University of the West Indies

Faculty of Medical Sciences

Cave Hill Campus
Master of Science in Nursing Programme
NURS 6801: Theoretical Perspectives in Nursing Education

Field Observation Experience

Submitted to: Dr Andrea Brathwaite

Submitted on: 19-04-22
Submitted by: Shanette Brewster
Student Identification number: 407002506
 University of the West Indies
Faculty of Medical Sciences
Cave Hill Campus

Master of Science in Nursing Programme

NURS 6801: Theoretical Perspectives in Nursing Education
Learning Log
Date of Experience: 22-04-06 Date of Entry: 22-0-06

Type of Learning Experience: Secondary School Field Visit

Aim of the Learning Experience: The field observation facet of the Master of science in
Nursing education program is designed to enable the students to:
i. Observe the application of educational theories, models, principles, and
practices in a variety of formal education settings and:
ii. Select and apply theories, models, principles, and practices appropriate for
the teaching and learning context, in their own practices
Intended Learning Outcomes of the Experience: At the end of the visits, the student will
be able to:
1. Relate teaching/learning strategies employed by teachers to educational
theories, models and principles presented in this course.
2. Distinguish among practices in the delivery of education at varying levels in the
national education system.
3. Compare best practices in delivery of theoretical, technical, and vocational
educational at varying levels in the national education system.
4. Appraise teaching/learning and assessment strategies employed in teaching
students of various abilities
5. Appraise strategies employed to effect class management and the goal -oriented
delivery of institution
6. Compile a learning log to demonstrate accomplishment of the learning outcomes
for the field observation experience
7. Select appropriate teaching /learning and classroom management strategies to
apply in the delivery of high-quality instruction to students of nursing.
Summary of the Experience: The secondary school experience was indeed different in
various aspect yet similar in other ways. The learning theory
noted in this experience is the cognitive theory and
specifically the gestalt school. The educator engaged the
students in discussion, lectures, matching and short essays.
However, the students were not prepared to complete the
exercise as they did not complete the homework to read the
assignment which was emailed. The educator did a review
and then conducted the exercise. The teacher also spoke to
some of the student one-on-one about their performance. On
numerous occasion the educator reminded the students that if
others are talking, she will not be speaking at the same time,
a type of classroom management. As we continued to speak
with the teacher one of her concerns was the limitation of
resources which will stimulate the students, for example, the
use of technology. Although there are equipment but there
are limited and cannot be sourced each day as they are
requested by other educators which may result with the
teacher using his or her personal equipment. Another concern
was the challenges experienced with online teaching as they
were some students who could not access the classes because
of connection issues, unavailability of internet or a computer.

Reflection on the experience: This experience was indeed interesting as I observe the

strategy employed by the teacher. I students where not prepared

to participant in any class discussion as I heard some comments

such as “mam it is the last day we still doing work” The teacher
 however continued until she got5 their attention. The students

started to respond to the oral questions posed which required

their mental facets to operate and process the information but

were more responsive when the information was in cooperated

into “tik-tok” It would be understandable if the teacher

becomes frustrated when the equipment’s needed are not made

available The teacher was prepared to teach whether it was

archive methods, that is the blackboard or flipchart, but it was

apparent a different instructional method would have gain more

response. Preparation is the key to successful teaching despite

what instructional methods are available.

Personal response: Preparing the appropriate instructional method to achieve the

learning outcome is crucial. Failure to prepare indicates you are
preparing to fail which will be detrimental to the students
who will gain nothing from the course. However, this is not
applicable to the teacher as she came prepared to work with the
student despite the lack of the appropriate resources. The teacher
continue and the students participated in the group discussions and
class exercises. Caring is a characteristic required in the teaching
profession, and the teacher cared to spend the time working one-
on-one with the student and preparing the lesson despite
inadequate resources. As a nurse educator I would employ the
cognitivist view to elicit the student’s view on the subject and their
interpretation. I would also engage in small group to allow them to
peers review each other. This method also will produce various
ideas or views.
Rationales My personal response is guided by the view that learning is
mental activity and may not result in overt behavioral changes.
This was evident in this class there was no behavioral changes in
the student as such was not required but knowledge was gained
based on the response to the items presented by the teacher.