Peer Observation of Teaching in Clinical Settings In the teaching approach analysis, I captured the happenings of the teaching session by taking many notes relating to the teaching methods, learning environment, engagement, and management for the session. I brought in peer observations like the teaching set-up in class while seeking to address the difficulties of a clinical setting and a classroom simultaneously. I was keen on the formulating and guiding the observation without rating or assessing the teaching performance. I invited a colleague to conduct a peer observation of my teaching where he would later provide feedback on my practice as a clinical teacher. The best forms of review are based on the time scope while taking notes on the backside. Later, the faculty members look into the expected notes and paying attention towards areas that the peer evaluator asks to focus attention. In a note taking exercise, it is critical to focus on pedagogy as compared to the specific topics and contents (O'Connor, 2014).

The teaching environment is in a pediatric ward, where I attend to the care of patients and preceptor a student nurse. At this point, I paid attention towards the happenings and discussions during teaching encounters unlike taking notes on the presented topics. It recorded questions from learners by asking and making interesting comments and points of confusion. Mostly, the important areas are listed in the teaching guide. During observations, it is important to be close to faculty members so that one does not miss the important aspects of the exercise. For me, I was keen to participate in sessions by answering questions and sharing comments. The faculty members invited opinions and made polite declines.

Prior to the date of the peer review, we had a meeting to discuss the 'peer observation processes. This meeting would clarify the role and obligations of parties, the observer, and the observed. I was well prepared: the faculty members and other learners were enthusiastic about what I was to offer on my chosen topic. The session was well organized to suit the peer evaluation of the faculty member through a seemingly logical sequence in the clinical settings. Normally, teaching methods are based on the appropriate goals for the session, diversifying the learner's engagement, and encouraging achievement. I was keen to observe the number of checks made by the peer evaluator on the learners' level of understanding (Seabrook, 2014). In the discussion group teaching, the flow was based on the number of active participants as well as those seeking to limit their participation. I kept the discussion going when the answers and questions were conveyed to the faculty member. My colleague understood that her evaluation was a tool to help me improve as a clinical teacher, and the importance of providing timely, specific, and objective feedback.

Next, we discussed what we were observing. The emphasis is on improving teaching and promoting students' learning. I also ensured that the participants addressed one another as per the norm. The participants listened to my speech and ignorance through managed silence (Cannon & Boswell, 2012). The learners' emotions have handled the scope of disagreement, frustration, boredom, and curiosity. The planning stage of the observation is the most important and I fear that I may have overlooked some aspects.

The pre-observation meeting helped to develop a sense of trust and resolve or at least decrease the levels of anxiety we both felt. It also clarified the responsibilities of the observer. The observer is a registered nurse (RN) like me, and we have a trust and professional relationship. With the busy activities in hospital wards, my colleague could not spend the whole day observing me. We decided that she would observe me while teaching the student on setting up of a Humidified High Flow Oxygen Machine (AIRVO2 Humidifier). This would be carried out on a child admitted with bronchiolitis and needed an AIRVO2 to assist with oxygen therapy.

During the observation stage, my colleague paid attention to whether my style stimulated student learning and whether it achieved the desired learning needs. The focus was also on the pace of the teaching session, and whether sufficient time was given to explain key concepts. The question levels are referenced on faculty membership that hypothesizes learning on lower order for factual-type questions against higher-order evaluative and analytic-types (Huggett, 2014). The peer evaluator's body language, voice, movement support, and eye contact are important in the learning process especially in fostering enthusiasm in the respective topics. In my case, the faculty members looked mainly at the notes, computer, and the learners (Cannon & Boswell, 2012). In addition, whether the content was appropriate, accurate, and up-to-date, and whether I answered the student's questions clearly and if there was a good student/teacher rapport.

Feedback was the most impactful and earliest opportunity of presenting reflections regarding the peer's evaluation that may have been forgotten. Sharing the observations of the peer's teaching performance was done in person although it had limited impact on the delivery. The peer observer joined the team at the start of rounds while introducing the purpose to the class members. Two days later a post-observation meeting was held, and my colleague gave constructive feedback in a sensitive and confidential manner. The observer made it clear that the intention was not to assess students on the program but focus on the observations made through teaching methods as well as techniques employed from attending a staff. My colleague asked how did I think the teaching experience went, what were the strong and weaker points and if I would change anything. Observations relating to the activities or aspects of attending rounds include hallway team discussions, bedside encounters, and conference room discussions.
Receiving feedback was nerve-wracking, it was informal and my colleague displayed sensitivity to my goals and was specific in identifying problem areas, she pretty much gave the same amount of positive and negative feedback. The existing introductions meant that the peer observer was to remain silent. In the remaining rounds, emphasis was on the note taking without significant contributions to didactic or clinical discussions (Bradshaw & Lowenstein, 2010).

This peer observation process has encouraged self-reflection to evaluate my practice as a clinical teacher. The longer direction of the faculty member includes learning concerns for responding to how the aspects handle their answers. For example, the focus encourages clarification, points out misunderstandings, encourages further elaboration, accept any response provided, but limits response time for answering independent questions.

Part 2

The introduction of all learning processes in clinical settings aimed at enhancing quality and standards raises issues requires careful consideration so that potential benefits can be realized. However, several challenges ruin the ideal implementation of strategic plans. Considering relationships between the observed and the observer determines the provided feedback for areas that are managed with extensive sensitivity. When feedback and observation processes are hampered, the intention of the entire exercise loses its meaning. Positive feedback does not have fully productive encounter and needs a constructive, objective, and careful for planning. Peer observation focused on developing and sharing practice to the advantages of each party and the service user.

In addition, significant concerns among staff participating in the peer observation involve observation of professional capacities through colleagues. There is the fear to receive negative feedback through the deemed incompetence. Most forms of therapy are fragile on professional competencies that affect the willingness of engaging with the processes (Griffin & Novotny, 2012). The anxiety levels might increase the procedural imposition unlike when done voluntarily. Many professionals evaluate peer observation as an undesirable impact on the emphasis on issues of power balance against individuals. Clear support and guidelines are necessary for reducing anxiety among the staff and facilitating the realization of maximum benefits from the experiences. The needs of the ground ruling facilitate the handling of issues of the deserved confidentiality (Huggett, 2014).

The relevance of teaching uses appropriate questioning for supporting students' learning within the scope of emerging from initial studies. Existing research appreciates various problems in which teaching formulates and uses questions in class interaction. The conclusion is that the questions use teaching of insufficient challenges for students' authorship (Bradshaw & Lowenstein, 2010). The addition of the time includes elaboration of the answer with a discovery of best practices of questioned essentials of putting up with the principles of practice. Specific modifications have a relationship to increment of the 'wait time' while desiring to have student guidance and improvement of the quality in terms of questions. The scope of teaching of greater engagement is based on the opening and closure of character. This is an encouragement of students using thinking skills at a higher-order in answering questions.

My teaching guide was attached to the principles of learning as the lead framework for implementing strategies that were developed to deliver positive effects to students and teachers. The commonly mentioned teaching features in my literature included better application of feedback, questioning, self and peer-assessment as well as a formative engagement of summative…