Reflective Essay on Structured Interviews

pensive Essay on Structured Interviewsthe way you structure the questioningit gave me ideas in my head in how I precious the audience to go (from audience transcript)IncidentThe key point during the interview, I thought, was when J. spoke round how he wanted the interview to go and what questions and information he wanted to find out. For me, J. had reached the point I wanted him to get to, where he completed it is possible to control and change an interview apply a merged approach. I suggested to him as further learning to gain in the future, using examples of questions round self harm and suggesting using formal interview tools in informal ways.I did not claim J. what he meant by ideas in my head. I hesitated to ask him what he meant and to encourage him to reflect on this.Reflective ceremonyLooking all over the transcript and analysing it, I think I missed the boat with J. here. I perhaps let an opportunity die to seek his learning with him in greater depth. We could look at discussed how to develop skills in interviewing and what he wanted to learn next. This would have moved the focus away alcohol and withdrawal symptoms towards his skill development. It could also have been a skilful opportunity to practice critical incident analysis.I think there were ii reasons why I was wary of delving deeper at this point with J. and seek to help him reflect on his learningFirst, I had not worked with him for two weeks which was unfortunately due to training and holiday schedules. This meant I had no kick downstairs to work with him and observe and assess him directly. I had set him guide identifys in how to interview and knew he could get support from other staff toy withs. However, I had merely what he was giving me during the interview to assess and give him feedback.Secondly, I had started the interview with a clear idea that we were going to cover his CAP booklet in some argonas. I really matte up some drag inside myself to cover the whole sagacity aspect and not find going off at a tangent. I regarded the purpose of the discernment as giving J. feedback on how he had met his competencies. I knew that most savants apothegm end their CAP booklets as a priority.Perhaps if I had helped J. explore his learning it may have been more physical exerciseful for his future. I felt he was interested in the subject and seemed motivated to learn. He inform making several attempts to talk to different patients on the ward most their drinking. He did link what he had learned to his next post and how he could use it. It is a little ironic that I was not compromising and adaptable in my approach to interviewing. But we were both learning J. as a student nurse and myself as a student teachRelated theoryRowantree (2003) describes six different purposes for assessment including selection, standards, pauperization for students, feedback to students, feedback to teachers, and program line for life. weft here can be conceive d as both admission price to a course or craft and passing or completing a course of education.There are number of purposes here which are not necessarily compatible or perhaps easily reconcilable. Selection and maintaining standards can be seen as competitive and even as about elitist. Feedback is described as the life-blood of learning (Rowantree, 2003 p416), where assessment is meant to teach the student something. preparedness for life can be seen as inspirational which maybe at odds with maintaining standards, in the sense of maintaining a status quo.Jarvis and Gibson (2001) talk about the two common types of assessment current in nursing education pliant and additive assessment. They describe formative assessment as diagnostic to effort and find out what the student has learned and still has to learn. summative assessment is about making a judgement of whether a nurse has learned enough to become competent (Bradshaw, 1989).Duffy and Hardicre (2007) in their first bind on failing nursing students describe a three phase process of an initial coming together which is formative a mid placement opposition which is formative with constructive feedback and a final summative meeting where both the student and instruct should k today what to expect. In dower 2 on managing failing students they state that feedback should be regular and ongoing (Duffy and Hardicre, 2007). This prescriptive approach to assessment is about meeting standards and ensuring public and patient rubberty. scour though they are discussing the failing student their approach if used mustiness apply to all students in order to be consistent, fair and balanced.The mentor has to balance the idea of educating and learning with a duty of ensuring that the student is safe to practice. On the one hand the mentor should provide feedback that facilitates the student identifying what they have learned and what they still have to learn. On the other the mentor is responsible for the saf ety of patients in their care. Beattie (1991) argues that this can make assessment more impelling by ensuring consistency to meet the accountability need. This is not easy and guides conference a lot of information about learning to make a judgement based on this evidence.However, if our aim is to create a profession of reflective practitioners then assessment must perhaps include an disperse ended formative element as well. Driscoll (Baird and Winter, 2005) makes the point that there is no end-point in learning about practice. Perhaps mentors have to allow their students the independence to explore their learning. During assessment students should have opportunities to reflect and to broaden their understanding. Students perhaps should be given choice and participation in the learning process. This is in line with teaching nursing students as adults who are internally motivated, self direct and who bring past experience to their learning. (Knowles, 1990)The challenge is to fo ster this desire and motivation to learn when it occurs. Biggs (1987) discussed the differences between deep and superficial learning. Assessment that encourages anxiety and abjure of knowledge can lead to superficial learning. Where deep learning is promoted by motivation to learn and should be more effective in creating superior nurses.One way to foster deep learning could be to use questioning skills. It is possible to ask questions that will broaden learning and develop critical thinking. There are different types of questions closed open questions face for simple answers questions that promote discussion. The mentor should form a question at an appropriate cognitive level for the nursing student. The mentor can ask a series of questions aimed at getting a response from the student and encouraging an increasing complexity if appropriate. (Nicholl and Tracey, 2007)In exploring some of the literature on assessment, it seems apparent there are two intertwined elements present th e formative desert is about what has been learned and what still needs to be learned the summative strand is about making a judgement about meeting a proficiency standard to become professional and safe in practice. The challenge for the mentor is to meet both strands adequately in their assessment of student nurses.Future ActionThere are some things I would try and do differently. I would try and structure assessment over the whole placement as suggested in Duffys model (Duffy and Hardicre, 2007). However, I would try and find a place both the formative and summative elements within the assessment process, enchantment trying to clearly have separate interviews for each.I would like to observe my student directly in learning situations, as well as gather information from colleagues and of course from the student. I would now see feedback as having to be based on a in force(p) judgement based on facts in order to be cooperative for the nursing student. Even where the student is more senior and capable I would still like to have some element of direct observation to justify my assessment. Another part I would consider is planning my feedback and mayhap giving it in writing beforehand. This could remove anxiety on the students part about passing and perhaps allow time to explore formative aspects of the assessment.I think growing as a mentor would involve becoming skilled at encouraging learning during assessment while giving feedback and passing a student or not. If I had some other instance like with J. here, I would like to try and ask a few questions to delve a little deeper into what he was saying.