A Reflection in Learning Essay

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2 . Adults possess a self-concept of being in charge of their own decisions and need to have a self-directed learning.

3. Adults arrive to learn with rich activities which are the foundation and helpful learning. 4. Adults are definitely more ready to master if there is a purpose to learn. 5. Adults’ alignment to learn can be problem-centered. 6. Adults will be responsive to exterior motivators and respond preferable to internal motivators.

When going to formal specialist trainings, I was assigned to go to some administration workshops and lectures once i had simply two or three a lot of experience. Too stage my personal job work and responsibility did not contain management and i also was not enthusiastic about it possibly. So I would not know so why I had to find out management. The ability I had learned could not be applied into practice.

Actually I was not willing to learn managing at that time. It had been not self-directed. I am sure that these learning might have been even more fruitful in the event they were arranged when I needed to assist in ward management or if I experienced at that time a long term perspective of seeing the requirement to take up a management role eventually. Then when I attended the ICU training, many of the study course contents could not be utilized in my clinic which was a rehabilitation medical center that the ICU was small , did not present care because “intensive” while other significant acute hospitals.

A point I had developed to acknowledge is that my personal attitude of learning during that time was unaggressive and centered. After attending a course or a spiel, I could in fact discuss with the ward in-charge and give new ideas although I had not really done so. My learning in which stage experienced several points contradicted to andragogy and was the reason why Some feel satisfied with all that learning.

Having acquired such knowledge, now while i do training and advancement plan for my staffs, I usually discuss with them about their demands and preferences. If they must take several mandatory classes as necessary by the hospital, I must make certain they know the reasons. When I coach or mentor new staffs or clinical placement students during my workplace, I would personally emphasis so why they need to learn those things I actually showed to them.

Following my co-workers attending a course or a lecture, I usually ask them what they have learned and cause them to become put theory into practice. References Astin, F., Closs, S. J. & Hughes, N. (2006). The self-reported learning style preferences of female Macmillan clinical health professional specialists. Registered nurse Education Today, 26, 475-483. Atkinson, 3rd there�s r., Atkinson, C., Smith Electronic., Bern M., & Hilgard, E. (1990).

Introduction to psychology (10th impotence. ). Hillcrest, California: Harcourt Brace Jovanovich. Gray, M. E. (2007). Facilitating supervision learning: Developing critical expression through reflective tools. Supervision Learning, 38 (5), 495-517.

Hand, H. (2006). Promoting effective instructing and learning in the scientific setting. Medical Standard, 20 (39), 55-63. Knowles, Meters. S. (1990).

The adult learner: A neglected varieties (4th male impotence. ). Houston, Texas: Gulf Publishing. Mezirow, J. (1990). How important reflection sets off transformative learning. In T. Mezirow (Ed. ), Cultivating critical expression in adulthood: A guide to transformative and emancipatory learning (pp. 1-20).

San Francisco, California: Jossey-Bass. Penger, T. & Tekavcic, M. (2009). Testing Dunn & Dunn’s and Darling & Mumford’s learning style: The case from the Slovenian advanced schooling system.

Log of Contemporary Supervision Issues, 4 (2), 1-20. Quinn, Farreneheit. M. (2001). Principles and practice of nurse education (4th impotence. ). Cheltenham: Nelson Thornes. Raelin, L. A. (2001).

Public representation as the foundation of learning. Management Learning, 32 (1): 11-30. Raelin, J. A. (2002). “I don’t include time to think” versus the art of reflective practice.

Reflections, 4 (1): 66-75.

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