Nursing Education: A Self-Assessment of Community Teaching Skills

This report presents a self-assessment of community teaching skills within a nursing context. It emphasizes the importance of self-evaluation for identifying strengths and weaknesses in the role of a nurse educator. The Johari Window tool was utilized to gain insights into self-awareness, communication skills, and interpersonal relationships, revealing adaptability, confidence, and knowledge as key strengths. The assessment also acknowledges nervousness when interacting with large audiences and difficulty gaining trust as areas for improvement. The report further discusses the impact of an education program on community members, highlighting challenges related to language barriers and successes in raising awareness. It also includes a discussion of the student's experiences as both a teacher and a learner in a community setting. Desklib provides access to similar solved assignments and past papers for students.

Running head: SELF ASSESSMENT
Self-assessment of community teaching
Name of the Student
Name of the University
Author Note

1SELF ASSESSMENT
Self-assessment- Self-assessment refers to the process that helps to look at oneself, with
the aim of assessing several aspects that are imperative to the identity of an individual. It acts as
an essential motive that brings about effective self-evaluation, self-verification, and enhancement
(Liou & Cheng, C2013).
Thus, the basic importance of self-assessment lies in the fact that it helps in identifying
the areas of weakness or strength related to adoring the role of a nurse in an appropriate manner.
It also creates provisions for reflection that acts as intentional process driving recognition of
areas that are related to improvement of the nursing role (Skela-Savič & Kiger, 2015).
The self- assessment tools encourage nursing educators to effectively think about the
ways by which they meet the standards of their professional practice. It helps in enhancing self-
esteem of the individuals in future. Furthermore, it often facilitates the nursing educators to
understand if they are able to show adherence to their professional codes of conduct and practice
(Liaw et al., 2012).
The psychological tool, called Johari Window was used for gaining a sound
understanding on self-awareness, communication skills, interpersonal relationship, personal
development and role in group dynamics. It assisted in identifying the strengths that are applied
while performing the role of a nurse educator in community teaching (Algiraigri, 2014).
Results of the tool suggested that the major attributes were related to adaptability,
confidence, organized nature, patience, spontaneity and being knowledgeable. Being adaptable
means that an ability that integrates the cultural beliefs and values of all community members,
was demonstrated, while participating in community teaching experience. Skills and awareness
that helped in assessing verbal and non-verbal cues were portrayed. This assisted in adapting to

2SELF ASSESSMENT
the choices of all community members, to minimise misunderstandings. Confidence helped to
carry out the duties of community teaching in an effective manner and facilitated patient
education. Having adequate knowledge on the major diseases that are prevalent at community
level helped in raising awareness of the community members and also assisted to explain the
underlying factors and treatment options for those diseases. At times, the service users displayed
a lack of interest or unwillingness to participate in the teaching activity. Being patient helped in
listening to the individual concerns of all people and assisted in adjusting the teaching plan
accordingly (appendix).
The major weakness were related to the fact that I was nervous while interacting with a
large audience and often found it difficult to gain their trust, while educating about the major
health concerns.

3SELF ASSESSMENT
References
Algiraigri, A. H. (2014). Ten tips for receiving feedback effectively in clinical practice. Medical
education online, 19(1), 25141.
Liaw, S. Y., Scherpbier, A., Rethans, J. J., & Klainin-Yobas, P. (2012). Assessment for
simulation learning outcomes: a comparison of knowledge and self-reported confidence
with observed clinical performance. Nurse Education Today, 32(6), e35-e39.
Liou, S. R., & Cheng, C. Y. (2013). Developing and validating the Clinical Competence
Questionnaire: A self-assessment instrument for upcoming baccalaureate nursing
graduates. Journal of Nursing Education and Practice, 4(2), 56.
Skela-Savič, B., & Kiger, A. (2015). Self-assessment of clinical nurse mentors as dimensions of
professional development and the capability of developing ethical values at nursing
students: A correlational research study. Nurse education today, 35(10), 1044-1051.

4SELF ASSESSMENT
Discussion forum- The effects of education program on the community members were
evaluated by determining awareness of the participants on the major health abnormalities that
were discussed. Approximately half of the audience demonstrated difficulty in understanding the
message that was being conveyed. This could be attributed to language problems, owing to the
fact that most of them were not native English speakers.
Success was measured by an increased awareness among more than half of the
participants to adhere to the recommendations and guidelines that were proposed for prevention
or management of the diseases. The fact that most participants displayed a willingness to take all
possible efforts for reducing their likelihood of getting affected by the disorders was a major
success.

5SELF ASSESSMENT
Appendix