曼彻斯特代写Assignment:特别是在实践

2017-05-19 00:50

在某些情况下，特别是在实践中，这不是理想的学习类型。如上所述，当他们被允许退后，观察，允许思考，准备，然后回顾随后发生的事情后，反射者会学得更好。一个例子，这不利于反思学习是当技师不得不修改他们的平片检查技术。我不能开始修改的技术，直到我看到它正在执行，这也是真实的学习如何使用射线照相设备，这将是一个缺点，当我符合的事实，我需要考虑一段时间之前，做它。在一个繁忙的部门，反思性学习不可能总是发生，这种类型的学习需要时间，这是不可能的，当有时间限制，当工作人员很忙。另一个问题可能发生的是，员工可能会认为学生不想参与或了解，他们也拒绝但实际上学生要观察的东西之前，他们参加的不是学生的错。在临床实践中，这种学习风格实际上是一个学习障碍的学生，将需要更长的时间来学习新的经验。虽然有时在繁忙的环境中，只是能够从远处观察有时是更有帮助的反思性学习者。其他障碍的反射在实践中学习是过去的消极经历，在繁忙的环境中时间不足，从技师的支持不足，缺乏明确的意图是学习者应该做的，知识和技术，在一个充满敌意的环境高的期望（2003唐尼和福德，）。这些障碍可以防止反射，这种学习活动将保持负在反思性学习者头脑中（2003唐尼和福德，）。但在临床环境中仍然是学习这种技能作为摄影的最好方式仍对反思学习，实际上所有的学习者尽管存在一些障碍（gopee，2008）。
曼彻斯特代写Assignment:特别是在实践
This is not the ideal type of learning in some situations especially in practice. As stated above reflectors learn better when they can be allowed to stand back and observe, allowed to think, prepare, then review what has happened afterward. An example of when this can be detrimental to reflective learners is when radiographers have to modify their technique for plain film examinations. I cannot begin to modify a technique until I have seen it being performed; this is also true of learning how to use radiographic equipment which will be a disadvantage for when I qualify in the fact I would need to consider the technique for a while before doing it. In a busy department, reflective learning cannot always happen, this type of learning takes time which is not always possible when there are time constraints and when staff is very busy. Another problem that could occur is that staff may think that the student does not want to participate or learn and that they are shying away but in reality the student wants to observe something before they participate which is not the fault of the student. In clinical practice, this learning style can actually be a learning barrier to students and will take longer to learn new experiences. Although sometimes in a busy environment, just being able to observe from afar is sometimes more helpful to the reflective learner. Other barriers to learning for reflectors in practice is past negative experiences, lack of time within a busy environment, lack of support from the radiographers, lack of clear intent of what the learner is supposed to be doing, high expectations of knowledge and technique and being within a hostile environment (Downie and Basford, 2003). These barriers can prevent reflection so this learning activity will remain negatively in the reflective learners mind (Downie and Basford, 2003). But being in a clinical environment is still the best way to learn such a skill as radiography and this will still benefit reflective learners and indeed all learners despite the few barriers that exist (Gopee, 2008).

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