PERCUTANEOUS CORONARY INTERVENTIONS(PCI) 1

TEACHING AND LEARNING REFLECTION

Reflective Log
Shifa College Of Nursing
Submitted by:Attiqua Siddique
Submitted to:
Topic: Percutaneous Coronary Intervention(PCI)
Group:

Introduction:
I along with the group members did a teaching project on topic
Percutaneous Coronary interventions (PCI) on date …….We took group of
participants from PRN class.On…...we develop a questionnaire and through
questionnaire we assessed the need of the participants.Our project came to an end on
date……After assessing the needs of the participants we used different methods and
tools to deliver our teaching and for that purpose we made posters ,PPTs,videos,and
we also used multimedia and developed a questionnaire.As the percutaneous coronary
interventions (PCI) teaching session provided to PRN (as needed) students was a
comprehensive exploration into the complexities of cardiac care. As an instructor, my
primary goal was to impart crucial knowledge and skills, fostering a deep
understanding of percutaneous coronary interventions(PCI) among the participants
Description:
The session commenced with an overview of the historical context and evolution of
PCI, providing a foundation for understanding their significance in contemporary
cardiac medicine. The didactic portion seamlessly transitioned into hands-on
demonstrations, allowing students to engage with catheterization equipment and gain
practical insights into the procedural aspects of PCI. The immersive nature of the
teaching provided a holistic learning experience, integrating theory with real-world
application.
My Feelings:
Personally, facilitating this session was both challenging and rewarding. The
responsibility of distilling complex information into digestible components was a task
that demanded meticulous preparation. However, witnessing the students' engagement
and eagerness to learn fueled my enthusiasm. The sense of accomplishment in
conveying intricate concepts in a comprehensible manner was a profound and
gratifying experience.
Students' Feelings:
Feedback from the students indicated a positive reception overall. They expressed
appreciation for the hands-on activities, noting that the practical component enhanced
their understanding of theoretical concepts. Some students, initially apprehensive
about the technicalities involved in percutaneous coronary interventions(PCI),
reported increased confidence by the end of the session. This shift in sentiment
reflected the effectiveness of the teaching methodology employed.
PERCUTANEOUS CORONARY INTERVENTIONS(PCI) 2

Analysis:
The integration of multimedia presentations, live demonstrations, and interactive
discussions proved to be instrumental in providing diverse learning styles. However,
it was evident that individual learning paces varied, posing a challenge in ensuring
that every participant grasped the content adequately. This insight prompts a
consideration for future sessions to incorporate differentiated instruction
strategies.Recognizing the diverse needs of participants, future sessions may explore
adaptive learning platforms and personalized content modules. Additionally,
employing pre-assessment tools could help gauge individual proficiency levels,
allowing instructors to tailor material delivery and provide targeted support where
needed. Implementing peer collaboration activities and fostering a supportive learning
community may further enhance the overall effectiveness of these sessions, fostering
an inclusive and engaging educational environment.
Evaluation:
While the majority of students exhibited positive responses, a few indicated a desire
for more in-depth coverage of certain topics. This feedback underscores the
importance of refining the curriculum to address varying levels of prior knowledge
among participants. Additionally, incorporating periodic assessments during the
session could serve as valuable checkpoints to gauge comprehension and address any
emerging questions promptly.
Conclusion:
In conclusion,throughout the session, the interactive nature of the percutaneous
coronary interventions (PCI) teaching not only enhanced the participants'
understanding but also encouraged active engagement. The integration of case studies
and hands-on simulations brought real-world scenarios into the educational setting,
allowing PRN students to apply their theoretical knowledge in a practical context. The
dynamic exchange of ideas among participants further enriched the learning
experience, fostering a collaborative atmosphere.
Moreover, the positive feedback received underscores the success of the teaching
approach employed. However, acknowledging that the field of cardiac care is
continually advancing, it is essential to adapt teaching strategies and content to reflect
the latest developments. This adaptability ensures that future sessions remain relevant
and equip PRN students with the most up-to-date skills and knowledge in
percutaneous coronary interventions.: As we look to the future, the commitment to
refining teaching methods should be unwavering. The evolving landscape of
healthcare demands continuous improvement to meet the diverse needs of learners.
Incorporating feedback from participants and staying attuned to advancements in PCI
practices will be crucial in maintaining the comprehensive and efficacy of the
teaching sessions. In essence, this reflective log serves as more than a record it
becomes a compass guiding the repetitive enhancement of PCI education. By
manipulating insights gained from each teaching session, educators can shape a
curriculum that not only meets the current standards but also anticipates and prepares
PRN students for the challenges and advancements that lie ahead in the dynamic field
of cardiac care.