Introduction
The clinical environment is characterized by constant learning as part of quality
improvement in care and the training of new professionals. Workplace learning in nursing is an
essential part of professional development and skill enhancement among nursing students. Over
the years, scholars have pointed out the role that learning plays in a clinical environment (Adib-
Hajbaghery, MirBagher, and Heidari, 2012). Experienced nurses and other healthcare
professionals have played a significant role in improving the process of workplace learning by
adhering to available guidelines and principles. Undergraduate learners depend on workplace
learning in nursing to get their first-hand experiences and enhance their skills and exposure
(Antohe et al., 2016). The success of their learning depends on the effectiveness of the process
and the approach taken by the facilitator. Workplace learning entails different dimensions such
as ethics, the environment, guidelines, and culture, which should be considered by learning
facilitators to positively impact the outcome of workplace learning (Blomberg et al., 2014). This
paper provides a reflection on workplace learning facilitation experience and outlines key
concepts do consider as a facilitator.
Section 1: Reflection
Preparation and Delivery
In this workplace learning experience, the learner was an undergraduate nursing student
assigned to a local hospital in Hong Kong as part of the regular training program for nurses.
Nurses undergo this process as part of their professional development. The learner did not have

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any prior learning experiences apart from the current undergraduate nursing training program. In
this case, it implied that this was the first nursing qualification that the learner was pursuing. The
learner did not have substantial clinical experience apart from the firsthand training received
through the workplace learning sessions at the hospital as part of practicing what was learned in
class. I selected this learner because our interaction during the workplace learning provided
essential insights that could be used to improve the experience of other learners in the future. The
learner had several needs that cut across professional and personal dimensions. First, the reason
why the learner was assigned to the hospital was to gain nursing knowledge through practice and
involvement. The learner was expected acquire clinical experience and enhance cognitive
knowledge regarding nursing practice. At the same time, while undertaking the learning
program, the learner needed personal growth, career fulfillment, build practice responsibility,
and learn to work in group. Moreover, it was necessary to plan for the learning facilitation
process (Nasrin, Soroor, and Soodabeh, 2012). The first planning consideration was to outline
the learning objectives in line with the needs of the learner. On the other hand, I also evaluated
the factors that could impact the learning process and established a strategy that could effectively
benefit the learner. Finally, I identified the resources that could be used to improve the
facilitation process. The three factors allowed me to develop a facilitation plan that addressed
incorporated the key dimensions of learning through practice in nursing.
Lessons from Observed Session
During the learning facilitation, I came to realize that facilitators influence the outcomes
of workplace learning activities. The approach to supporting and teaching a learner determines
his/her experience and motivation. As a facilitator, I learned that it is my responsibility to ensure
that the learner’s needs are met based on the scope of the objectives outlined during the planning

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process. When student nurses are undertaking their practice as part of their training, they depend
on the support from the assigned facilitator (Carlson and dvall, 2012). For example, during this
learning facilitation, the learner always looked forward to my guidance and direction. Every time
the learner needed help, I was the first person to be contacted. The learner believed that I had all
the answers to any query associated with nursing practice. I noticed that a facilitator should be
knowledgeable and experienced in the area that they teach for them to be in a position to assist a
learner. Lack of comprehensive knowledge in a particular field could negatively impact the
experience of the learner as well as the ability of the facilitator to meet the objectives of
workplace learning programs (Stenberg and Carlson, 2015). In nursing, knowledge, and
experience plays a key role when assisting student nurses to build their skills and confidence
(Chun and Barnett, 2012). Based on my interaction with the learner, I noticed that the roles of a
workplace learning facilitator go beyond teaching the skills and knowledge, that is, social,
emotional, and physical needs of the learner are equally fundamental.
One of the key occurrences was when the learner was facing a financial problem and
could not concentrate during the learning session. I felt it was my responsibility to assist the
learner to cope up with the circumstances that prevailed during that period. We came up with a
plan that could enable the learner to address the financial problem. Social, cultural, and
environmental factors impact workplace learning outcomes and processes (Stenberg and Carlson,
2015). In nursing, the facilitators are mandated with the obligation of determining how these
external factors could impede the ability of the learner to meet the underpinning objectives
(Dehghani et al., 2016). It is important to come up with a strategy that could support the learners’
experience within and beyond the learning settings or environment. As seen in this case, I had to
support the learner by collaboratively planning on how to solve the financial problem because it

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was directly affecting the learning experience. I felt that this occurrence, as well as other
encounters during this period, created a baseline for a professional social relationship build on
trust. Student nurses expect respect and acknowledgment from their facilitators during workplace
learning; however, support is among the key factors that encourage the existence of a supportive
environment (Farzi, Haghani, and Farzi, 2016). Based on this encounter, the learner became free
to share any other problems experienced within the learning settings as well as outside the scope
of nursing practice. I learned that trust enhances the strength of professional relationships
between student nurses and their supervisors.
Moreover, I felt that my performance during this learning facilitation was outstanding
based on the outcomes at the end of the session. I was able to build a mutual relationship with the
learner. Effective professional relationship at the workplace plays a key role in improving
performance outcomes (Nasrin, Soroor, and Soodabeh, 2012). When experienced nurses interact
with student nurses in a non-coercive and non-threatening manner, the latter is encouraged to
advance their skills and improve performance (Haghani and Fakhari, 2014). Through such
relationships, learners are motivated, feel confident, and are free to share their experiences. I was
also able to support the learner to develop courage when handling nursing tasks. At the end of
the session, the learner was able to understand and conduct the anticipated nursing procedures as
outlined in the learning guidelines. However, one of the challenges faced during this workplace
learning facilitation involved creating a balance between meeting the teaching goals while at the
same time meeting the needs of the learner beyond the scope nursing practice. For example, the
financial problem that the learner faced negatively impacted the learning schedule. Nevertheless,
effective learning could only occur when the learner’s physical, mental, and social wellbeing was
guaranteed. I, therefore, learned that facilitators should strive to achieve effective balance