Reflection on Seminary Presentation Essay

In this reflection, I am going to use Gibbs (1988) Reflective Cycle. This model is a recognised framework for my reflection. Reflection is vital both for learning by experience and for developing new skills, for it highlights patterns of action and intuitive performance, so enabling people to assess how they respond to a situation (Jarvis, 1991). Gibbs (1988) consists of six stages to complete one cycle which is able to improve my nursing practice continuously and learning from the experience for better practice in the future.

The cycle starts with a description of the situation, next is to analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again (Gibbs, 1998). As part of my ONP course requirement, I had presented a seminar on vac dressing last 9th of November to my classmates and our lecturer.

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Using a couple of slides on the power point and a short instructional video, I had three learning outcomes that I wanted to answer on my presentation. These were to be able to present to the audience the definition, to be able to state its uses and contraindications as well as precautions and to be able to present to the audience the technique of its basic application. I was very nervous as I was the first one to present. I was hoping that I will make a good impression to my peers and to our lecturer. The need to make good impressions to my peers who are professionals as well was driving me to anxiety.

My body was going under the ‘general adaptation syndrome’ (Selye, 1976), this stimulus-response syndrome triggers a wide-ranging set of bodily changes designed to ensure physical adaptation to an event. I noticed that I was breathing faster, my hands were colder, my knees were shaking a bit but my mind was clear. In order to combat my anxiety, I willed myself to remember that I have a friendly audience who was receptive to the information that I was about to impart and that I should be confident. Confident in the sense that I know the topic well.

I had researched and prepared for it weeks beforehand, and I felt that I could deliver my presentation with a clear flow that my audience would be able to follow well enough. While giving my talk, I had to stop for a few seconds every now and again to remember to slow down my breathing and to look at the audience. After my presentation, I felt such an immense sense of relief that my fifteen minutes of talking was up and that I managed to get thru it unscathed. I felt that my presentation went well. I used power point and a small video clip which I painstakingly edited in the computer for a week prior.

Most adult learners, around 60-65 percent are visual learners (Tazbir, 2008). Visual learners learn best by seeing. Graphic displays such as charts, diagrams, illustrations, handouts, and videos are all helpful learning tools for visual learners. People who prefer this type of learning would rather see information presented in a visual rather than in written form (Fleming, 2012). Using this rationale, I felt that most of my peers would then be visual learners hence I used colourful slides in which I typed in a few key facts and the video clip I had edited shorter so that only the most important procedure is shown.

Using these aids, I felt that I was able to answer the three learning outcomes that I set out prior to delivering my presentation. On getting my feedback form, I found out that my critique was that I presented in a clear, confident voice. I was a bit surprised that I managed to do so considering that I was very nervous. My lateness in coming to class was a factor that increased my anxiety. And to be able to overcome my nervousness to speak clearly was something that I felt is commendable. The second feedback was that there was a good use of power point.

I felt that the research I had done prior to constructing my presentation slides and video was a big help. Talking to the Vascular Nurse Specialist in my hospital was a good source of information. And I was able to round up all the literature I was able to accumulate and the interviews that I had done in order to come up with a good flow of presentation. I was told that I had limited audience interaction. I felt that during my presentation, I wasn’t sure if anyone else knows about the topic I had chosen and I could be talking to a blank audience.

But now I feel that I could have made my presentation in such a way that will involve my audience, but I was thinking of the time constraints on me so instead I was making sure that I was still communicating with my audience thru the use of non-verbal address such as the use of eye contact. This is supported by Caris-Verhallen et al (1999)which mentioned that the direct eye contact could express a sense of interest in the person to the other person involve in that communication.

In hindsight, I will make sure that I addressed the issue of my lateness into coming into class. I could have arranged a better childcare arrangement in order to spare myself anxiety. I will also use more audience participation. I could have posed some challenging questions that would have aroused their professional interest and piqued their curiosity and I could have streamlined my presentation so that I would have had enough time to include more audience questions.

In the future, I will probably use the same tools of learning. I find that powerpoint and the use of pictures and graphics was very effective for most people and that it keeps their interest. I will also continue to have a thorough preparation for each topic that I might present again as it gives me greater confidence for delivery.

Reference:

Caris-Verhallen, W. M. C. M. , Kerkstra, A. and Bensing, J. M. (1999) Non-verbal behaviour in nurse-elderly patient communication. Journal of Advanced Nursing, 29 (4), 808-818 Fleming, N. (2012). Introduction to Vark. Available at http://legacy. hazard. kctcs. edu/VARK/introduction. htm (Accessed on 29 November 2012) Gibbs, G. (1988) Learning by Doing: a guide to teaching and learning methods. Jarvis, P. (1987) Meaningful and meaningless experiences: towards an analysis of learning from life. Adult Education Quarterly 37: 3, 164-172. Selye, H. (1976) Stress in Health and Disease. London: Butterworth.