Assessing and teaching for dental nurses
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Assessing and Teaching for Dental Nurses. Catherine Macdona. OUTCOMES:. Recognise the skills and attributes needed to become an effective assessor or tutor. Discuss the importance of good communication skills relevant to the assessing and teaching process.

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Outcomes
OUTCOMES:

  • Recognise the skills and attributes needed to become an effective assessor or tutor.

  • Discuss the importance of good communication skills relevant to the assessing and teaching process.

  • Have a clear understanding of the qualification process and where to access training.

  • Explore the career pathways for assessors and tutors working in dentistry.



Advantages
Advantages?

  • Opportunity to be able to have a new career.

  • A good way for me to maintain interest in my chosen profession.

  • Opportunity to be able to pass on my own skills and knowledge.

  • I will be constantly learning new things/ will keep me current.

  • Will help me to identify gaps in my own skills and knowledge.

  • ANY MORE?


Disadvantages
Disadvantages?

  • Time element involved in retraining.

  • Lack of confidence in my abilities.

  • Lack of knowledge in my profession.

  • Worried about my lack of key skills.

  • Could I stand in front of a class and deliver a lecture?

  • ANY MORE?


Skills and attributes
Skills and Attributes

  • Organised

  • Professional

  • Honest

  • Articulate

  • Committed

  • Flexible

  • Good communication skills

  • Empathic

  • Respectful

  • Supportive

  • Patient

  • Realistic

  • Assertive

  • Fair


Challenges you may face when teaching adults
Challenges you may face when teaching adults.

  • Boundaries – even adults need rules!

  • Limited basic skills of your learners.

  • Bad experience/past experience.

  • Time issues – family pressures.

  • Cultural/language difficulties.


How can you overcome some of these barriers
How can you overcome some of these barriers?

  • Identify key skills at initial training – signpost learners to access extra support.

  • Treat adults like adults! Let the class set some ground rules and write them down to refer to if needed.

  • Be professional at all times – let learners know they can come to you for support and advice.

  • Arrange 1 to 1 tutorials for learners who may need extra support.

  • COMMUNICATE EFFECTIVELY


QCF

  • Qualifications and Credit Framework is a national credit transfer system.

  • Every qualification has a credit value.

  • AWARD – 1 to 12 credits

  • CERTIFICATE – 13 to 36 credits

  • Diploma – 37 credits or more

  • I credit represents 10 hours of learning time


Assessing
Assessing

  • Usually but not always one to one.

  • Can assess in a college or a work environment.

  • QUALIFICATIONS AVAILABLE: Three new QCF units replacing the A1/D33/32 Qualifications

  • Level 3 Award in understanding the principles and practices of assessment. This is a theory based assignment, suitable for people wishing to understand the role of the assessor, but not currently working with candidates.


Level 3 award in assessing vocationally related achievement
Level 3 Award in assessing vocationally related achievement.

  • Suitable for those assessing in a college or training environment.

  • You must have access to at least two students.

  • You are required to plan four assessment activities – two for each student.

  • You will be observed by your college tutor at least once.

  • Portfolio of evidence required.

  • You complete Understand the principles and practices of assessment assignment as part of your award.


L evel 3 award in assessing competence in the workplace
Level 3 Award in assessing competence in the workplace

  • The same criteria applies to assessing vocationally related achievement, but you assess learners in their place of work.

  • You can complete all three units together by taking the level 3 Certificate in assessing vocational achievement.


What next
What next?

  • You could go on to complete Internal Quality Assurance qualifications within your place of work.

  • Become an internal verifier/moderator for the qualification you are involved with.

  • Assessing and mentoring other assessors.


Ptlls ctlls dtlls
PTLLS, CTLLS, DTLLS

  • Preparing to teach in the lifelong learning sector level 3/4

  • Certificate in teaching in the lifelong learning sector level 3/4

  • Diploma in teaching in the lifelong learning sector level 5 (also called Cert Ed)

  • (New suite of qualifications being rolled out in 2013).


Mentoring
Mentoring

  • A role usually taken on by an experienced person who can pass on their knowledge and experience to a less experienced colleague.

  • Can be formal or informal.

  • Focus is usually on career and personal development.

  • Mentoring courses are available in colleges/distance learning so you can achieve a formal qualification.


How do you see yourself
How do you see yourself?

  • How do your students see you?


A little bit about communication
A little bit about communication...

  • NON VERBAL – body language – including ACTIVE listening skills.

  • VERBAL – including paralinguistic – tone of your voice.


Activity
ACTIVITY

How would you handle the following situations?


What will i learn
What will I learn?

  • Planning learning – how to identify needs

  • The training cycle

  • How to write session plans, schemes of work

  • Aims and objectives – SMART

  • Formative and summative assessment principles

  • Learning styles and how to use them effectively

  • Theories and principles of learning – humanist etc

  • A lot about yourself!


Berne s 1973 transactional analysis theory
Berne’s(1973) Transactional Analysis Theory

  • A method of analysing communications between people.

  • He identified three personality states –

  • CHILD - PARENT - ADULT

  • Adult to adult state is best.

  • Recognition that people need encouragement and appreciation to achieve.

  • Can you think of any examples of these three states, perhaps in your own work environment?


Motivation
MOTIVATION

INTRINSIC

EXTRINSIC

  • Comes from within – a learner may want to learn something just because the subject interests them.

  • They may want to learn something in order to advance in their place of work/earn more money.

Motivation can be difficult to sustain.


Hierarchy of needs

Maslow (1960)


Responsibilities of a tutor
Responsibilities of a Tutor

  • Completing attendance records

  • Learners progress reports

  • Marking homework

  • Giving feedback

  • Preparing sessions/lessons

  • Attending standardisation meetings

  • Keeping records (very important)


Who can you go to for help
Who can you go to for help?

  • Line manager where you deliver your course

  • Awarding body - NEBDN, CITY&GUILDS etc

  • An experienced colleague

  • A mentor

  • Internal moderator/verifier

  • External QA

  • Syllabus to follow


Feedback and evaluation
Feedback and evaluation

  • Feedback should be developmental and constructive.

  • Even negative feedback can be useful to a learner if given in a professional manner.

  • THE PRAISE SANDWICH!

  • Always try to turn negative to positive.

  • Evaluation of yourself and your session should be carried out also – a good teacher is always learning!



Legislation
Legislation

  • Equal opportunities legislation

  • Health and safety

  • Data protection

  • Disability Discrimination

  • The protection of Children

  • GDC

  • The awarding body for your course – always follow the guidelines and principles laid down by them


What next1
What next?

  • Examiner for the NEBDN

  • Formal assessing position in a college

  • Informal assessing role in your place of work

  • Mentoring role/new staff/trainees

  • Formal teaching position in local college or training centre

  • The confidence to seek out other duties/place to work – confidence to further your nursing career (post qualifications?)


By learning you will teach; by teaching you will learn”

(Latin proverb, quoted in Sedgwick, 2008)


Useful contacts
Useful contacts

  • www.leedscitycollege.ac.uk 0845 045 7275

  • www.yorkcollege.ac.uk 01904 770400

  • www.wakefield.ac.uk 01924 789789

  • www.nebdn.org.uk

  • [email protected]


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