Placement at a mental health rehabilitation centre

Placement at a mental health rehabilitation centreThe single-valued function of this write up is to explore and analyse how accomplishment theories informed knowledge exposement and competence in promoting health and psycho education in clinical settings. I impart examine the principles underpinning the facilitation of acquire and assessment. I provide demonstrate my knowledge and understanding of the theoretical concepts in an episode in which I facilitated reading to lymph glands while on placement at a Mental Health Rehabilitation Centre. Fin t give away ensembley, I will purpose the reflective model by (Gibbs, 1988) to reflect on the strategies apply at heart the episode and controvert the implications in relation to my future role as a nurse.The NMC (2008) stipulates that as nurses we mustiness maintain our passkey knowledge and competence regularly. You must keep knowledge and skills up to date by means ofout your taping liveness and that you must take part i n an take away tuition and pr exertionice activities that will maintain and develop your competence and performance. In view of the aforementioned this essay is aimed at enhancing my knowledge and competence in facilitating erudition through understanding of the underpinning concepts.I observed most residents having fast sustenances such as burgers, kebab, and chocolate as substantially as fuzzy drinks which are rich in saturated fatty and sugar for eat regularly and they were also smoking a lot. I was really concerned because of my duty of care as a nurse (NMC, 2004) and due to findings from several seekes for example (Bottomley and Mckeown, 2008 and Hallpike, 2008) which showings the risk of malnutrition was commonly associated with people with psychosis which predisposes them to host of physical health problems. I had a chat with my mentor of my intention to use the weekly communal clashing to carry out a training sitting to raise awareness and sensitise the resident s on the make of fatty nourishments and fuzzy drinks on their torso chemistry and the hold to make better and develop a better eating habits and spirit styles, considering the fact that most of them were on various antipsychotic medication which predisposes them to becoming obese. Timms (2008) verbalise that a huge legal age of people with mental health problems are most give carely to pose weight issue due to side violences of their antipsychotic medication. My mentor hold to t equal to(p) it beforehand the resident in the next meeting to gain their consent in compliance with NMC (2008).The residents consented to it and were quite concerned because more or less them were really concerned about their weight and really wanted to do something about it. We agreed on a date for the inform. The onus was now on me to facilitate the discipline process that will empower the residents to take indebtedness for their health and make a positive heighten. A vast majority of ph ysical health problems are caused by people life styles and their failure to see the risk associated with their day-by-day habits. Kiger (1995) defined health as state of balance between different facets of life suggesting that it is a projectile concept which he termed movable. What this means is that our life styles can alter the balance resulting in an adverse effect on our health.As facilitators it is essential that we find a clear understanding of the different breeding styles in order to tailor our precept to meeting the varied approach of our learners. This is because learners are intrinsically different and preferable different ways of learning. Teaching is an act of imparting knowledge, a purposeful intervention aimed at promoting learning and causing learning to happen. Kemm and obturate (1995) defined pedagogy is an act of assisting others to learn and putting it to use in their life. While Kiger (2004) defined instruction as a process of enabling people to learn through the dissemination of information and advice it creates room for people to express their feeling, clarify their thought and acquired new skills. Learning is the science of knowledge through education and recognise. It is essentially important because it enable people to make informed prime(a) about their own health. Roger (1996) defined learning as a gentle of reassign often in knowledge but also in behaviour. Reece and Walker (2002) stated that learning brings about change and that teach and learning proceeds pari passu and cannot be considered in isolation.I spent measure engaging with the residents so as to build a therapeutic relationship based on trust whilst observing their behaviours as I gather information to facilitate the learning process. This was to enable me identify their preferred style of learning so as to increase ease of transmission of knowledge. There are a host of approaches available in health promotion. Ewles and Simlet (2003) place five approac hes which include medical, invitee-centred, behaviour, education and societal change. In his word all these approaches must be taken into cognition when undertaking health promotion to clients.Kolb (1984) developed the experimental learning system (learning by doing) by this he suggested that learning is not fixed but formed from previous experiences. Kolb learning possible action which is cyclical affirmed that people rush different learning style and he identified four distinct learning styles as shown in figure 1 below includes concrete experience (having an experience ), reflective observation( taking time to reflective on their experience from different perspective), abstract conceptualization ( drawing their conclusions) and active experimentation ( putting theory into practice). For effective learning to happen Kolb said all this four must be taking into context when planning a teaching posing. passion and Mumfords learning cycle is slightly different from Kolb system. http//www.nwlink.com/donclark/hrd/styles/honey_mumford.htmlFigure 1 Honey and Mumfords variation on the Kolb systemHoney and Mumford (2000) said that there four different types of learners which must be taken into consideration when planning a teaching session as shown in figure 1 above. These include the activists, like learning land site that presents them with new challenges, problem solving, and role play and uses the first opportunity to experiment reflector like brainstorm and learning activity that gives room for observation, thinking and reflecting on they have learned theorist like to research into fact before taking it onboard, they prefer a step by step approach and pragmatist like practical based learning and been given the opportunity to try out techniques and getting feedback in return. In view of fact that people have varied approach to learning considering the fact that its a aggroup teaching. I intend to present my teaching to my mentor first to get feedback on w hether I have considered all the four learners identified by both Kolb and Honey and Mumford.As nurses the education of our clients about their health is a life-sustaining aspect of our nursing process. It is important that we use an approach that encompasses congruence, empathy and respect in assisting our client (Roger, 1996) kinda of coercing them to change their life style. Therefore it is imperative that we aware that teaching the client requires consent and that the client has the right and autonomy to refuse any intervention even when it can result to death provided they have the mental capacity to make informed decision (Mental Capacity Act, 2005 and NMC, 2008). DH (1996) states that the client must be provided with vital information about their health, so that they can make informed choice about the treatment options, life styles changes and behaviour. The subject was brought before the residents for them to make informed decision with regards to the teaching and they con sented to because they wanted to do something about their weight. Kemm and Close (1995) wrote that there is high tendency for client to learn if teaching is directed to meeting their needs, interest and within their ability.Effective communication plays a vital role in facilitating learning. As nurses the way we communicate and the kind of rapport we build with our client plays an essential role in empowering or disempowering them (Brown, 1997). Good communication skills act as therapeutic tool in delivery a holistic and person-centred care (Burnard, 1992). Our role as facilitator should be to explore and support our client to build that intrinsic motivation to make a change in their life, streng thence(prenominal) their commitment to change and then develop a plan to fulfill that change (Miller and Rollnick 2002). The state for change lies purely on the client however as facilitator we should use an approach that submit the client with the idea of need for change without been per suasive and argumentative rather we should create an environment that show a sense of genuinity, respect and empathic understanding through collaboration and working in coalition with the client.Based on my assessment of the residents needs and considering the fact that they were adult learners capable of self-directing their learning, I decided to use andragogical instead of the pedagogical teaching style so as to elevate collaboration and for it to have a positive impact in residents lives. Pedagogy is the art and science of teaching children, it is a instructor- centred education and the teacher decided what, how and when it will be learned while andragogy is the art and science of assisting adults to learn and it is learner-centred education. Andragogical approach benefactor learning to take place because of the clients own effort or willingness and it helps learners to learn what they want to learn (Knowles, 1990).oer the years educational psychologist and educationalist ha ve developed models and learning theories (Hincliff, 2004). These include the behaviourist, cognitive or humanistic. lead domain of learning exist Cognitive, psychomotor and affective (Bloom, 1972). The way we learn is however dependent on some other factors even though these three domains are the dominant. Individuals face-to-face values, beliefs and altitude are need factors for self-directed learners. I decided to use the humanistic approach in facilitating the awareness and sensitization of the need for them to improve their diet and life style In order to meet the residents learning needs. The humanist theory as developed by (Maslow, 1943) is concerned with individual fulfillment and self-actualisation. The influence of the environment on the residents and their relationship with others is explained by the socio-cognitive theory. Bandura (1977) stated that learning take place as a result of social interaction through observation and mimicking others whom the learner look up to for example family , peers and health professionals. To facilitate learning a tributary learning environment, learning material suited to the learners need and their literacy level must be considered (Quinn, 1995).In view of this, I gathered all the necessary resource taking into account the residents individual learning styles and planned the teaching in such a way that it is tailored to meeting their varied learning styles.Based on my engagement with the residents I identified that majority of them belong to the theorist, pragmatist and reflector learning styles from (Honey and Mumford, 1982). Prior to the start of the teaching session I made sure the environment was conducive for leaning, spacious, quite and with the right temperature. I introduced myself to the residents and my mentor and other member of staff present. I explained the rationale for the teaching session. I gave them handout I watchful for the session which contain literature and pictures, which were simple t o understand and which they could keep with them and refer to later at their stratagem and I also use flick from YouTube http//www.youtube.com/watch?v=pp0nc4kY-tc to explain the potential side cause of fatty food and fuzzy drink on their heath and I highlighted the main topic, which is the makeup of the food they eat and its functions in the body and the calories recommended daily. I brought in several fatty foods like ground oil, butters in different make to explain to them the difference between the good product and the bad product. I explain to them that the one that contain high saturated fat and low unsaturated is not good because the body find it difficult to break down the saturated fatty into small unit which is used by body instead they are step by step deposited thereby raising their cholesterol level. The deposition of fat gradually blocks the artery wall which could lead to anterosclerosis, stroke and heart diseases while product rich in unsaturated fats and low satur ated fats are better. I encourage them to always check for this information on the food product whilst shopping. I asked them if they know what cholesterol means and if anyone has check out their cholesterol level. I then brought out some more products for them to point out which one was better to check if the understood the lectures and they did short well in identifying the good and the bad product and I offered them praise for a job well done. I then showed them they kind of food that is good for the body from you Tube http//www.youtube.com/watch?v=mAFTcfaA-pcfeature= manoeuver and what constitute a balance diet. The teaching session was an interactive one and as facilitator I suggested and encouraged them to adopt a healthier lifestyle by eating more fruit and vegetable instead of chocolate, drink more water instead of fuzzy drink and to cook their meal which was more nutritious and economical and to exercise by going to gym or taking a light work every day. I suggested that we could contribute one pound to cook for the weekly communal meeting and then see how it goes from there and the feedback was positive. I gave room for question and answer session. I thanked them for their collaboration and for making the teaching successful. Their willingness to learn was quite beneficial. I provided information on what make a balance diet and some activities aim at dealing with weight issues in the communal lounge.As nurses its imperative that we take time to reflect daily on our professional and clinical practice. Gibb et al (2005) stated that constant reflection allows learning to occur at every given opportunity and it improves practice. I felt competent though initially nervous teaching the residents on the need for healthy eating and life style change. Ewles and Simnett (2003) stated that health promotion is the process of empowering people to take proactive action over and improve their health. I was able to facilitated residents learning by building a rapp ort and through process I observed their learning styles and knowledge base which made it possible for me to tailor the teaching to their varied approach of learning. I deal the teaching session had a positive impact in enlightening the residents on the need for them to improve their diet and lifestyles change from the feedback I got at the end of the teaching. I use the humanistic approach clear stating the rationale for the session because I wanted them to have the knowledge so that they can take responsibility for their own health. The session was collaborative and interactive with the residents fully involved in the discussion and asking appropriate when seeking clarification.During the evaluation Amos felt that the learning outcome had been progress tod and also said that the handouts and leaflets given during the teaching session were very useful and helpful. My mentor suggested that I could have done more and it would have been good, if I had used an overhead projector. Bu t his feedback was encouraging. I had to rush towards the end of the session due to time factors. But I realised that as a student nurse, my professional development is still in progress and as my course develops I will become confident in dealing with this type of situation. My experience of teaching on this occasion will improve my professional practice.During the session I adopted a personal counselling approach based on the Beattie (1991) model, (cited in Ewles and Simnett 2003), which is a combination of the educational and client centred approach. match to Rogers (1983) people experience the world differently and know their own experiences better than anyone else. Amos ability to take responsibility for his actions helped to be more independent.In conclusion, I have been able to facilitate a teaching session by building a therapeutic relationship with Amos and through achieving effective communication. I found out from this experience that empowering clients does not mean tha t nurses should enforce decisions on clients but rather that they should encourage and motivate them to achieve a desired result. I feel the experience was an interesting one. Looking back on the teaching skills demonstrated and the assessment of the clients need, I think the aim of the teaching was achieved. The feedback received from the learner and my mentor has given me an insight on how to improve in my teaching in future. I hope to use video clips and overhead projector in future teaching and to continue using the lecture learnt in taught module to enhance my skills and knowledge in my future role as registered mental health nurse.