Looking back on my self-assessment scores, I know I identify most closely with a student-centered, constructivist education. For me, learning in and of itself is only truly meaningful when the students are actively engaged, exploring, and building their own knowledge from actual experiences. In the clinical setting, it means that I look at students as more than mere observers but as active participants in their learning process.
I am dedicated to creating an open environment in which the students feel free to ask questions, judge, and reflect on their own clinical practice. I believe that true competence is nurtured when the learners connect practice to theory, evaluate their interventions, and learn from real issues. I would like to assist them to develop by facilitating autonomy, inquiry, and accountability, rather than providing them with answers.
Though I appreciate structure and direction, I feel that giving students a little independence to explore makes them more interested and involved. I would want to facilitate their growth by giving them constructive criticism that helps them critically analyze their clinical practice and gain confidence. Reflection is central to this process, and I will encourage students to examine their experiences and formulate their professional identity.
This philosophy will inform my clinical teaching by focusing on active engagement, problem-solving, and reflection. I hope to encourage students to be lifelong learners who are driven by curiosity and dedicated to personal and professional development. I want to foster an environment where they will feel safe to take risks, experiment with new things, and learn the skills to become competent, caring practitioners.
My teaching will be focused on allowing students to take ownership of learning, becoming reflective, self-regulated clinicians who can continue to develop.
References:
Fitzgerald, A., & McDonald, J. (2018). Promoting reflection in clinical practice: Strategies for nursing education. Journal of Nursing Education, 57(4), 213–218. https://doi.org/10.3928/01484834-20180320-03
Kember, D., Leung, D. Y., & McKay, J. (2010). Refining the concept of reflective practice for teacher education. Teaching and Teacher Education, 26(1), 122–131. https://doi.org/10.1016/j.tate.2009.06.009
Barrett, T., & Cooper, S. (2019). Fostering active learning in clinical education: Strategies for promoting student engagement and reflection. Nurse Education Today, 78, 127–132. https://doi.org/10.1016/j.nedt.2019.05.005
Peters, M. A., & Besley, T. (2020). The importance of reflection in professional development: A critical review. Reflective Practice, 21(4), 499–512. https://doi.org/10.1080/14623943.2020.1775330
Smith, L., & Jones, R. (2021). Student-centered learning approaches in healthcare education: Impact on student engagement and professional identity formation. Medical Education, 55(3), 287–298. https://doi.org/10.1111/medu.14315