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Introduction
In the medical profession, healthcare education is essential for practitioners to regularly broaden their knowledge and stay up to date with changes and updates in the profession. Furthermore, medical education is a calling to learn about well-being and share it with others. There are various advantages, such as improved patient treatment and promotions. According to a core premise of health education, one must generate credible and coherent work, be dynamic, passionate, devoted, and enjoy the job (World Health Organization, 2012). This paper aims to look at the reality of health-teaching and integrated nature from an individual and intellectual standpoint. The concentration is on personal evaluation and procedures for involving learners with thoughts depending on individual goals and theoretical ideology aims based on the learning and teaching philosophy.
Personal Learning Style
Every person has a unique way of learning to assimilate knowledge. Everyone interprets information distinctively through observing and listening, contemplating and responding, and thinking rationally and instinctively. This is why it is critical to understand each patient’s unique learning patterns. Auditory, visual, and kinesthetic learning methods are the three basic types of acquisition (Gazarian & Pennington, 2012). The combined effect of visual and kinesthetic learning styles best matches how I acquire information. Being a visual person means that knowledge is best absorbed by watching it given or shown, such as through a stage process image or video (Steven, 2014). A kinesthetic learning style favors physical movement and activities when learning anything new instead of watching and listening to the tutor or demonstrations.
Professional Teaching Philosophy
My professional philosophy of teaching is to make learning as easy as possible for everyone I meet in my healthcare career. A personalized educational philosophy may be built in four phases (Kenny, 2015). Aligning educational principles, creating a foundation for educational performance, generating a draft, and evaluating and analyzing the philosophy of teaching are all phases in the process. The first stage is to determine what the learner requires to study, ask queries, and establish a foundation ensuring that the learner and instructor are on the same page (Fiddes et al., 2013). Positive performance is achieved by identifying the material that the learner lacks and devising a strategy that best matches their learning approach (Polziehn, 2015). Ascertain that at the conclusion of the teaching period, both the instructor and the students remark on what they have learned and provide open-minded comments in order to create a comfortable setting.
Social Constructivism
In the setting of healthcare training, social constructivism ideology relates to the ways a learner’s social interaction influences individual health education choices. Assembling together insights based on my previous encounters and what I have learned from previous victims helps in analyzing social constructivism in the medical field. Furthermore, caregivers engage with my patients either in person or through different social media sites. The patients recall the conversation they had with medical practitioners thereby being aware of consequences whenever they attempt not to follow the doctor’s prescription. The transition does not happen all at once but rather in stages (Henderson et al., 2011). We both engage in conversation before comparing and contrasting our points of view.
I always make sure that power structures are flattened to allow seamless conversation. The finest part of sociological constructivism would be that the student creates their understanding (Vorderstrasse et al., 2014). My role is to assist in ensuring that any actions made are suitable. The clinical professors I work with have a tendency to offer the information they have gained via prior experience. Healthcare providers are required to engage with each other as this encourages a common understanding of medical standards the practitioners are expected to embrace (“Learn Teach Help Enjoy graphic,” n.d.). It is pointless for practitioners to give services when unsure of the effects. All that needs to be done is to remember bits and pieces of the guidelines given within the medical lessons.
Values and Beliefs
As a medical provider, my beliefs and principles constantly affect my daily routine’s teaching and studying sessions. One of my main convictions is that individuals must be dedicated and willing to study and discover new things every day to succeed in the health sector. In the nursing profession, learning never stops as additional and new knowledge is found daily. The healthcare industry is always transforming, and standard procedures are continually improving. For example, before educating patients about a particular drug they are taking, I will make certain that my information is current to ensure that my instruction is adequate (Zhou & Brown, 2015). I appreciate being current on healthcare developments, and as a nurse, I should be prepared to enlighten my clients by staying up with developments effectively.
Conclusion
In conclusion, healthy life is based on studying and educating principles. The medical provider and those who receive health information are at the pinnacle of health privileges. It is the exclusive responsibility of health professionals to stay current in the area by conducting more analysis and utilizing philosophical concepts in their pursuit of effective health education because they have been demonstrated to be trustworthy and coherent.
References
Fiddes, P. J., Brooks, P. M., & Komesaroff, P. (2013). The patient is the teacher: Ambulatory patient-centred student-based interprofessional education where the patient is the teacher who improves patient care outcomes. Internal Medicine Journal, 43(7), 747–750. Web.
Gazarian, P. K., & Pennington, M. (2012). Clinical teleconferencing: Bringing the patient to the classroom.Nursing Forum, 47(4), 210-216. Web.
Henderson, A., Briggs, J., Schoonbeek, S., & Paterson, K. (2011). A framework to develop a clinical learning culture in health facilities: Ideas from the literature.International Nursing Review, 58(2), 196–202. Web.
Kenny, T. (2015). Writing a teaching philosophy statement. TI Connections: University of Calgary. Web.
Learn Teach Help Enjoy graphic. (n.d.). Flickr. Web.
Polziehn, R. (2015). Writing a teaching philosophy [PowerPoint slides]. Faculty of Graduate Studies and Research, University of Alberta. Web.
Steven, W. (2014). Learning styles [Video]. YouTube. Web.
Vorderstrasse, A., Shaw, R. J., Johnson, C. M., & Blascovich, J. (2014). A theoretical framework for a virtual diabetes self-management community intervention.Western Journal of Nursing Research, 36(9), 1222-1237. Web.
World Health Organization (2012). Health education: Theoretical concepts, effective strategies and core competencies. Web.
Zhou, M., & Brown, D. (2015). Educational Learning Theories (2nd ed.). Galileo: University System of Georgia. Web.
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