could use this situation for my reflection the patient will be referred to as "Mr H". This is in order that his real name is protected and that confidentially maintained in line with the NMC Code of Professional Conduct to "Treat information about patients and clients as confidential and use it only for the purpose for which it was given." In order to help me with my reflection I have chosen Gibbs (1988)‚ as the model to help with my reflective process. This model comprises of a process that helps
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Reflective report This reflective report has been structured following Gibbs’ (1988) model. Gibbs’ model provides an iterative model of reflection which I am going to use to answer a series of ordered questions: the answer to each question leads onto the next stage of the reflective cycle. Description I will be discussing an incident that occurred while I was on duty in a nursing home where I work as a healthcare assistant. A nurse confronted a carer in an unprofessional manner during handover
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Overall‚ I did an okay job facilitating the session. I believe that had strong moments for example the role paly. In addition‚ near the start of the session (5:50)‚ I was able to go deeper with the client and explore her feeling of vulnerability. The client mentioned the feeling of losing‚ so I asked her to explore this further. When the client began to explore how it felt to lose she explained it felt vulnerable. When I confronted her about feeling vulnerable around her mother‚ she responded with
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to structure this reflection I have chosen Gibbs (1988) as the model to help with my reflective process. This model comprises of a process that helps the individual look at a situation and think about their
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Pre-Session Rationale My aim is for my learners to use non traditional methods to challenge preconceptions of drawing. This will be achieved by creating a paper cut-out that demonstrates drawing through new techniques‚ tools and processes to depict works of art from observation. The activity will create a fun environment‚ which will subsequently aid learning. This session will help me visually assess learner’s ability to work with equipment and to follow simple instructions. The outcome of this
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Models of Teaching Summary Information-processing models emphasize ways of enhancing the human being¡¦s innate drive to make sense of the world by acquiring and organizing data‚ sensing problems‚ and generating solutions to them‚ and developing concepts and language for conveying them. The book discussed eight different information-processing models which include: Inductive thinking‚ Concept attainment‚ The Picture-Word Inductive Model‚ Scientific inquiry‚ Inquiry training‚ Mnemonics‚ Synectics
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REFLECTION ON MY SEMINAR PRESENTATION In this reflection‚ I am going to use Gibbs (1988) Reflective Cycle. This model is a recognised framework for my reflection. Reflection is vital both for learning by experience and for developing new skills‚ for it highlights patterns of action and intuitive performance‚ so enabling people to assess how they respond to a situation (Jarvis‚ 1991). Gibbs (1988) consists of six stages to complete one cycle which is able to improve my nursing practice continuously
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LEYTE NORMAL UNIVERSITY GRADUATE STUDIES DEPARTMENT Tacloban City TEACHING MODELS (The 4 Families of Education) SOCIAL SCIENCE 503 STRATEGIES AND METHODS IN TEACHING SOCIAL SCIENCE Submitted by: MA. ANGELICA C. OBREGON 14-02551 M.A.T Soc. Sci. Submitted to: Dr. MARIFE N. DAGA Instructor September 13‚ 2014 A.Y. 2014 – 2015 STRATEGIES FAMILY OF EDUCATION LIMITATIONS SOLUTIONS/INTERVENTIONS 1. Reporting Information Processing Family Little to No
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MODELS OF TEACHING We have discussed about the various learning theories in the last chapter. But as aspirant teachers‚ it is our experience that no teaching problems can be solved by acquiring knowledge of learning principles. The models of teaching will be a help to understand the nature of teaching. Teaching models are developed keeping in view of the learning theories (So that the teaching theories may be indoctrinated and reaffirmed by using these models.). The teaching model
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as the client’s Social Worker and offered her a seat. I then walked her through the confidentiality guidelines and how she can feel free to let me know whatever she would want me to know. I explained to the client that whatever is said during the session would not leave the room unless I suspect that she is a threat to herself or others. This was something that I felt was important because establishing confidentiality allows to create a safer space and helps the client understand that I am doing my
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