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I am able to develop my knowledge area strongly on palliative care from this micro-teaching session and evaluate my experience. Gibbs reflective model has been taken under consideration here. This approach is suitable enough to think clearly and systematically about my learning experiences (Adeani et al. 2020). The teaching methods are appropriate to develop a clear conception of each aspect of palliative care such as what, why, whom, and how this palliative care term can be applied.
I and my team members were responsible to develop group work assignments on palliative patient care by clearly illustrating each of its aspects. However, just one day before submission, we found that two of the team members were not able to understand how palliative care needs to be incorporated and they illustrated it in a wrong way. As an impact, we had to develop their knowledge in such a short time and managed the entire thing.
I was satisfied enough that I was able to identify the mistake and manage it by smart work whereas after identifying the situation, I was frustrated enough. The presence of a clear understanding in myself of the treatment perspectives of palliative patients helped me to do this thing properly.
The thing that worked well is that most of the team members did good work and within appropriate deadlines. The thing that did not work well is that we were not able to understand the understanding level of each of the team members.
The thing went well as most of us are able to gain a general understanding of the theory behind palliative care and numerous terms that are applied for palliative patient care as well. Moreover, the aim of the teaching method was adopted by us clearly which also influences our understanding in this context. Things did not go well as there is a lack of communication and understanding among us.
I am able to learn from the above-stated situation that the presence of appropriate communication among team members and effective understanding skills are essential to do things correctly (Harris and Sherblom, 2018).
In the future, I will talk to the team members frequently to avoid any types of misconceptions that result in wrong work.
The learning environment is suitable enough for me as I am able to develop a clear and concise understanding of palliative care based on the brief teaching method. Moreover, the use of PowerPoint presentations, as well as effective classroom lectures, is also suitable enough to remove all of the confusion severely. Learning in the classroom sessions was also quite effective to enhance my interest areas in knowing this context.
This session is quite effective to enhance my understanding of palliative care and I am feeling satisfied enough after knowing this as it is a very serious matter for people who are struggling with life-threatening illnesses along with their families and friends (Wallerstedt et al. 2019). I am also able to understand how beneficial palliative care is and its necessity in the present context as well.
Adeani, I.S., Febriani, R.B. and Syafryadin, S., (2020). Using Gibbs’reflective Cycle In Making Reflections Of Literary Analysis. Indonesian EFL Journal, 6(2), pp.139-148. https://journal.uniku.ac.id/index.php/IEFLJ/article/download/3382/2034
Harris, T.E. and Sherblom, J.C., (2018). Small group and team communication. Waveland Press. https://books.google.com/books?hl=en&lr=&id=tdpdDwAAQBAJ&oi=fnd&pg=PR1&dq=importance+of+communication+among+team+members&ots=GOZKMc2uA6&sig=MUMdkEVzoYI6gtT28l5Yw3KkhiE
Wallerstedt, B., Benzein, E., Schildmeijer, K. and Sandgren, A., (2019). What is palliative care? Perceptions of healthcare professionals. Scandinavian journal of caring sciences, 33(1), pp.77-84. doi: 10.1111/scs.12603
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