The results of the inventory test indicate that my learning style is visual. This means that I opt for visual and graphical representations such as the use of bars, charts, and graphs, compared to either reading or listening to materials. For this reason, I am able to relate to content that is visually presented as I am able to remember and understand such information relatively more easily, compared to other learning styles such as aural or auditory or verbal styles. For this reason, it is recommended that I should opt for the use of visual aids, flashcards, graphs, and maps in order to enhance my learning ability. Furthermore, I should also construct concepts I learn in my mind through visualization.
In reference to teaching, the inventory test reveals that I am a facilitator. This means that I promote self-learning among my students. This is driven by the need to play a supportive role in regards to teaching, as I emphasize on students’ ability to use critical thinking as a means to provide solutions to a variety of situations. For this reason, I see myself as a resource to my students, who can approach me to assist in problem-solving. However, since my intent is to advance their ability to think critically, I focus on brainstorming sessions, of which a majority makes up my lesson plans. In addition, I often teach in individual and small groups to complement my teaching goals of enhancing students’ ability to work and learn autonomously.
The involvement of students in the learning process empowers them to contribute to lesson plans and objectives, hence improves their learning experience (Billings & Halstead, 2014). This concept is supported by Gaberson, Oermann, and Shellenbarger (2015), who indicates that clinical teaching should take into consideration learning outcomes that focus on providing a competent and effective nursing practice to students.
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, Missouri: Elsevier Saunders.
Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching strategies in nursing. New York: Springer Publishers.
