The only deviation from the schedule in the practicum plan, was the addition of more hours placed in the chart. The chart in the practicum plan displayed only a week’s worth of hours. The chart above displays the total hours for each month. As mentioned in the practicum plan, I intended to complete 15-20 hours a week and I stuck to that plan and was able to complete the practicum experience.
In my practicum plan I stated that I would evaluate the completion of the goals I hoped to accomplish by taking and observing notes of myself while on duty. Instead of taking notes about myself, which seemed ineffective, I received feedback from the manager and other employees. I gathered and applied the feedback given and it helped me achieve the goals and objectives I wanted to achieve. I intended on asking the practicum supervisor for critiques or an intern assessment, but I did not get the chance to. However, my practicum supervisor helped by correcting me when I did a task incorrectly. For example, when operating the popcorn machine, I should always stand near it because the popcorn could burn
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Because I worked with employees who have been at Nulook Bounce-n-Party for years, advice from them also helped me in accomplishing the goals and objectives set for myself. I continued with this method during my internship and I believe it worked out well for me because I accomplished my goals. I found it necessary to alter my feedback and evaluation mechanisms because it seemed ineffective. Furthermore, some things required time such as taking notes and I was unable to do that, especially while I was working. I would have liked extensive feedback in the form of an assessment, but because my practicum supervisor is very busy, this was not possible. She did, on the other hand, provided me with small feedback while I
However, I am certain no one anticipates an ethical dilemma when entering into a supervisor/supervisee relationship. In the ACA Code of Ethics, F.6.a. it says “document and provide supervisees with ongoing feedback regarding their performance and schedule periodic formal evaluative sessions throughout the supervisory relationship”. With the heavy workload most supervisors have, I can foresee supervisees not receiving feedback on their performance. Having feedback is so important, because it will help the counselor grow. If I am in a situation where I am not receiving evaluations as promised, I will nicely talk to my supervisor about this. If nicely addressing the issue doesn’t change anything, I will send an email quoting this section of the ACA and request evaluations. I was neglected in my supervision for my CADC, and I didn’t realize how much that hurt me until I received real supervision in Internship. I am hoping for that same experience during my time as an
Feedback is an excellent tool to provide employees with information and guidance. Feedback consists of two-way communication. Employee feedback provides managers with clues regarding how they are hindering or aiding their subordinates ' work performance. Supervisory feedback should inform, enlighten, and suggest improvements to employees regarding their performance. Feedback increases self-awareness. Proverbs 19:20 states “Hear counsel, receive instruction, and accept correction, that you may be wise in the time to come.” If presented correctly, feedback is not positive or negative. It is just data to make someone aware of the impact of his/her skills and behaviors on
Nurses are able to reflect upon their past experiences of work and build and improve this ensuring their level of competence and skills is in line with NMC guidelines. Improving the quality of care provided to patients is an ongoing process and requires practitioners to contently reflect and improve their practice. (Howatson-Jones, 2013) One way in which reflection can improve the quality of care is through the use of professional supervision, as stated by (Daly, Speedy and Jackson, 2014) a focus for supervision should be enhancing a nurse’s skills and ability to reflect on practice. It should reflect on the standard of care provided and highlight areas for improvement such as further training. This, in turn, leads to a greater self-awareness of practitioners’ own abilities. The process is not about finding faults, but to improve and learn to ensure the quality of care is high and professional for all patients. Being self-aware is a skill important to reflection and the provision of quality of
The trainee in this scenario shared less information about her professional as well as personal life. Which indicates that the supervision was not effective enough to deal with issues of supervisee. So it can be said that some part of this session went well, and some part didn't reach the objectives. With the support of Gibbs reflective model (Gibbs, 1988), I would like to focus on these points and try to comment on them. During the supervision session, first I tried making the trainee comfortable, then tried to enquire her problems. After that I focused more on the major issue, that was case history taking. I tried asking her by all possible ways about the mistake she is committing. Initially, I felt that maybe she is not ready to accept the fact and taking this question as a criticism. But then she stated that she is not aware of her mistake because nobody pointed it out before.
Also, continually seek feedback from my preceptor has been crucial. Learning from my previous experiences, I have realized that a balance of ongoing constructive, and appreciative feedback has a very positive impact on both my learning, and confidence level. Therefore, during my first meeting with my preceptor, I discussed how important her feedback is to me, which has ensured that throughout my preceptorship I have received detailed, and timely
In Feedback as a gift, Friedrich makes some good points about how to give and receive feedback.
In conclusion, I would say that teaching plan is a vital component of the nursing process. In order to promote patient learning, it is valuable to have a good teaching plan in mind.
Supervision and feedback offers critique and support to improve trajectory in learning, education, knowledge and accountability. Given and used constructively it assists with potential development and enhances understanding (Kadushin & Harkness, 2002). It creates confidence, encouragement and emotional support; which helps relieve stress (Kirkland & Manoogian, 1998). To demonstrate professional commitment and taking responsibility to my practice I ensured I asked for personal feedback. To my delight the carer expressed she felt comfortable with me as I provided empathy and a sense of understanding just by listening. Also, core issues were discovered which lead to self-directed discussion based on solutions she wanted. This feedback was essential in providing me confidence and motivation.
In this chapter, I learned new ways to give and to accept feedback. Personally, I like getting feedback. I like it because it allows me to improve on my work. For example, whenever I write essays I like to have another person look at it so they can catch any small, or even big, mistakes that I may have done. This chapter also taught me that too much negative feedback can really take a toll on a person negatively. When you give somebody too much negative feedback, that person can start to think that they’re doing everything completely wrong and can really be detrimental to their self-esteem. To give good feedback, you should give the person more positive feedback than negative. You should use constructive rather than destructive feedback. Constructive feedback is more information specific and issue specific based on observations without using judgement. Destructive feedback is full of judgement and isn’t helping the person learn. When you get the feedback, it is best to reframe it and then reconstruct it to your advantage. Getting feedback is always a good tool to get but not when it only contains
Performance appraisal is perceived by most as a tool to reward or penalize employees for their good or bad work respectively by the end of a year. This notion is a challenge in itself to deal with. The whole exercise becomes dull for both supervisors and their subordinates and they tend to look at it as an additional responsibility which they have to finish. In the end, there is little or no value addition for either the employee or the organization. There are, however, better ways of looking at and conducting performance appraisals. It can give much needed feedback to both performers and laggards to improve upon and if done properly can even boost their motivation. More importantly, they provide a chance to employees to have a say in their goal setting and thus aligning it with the departmental and organizational goals. Also, the process itself has a value in team making.
How you deliver feedback is as important as how you accept it, because it can be experienced in a very negative way. To be effective you must be tuned in, sensitive, and honest when giving feedback. Just as there are positive and negative approaches to accepting feedback, so too are there ineffective and effective ways to give it.
Parties can range from house warming parties, to birthday parties, holiday parties, engagement parties, etc. You can even throw parties just to have fun. Find a reason to celebrate, whether it is a holiday, a special occasion, an achievement, a big announcement, a new endeavor, a job well done or a journey completed. The reason you are partying will set the tone.
According to University of Reading (2012), “Feedback can improve a student's confidence, self-awareness and enthusiasm for learning.” Feedback is important because it helps student understand their progress whilst achieving goals. Goal can be anything for instance to pass with good grades, to learn and understand the topic etc. Feedback helps to identify your strengths and weaknesses. For example, imagine yourself learning to play basketball, you have a coach who is guiding you and providing constant feedback on your progress versus you teaching yourself; big difference in terms of monitoring and feedback isn't it?
Feedback is one form of assessment that teachers think will take long, however, if given orally to the students it allows them to correct what they are misunderstanding or doing wrong. Most teachers feel that feedback is meant to be written down but it is not necessary to do so. Oral feedback as well as written feedback can be very effective and beneficial for a student if done correctly. According to Leahy et al (2005), “To be effective, feedback needs to cause thinking. Grades don 't do that. Scores don 't do that. And comments like “Good job” don 't do that either. What does cause thinking is a comment that addresses what the student needs to do to improve…” (p. 22). I felt that this quote was very fitting to what I did in the classroom while walking around and checking up on the students. Instead of saying “good job” or “looks good,” I found myself watching bits and pieces of several
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.