TEACHING PRACTICE

Learning Outcome: 

After completing the BDSQ course, I aim to become an educator whose compassionate teaching practices are aligned with intended learning outcomes and who inspires students to be curious, active, and self-directed learners. 

Context: 
I teach in the field of nursing education, particularly in geriatric nursing, community nursing, and international academic programs. In addition to my role as a lecturer, I also serve as the Head of the Training and Human Resource Development Division at STIKES Bina Usada Bali, where I am involved in coordinating international academic activities, including the Health and Harmony Minor Program.

My teaching responsibilities involve facilitating learning for both local and international students from diverse educational and cultural backgrounds. This context requires me to create inclusive, interactive, and meaningful learning environments that support active participation and intercultural collaboration.

Teaching Approach:
Initially, my teaching approach was more teacher-centered and focused primarily on delivering theoretical content through lectures and presentations. However, after participating in the BDSQ course, I began to adopt more student-centered and active learning approaches.

Currently, I apply various teaching methods such as collaborative learning, reflective discussion, case-based learning, simulation, and experiential learning. These approaches are intended to encourage critical thinking, communication, teamwork, and self-directed learning among students.

I also integrate intercultural learning activities into international programs to promote collaboration and mutual understanding between local and international students. In addition, I utilize digital learning platforms, videos, and interactive presentations to support learning engagement and accessibility.

Student Engagement Strategy:
To increase student engagement, I actively involve students in discussions, group activities, reflective exercises, and collaborative projects. I encourage students to express their ideas, ask questions, and participate in problem-solving activities related to real healthcare situations. I also facilitate peer learning through small group discussions and intercultural teamwork activities. Students are encouraged to reflect on their learning experiences through reflective journals and self-assessment activities to support self-regulated learning.

In international academic settings, I promote intercultural interaction by organizing collaborative learning activities between local and international students. This strategy helps students develop communication skills, cultural sensitivity, and confidence in interacting within diverse learning environments. In addition, within the Health and Harmony Minor Program, we also support international students through a buddy system. Buddies are selected from local students with above-average English skills and an understanding of the health and cultural context of Bali. Buddy students play a role in assisting international students as they adapt and study in Bali.

Reflection:

One of the main challenges I encountered was the passive participation of some students during classroom discussions, particularly in the early stages of implementing active learning approaches. Some students lacked confidence in expressing their opinions and participating actively in discussions.

In international programs, differences in cultural backgrounds, communication styles, and language proficiency also became challenges in facilitating inclusive and effective learning experiences. Additionally, maintaining engagement among international students and encouraging meaningful intercultural interaction required continuous adaptation and facilitation.

To address these challenges, I gradually modified my teaching strategies by implementing more interactive and reflective learning activities. I introduced small group discussions, reflective dialogue, simulation, collaborative learning, and experiential learning activities to encourage active participation and deeper student engagement.

I also created a more supportive and inclusive classroom environment where students felt comfortable sharing opinions and participating in discussions. In intercultural learning contexts, I facilitated collaborative projects and intercultural sharing sessions to strengthen communication and collaboration between students from different cultural backgrounds, and this is supported by field trips and voluntary work.

Furthermore, I improved my use of educational technology by integrating online learning platforms, digital resources, and interactive media into the learning process to support flexibility and accessibility for students.

My Teaching Moment:

I will show my teaching practice in this video to describe my teaching style with the students.

My Teaching Practice Video

Study Guide of Health and Harmony Minor Program

Syllabus of Geriatric Care in Bali