Student Experience Report - Course Name, Semester Details

This report examines student experiences in higher education, focusing on teaching styles and professional standards. The report begins by comparing the student's educational experience in India with that in Australia, highlighting the shift from directive and discussion-based teaching to a delegating style. It then discusses the expectations students have of lecturers, emphasizing the importance of active participation and independent learning. Furthermore, the report addresses the professional standards for nurses in Australia, specifically the Nursing and Midwifery Codes of Australia (NMBA). It details how these standards are crucial for assessing competency and ensuring the fitness of nurses and midwives, particularly those educated internationally or returning to practice after a period of absence. The report references key sources to support its findings, providing a comprehensive overview of student experiences and professional standards in higher education.

Running head: EDUCAITON AND STUDENT EXPERIENCE
EDUCATION AND STUDENT EXPERIENCE
Name of the Student:
Name of the University:
Author note:

1EDUCATION AND STUDENT EXPERIENCE
Question 1
During my educational experience in my hometown India , the lecturer’s role adopted a
‘directing’ and ‘discussing’ style of teaching where we were assigned instructions to follow
coupled with active participation to put forward our ideas through active group discussions to.
Upon arriving in Australia, the lecturer also engaged in a ‘delegating’ style of teaching. Hence,
my learning experience was different since in addition to interactions, students were also
required to perform independent tasks resulting in a practical, kinesthetic and demonstrative
approach to learning (Chilemba & Bruce, 2015). I believe that student’s expect a transactional
role from the lecturer where ideas may be shared, discussed and evaluated between the teacher
and the student resulting in healthy interpersonal communication. Student expect an active role
where they can independently demonstrate their learning through activities and articulate their
thoughts (Amanchukwu, Stanley & Ololube, 2015).
Question 2
The professional standards for nurses in Australia include the Code of Ethics and
Standards of Practice dictated by the Nursing and Midwifery Codes of Australia (NMBA). The
NMBA professional standards are important since these provide guidance in the assessing the
levels of competency possessed by an individual working in clinical and healthcare environment.
Further, the importance of the NMBA standards lie in the ability to determine how eligible a
prospective midwife or nurse is he or she has undertaken nursing education in Australia, is
willing to engage in Australian services but has received nursing education internationally and

2EDUCATION AND STUDENT EXPERIENCE
wishes to return to nursing after a temporary period of occupational absence and demonstrate
fitness for the same (Nursing and Midwifery Board of Australia, 2019).
References
Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories,
principles and styles and their relevance to educational management. Management, 5(1),
6-14.
Chilemba, E. B., & Bruce, J. C. (2015). Teaching styles used in Malawian BSN programmes: a
survey of nurse educator preferences. Nurse Education Today, 35(2), e55-e60.
Nursing and Midwifery Board of Australia. (2019). Nursing and Midwifery Board of Australia -
Framework for assessing standards for practice for registered nurses, enrolled nurses and
midwives. Retrieved from https://www.nursingmidwiferyboard.gov.au/codes-guidelines-
statements/frameworks/framework-for-assessing-national-competency-standards.aspx.