Applying Adult Education Theory to Guide Basic Life Support in Mock Code Blue Teaching Practice

2950 Words May 30th, 2012 12 Pages
Applying Adult Education Theory to Guide Basic Life Support in Mock Code Blue Teaching Practice
Samar Tobasi
University of Toronto
Clinical Teaching Course
INTAP
Dr. Helen Barry
April 18, 2011

Not for quotation without permission of author
Table of Contents
Introduction 3
Application 6
Analysis 8
Strength 9
Weakness 9
Opportunities 9
Threats 9
Conclusion 10
References 11 Introduction
I work in a company Hospital in the Kingdom of Saudi (KSA) as a complex care lead nurse. My responsibility is to keep the nursing staff competent to ensure safe and efficient nursing practice. One of the competencies required by all medical staff in KSA is Basic Life Support (BLS). Nurses in our hospital setting must be
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Adult learners respond to extrinsic motivators such as promotion and bonuses, up to the point that they are reasonably well satisfied (MacAulay, 1995). However, the more potent and persistent motivators are intrinsic motivators as the need for self-esteem, broadened responsibilities, power, and achievement. Adults may not be motivated to learn what we tell them to learn unless they perceive a need to learn. Learning activities should clearly demonstrate to the learner how the activity would benefit in their jobs. Quality training is built around the concept of nourishing these intrinsic motivators. Learning, according to Knowles (1996) feeds on itself and suggests to the learner to become even more proficient in the job.
Application
Educational research has shown that students who are actively involved in the learning activity will learn more than those students, who are passive recipients of knowledge (Butler,
1992; Feden, 1994; Forest, 2004; Kraft, 1985; Murray, 1991). I looked for ways in which to connect the theory in practice.
In recognition of adult learning principles, I established the Code blue drills using simulation that allows the educator to create both com¬mon and rare clinical scenarios and to meet learning objectives in a controlled environment without risk to the patient. There is a growing body of research that supports the use of

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