Nursing Education

Nursing Education

Question 1
When individuals of the same level in the profession interact, they exchange ideas and
experiences making them have a larger view of their profession hence finding solutions to the
bad experiences and ways to improve their strengths in the field. In every professional field,
people need their seniors for growth. In order to improve in andragogy, nurses need to have
mentors to guide them and help them understand the trends. There are new principles that
emerge in andragogy, for example, Relevance, Motivation & Readiness (Robinson, 2022).
Readiness; motivation is directly tied to the readiness principle, which is a condition of being
ready and able to learn. This might indicate that they are psychologically prepared and driven, or
that they are emotionally or physically prepared. According to Robinson (2022), maturity is
defined as the ability to learn the needed knowledge or task on a physical, cognitive, and
developmental level. This implies that those with special requirements, the very little, and the old
may not be in the same physical or mental condition as a vivacious 20-year-old. Other classes
will discuss how to deal with various stages of growth.
In nursing education, peer mentorship has been utilized successfully to improve student
involvement and the effectiveness of the education process. Although words such as peer mentor
have been used to characterize the role of senior students in assisting junior learner learning, the
literature remains deafeningly silent on how peer mentoring encourages the growth of potential
nursing education leaders. Peer mentorship has been employed in nursing education in several
ways. Prismana et al. (2018) developed a peer mentorship system where clinical professors, peer
mentors, and laboratory faculty collaborated to help sophomore nursing learners develop. Junior
and senior students acted as peer leaders, watching, mentoring, and encouraging sophomore

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students’ learning in a foundational nursing laboratory course. Becker and Neuwirth14 reported
on a research in which senior-level nursing students served as teaching assistants for first-year
nursing students in a clinical setting. Senior students were allocated to assist junior-level teachers
on a general surgery floor, work in the skills laboratory to assist junior students with professional
training, and junior tutor students who may be struggling in the classroom.
Question 2
I developed my instructional targets for the course using the self-efficacy principle and
Bloom’s taxonomy. According to social-cognitive theory, self-efficacy is the essential
characteristic influencing performance behaviors. It can be useful in determining the learning
requirements of nurses and devising educational interventions. Nurses that are competent and
self-assured in their work will exhibit positive behaviors and activities (Prismana et al., 2018).
Teaching self-efficacy, described as learners’ confidence in their capacity to learn certain
subjects, is critical for improving academic development since it is positively connected with
academic success and effective learning technique utilization. In this work, we created a
universal measure for undergraduate medical students called the Learning Self-Efficacy Scale
(L-SES) for Medical Skills and validated it using item analysis and the content validity index
(CVI).
Terms of Bloom’s taxonomy, Bloom and his colleagues designed this taxonomy by
grouping instructional outcomes into three fundamental areas, refined it to make it more practical
and finalized it in 2001 (Robinson, 2022). Overall, they attempted to materialize a learning
activity hierarchy and categorization. The cognitive domain (for example, mental skills),
emotional domain (for example, emotions and feelings), and psychomotor domain are the key

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categories (for example, physical skills). The cognitive domain is concerned with mental abilities
such as knowledge, cognition, and the development of intellectual talents.
The L-SES is a brief, well-developed measure that may be used as a general assessment
instrument to assess medical students’ learning self-efficacy for clinical abilities. Furthermore,
gender differences do not affect the L-SES. However, further research in appropriate educational
contexts is required. Some tasks in educating and learning about breastfeeding are easier to
complete than others, and the mechanism used to facilitate them is critical to overcoming this
challenge. As a result, the nursing scholar should become a mentor rather than just a knowledge<