A Critical Analysis of Teaching and Learning Coursework

A Critical Analysis of Teaching and Learning - Coursework ExampleTherefore, good clinical and donnish settings are necessary for schoolchilds to achieve telling learning results. Consequently, present day nursing educators exert a high value and emphasize much on students to learn in a clinical environment (Doenges & Morehouse, 2003). In this respect, this paper intends to outline eccentrics where educational activity and learning are effective in nursing environment. Additionally, it as well as seeks to outline barriers that exist to effective learning and teaching in the clinical nursing environment and select strategies along with their implementation details and processes. In a nursing environment, one of the instances where teaching and learning is effective is that which has an interactive network amidst forces present in a clinical setting and that which influences the boilersuit students clinical learning results (Ozkahraman & Y?ld?r?m, 2011). It comprises everything t hat surrounds a student, including clinical staff, equipment, patients, setting, and educators (ABA, 2005). Thus, an environment in which a student sets is an imperative element in the hale process of learning. In addition, instances where teaching and learning are effective exist in an environment where practice has a considerable percentage in the overall grading of learning (Andrews & Roberts, 2003). This is because practice provides learning opportunities that enable students to achieve proficient clinical skills as well as the stated outcomes (Begley, 2004). With reference to medics, discrepancy exists between and among theory, practice, and the aspects of both theory and practice. The reason is because practitioners and educators work from different angles. One is from practice while the other is from teaching (Brown, 2005). As such, in order to be in a position to meet the clinical learning requirements of all students, an educator must introduce the spectrum of practice and interaction (Chappell & Aston, 2004). This means that in nursing profession, on that point must be interactions between students and clinical staff since practice is essential for the formers future exposure to the real market (Clarke, 2003). The third instance in which learning and teaching are effective is where the surrounding environment presents a platform for tackling challenges and engaging in continuous discourse with deep conceit (Begley, 2003). In such an environment, students gain an innate understanding of the real nature of their profession (ABA, 2002). Furthermore, students undergo many experiences that are imperative and cognitive for learning exploration and description, hence acquiring or rather attaining the most competent level of knowledge. In a challenging environment, learners personaicipate in qualitative research, which is an ultimate part of effective studying as it provides complex fraternities of understanding and knowledge application (Aston & Molassi otis, 2003). This instance gives room for collection of data rich in phenomenology and reexamines the experiences that are normally useful and meaningful for attaining a pragmatic outcome. This instant stresses and provides consent for acquisition and practice of ethical codes. All of the three instances stated above are effective because they validate and refer all themes of teaching and learning to original descriptions and formulate, examine, and move significant statements as well as their meanings with regard to the appropriate transcriptions (Condell, Elliot, & Nolan, 2003). They all victuals the basic and important assets of a conducive clinical learning environment and account for accurate data that are essential for a broader aspect of teaching