Facilitating Workplace Learning (FWL)

 2
Topic:                               Facilitating Workplace Learning (FWL) 
Paper Type:                          Essay
Word Count:                          3346
Pages:                                      13
Referencing Style:                   Harvard
Education Level:                     College
Description:                        A detailed discussion on overall understanding about Facilitating Workplace Learning (FWL) and a                                                 reflection of observation in addition with other topics of the module 




Facilitating Workplace Learning (FWL)
[Name of Student]
[Name of Institution]
[Course]










 Essay Title
A detailed discussion on my overall understanding about Facilitating Workplace Learning (FWL) and a reflection of my observation in addition with other topics of the module  
Introduction
Workplace Learning is based on the principle of using problems as a starting point for the acquisition and integration of new knowledge (Stephenson and Mantz, 2013). The development of this method requires student engagement in issues that stimulate learning and developing skills in troubleshooting (Overton and Tomasz, 2016). Facilitating Workplace Learning (FWL) helps people to become a good facilitator of learning at workplace 
Learning in workplace in nursing is inevitable in order to promote professional development as well as to train the junior nurses so they will be able to demonstrate more professional practices. All the hospitals have the strategy to provide training programmes and places for training for nurses in order to enhance their expertise and competence. 
In the course of this essay details of a training session is included which was held at my workplace before writing this essay. The following essay is divided into two parts. In the first part of the essay the reflection on the Facilitating Workplace Learning session is going to be presented and will be analysed by using Gibbs cycle (Hargreaves, 2004), which is based on six steps, i.e. Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan.
On the second part of the essay, two other topics which were covered in the module will be discussed. These two topics are Learning Environment and Role Modelling. 

Section 1
Part A: The FWL Session and the brief discussion on the observation
To get the most out of Workplace Learning session, as advised by Rodríguez-Sandoval et al (2010) a learning environment needs to be created providing access to information, modelling and guiding the process. Also among the actions to be performed by the facilitator, they are to encourage use metacognitive processes, strengthen individual and group efforts, diagnose problems, offer solutions, give feedback and evaluate results. Facilitators let students acquire autonomy and responsibility in their learning (Johari& Bradshaw, 2008) so that their problem solving skills may increase. 
The topic of this learning session is care of ventilated patient. In this session, Susan Ward is a junior nurse who has less than one year experience in Intensive Care Unit (ICU). According to Sadlo (2016), the facilitator is the most difficult task for trainers in the implementation of Workplace Learning. 
The learner needs to get expert in caring ventilated patient because of the fact that the nurses of the ICUs spend a large part of time monitoring the ventilation of the patient. This extremely exhaustive observation is very important, since it constitutes one of the basic components of care at ICU.
The Self Concept is the name of being independent in working. Research has depicted (Hofstad et al., 2013) that the rate of success of surgeries as well as patients’ recovery at ICU have been improved when it uses trained and skilled nurses at ICU and operation theatres.  Thus, being independent in ventilated patients’ care improve the chances of their recovery.
For the learner’s experience, it can be said that FWL session is part of the methods that allows the junior nurse to gain the advance level of basic skills required in ICU. The potential value of the preparation and training to sharpen the skills of caring ventilated patients has dependably been perceived. The knowledge and ability are really exchanged to the work environment as a genuine change of conduct, beneficial and feasible (Graafland et al., 2014). 
For the readiness to learn, it can be said that Susan Ward is nurse at ICU and she knows the importance of knowledge, attitudes and technical skills which are required at ICU. In addition to that, an ICU nurse must also have to develop a critical trial and intellectual skills for the nurse-patient relationship providing comprehensive care regardless of the patient's pathology (Bonnaig et al., 2014); this can be achieved by having proper expertise in caring ventilated patients. 
As far as orientation to learning is concerned, Susan is aware that learning situations are not restricted