Training Plan

TEACHING/FACILITATION PLAN (Please remember to maintain namelessness of the ara of work and the persons involved). Date on which the instruct occurred Learning environs Number/s and study style/s of pupil/s ( if known) Learners prior familiarity, skills and attitude Title of Session / repoint Learning outcomes fourth dimension frame Content Teaching methods employ (e. g. Resources uptaked ex designingation, Lecture, demonstration, practice, questioning). Do not evaluate within in this formulate, evaluate the judgement within your 1000 word reflection intromit What would you do if you were to strive this again? Would you alter any(prenominal)thing with reference to your learning surround, timing, aim, learning outcomes, resources used etc? bear witness 1 1. deal in detail the effectiveness of your statement plan ie you may include reciprocation regarding the learning en vironment and the teaching methods used. 2. How did you establish the aim and learning outcomes discuss and reflect upon why these argon important and useful in practice? The aim of the teaching plan was decided upon following a discussion with the scholarly person, when it was highlighted by the scholar that she tangle under confident with taking manual blood pressure readings. The learning outcomes were formulated during a integrity to adept session using Nicklin and Kenworthy (2003) who province that learning outcomes should be SMART Specific Measureable Achievable Realistic Time framed Mager (1997) conjectures that without objectives you wont be able to decide which discipline and procedures will get you to your aim. The formulation of learning outcomes communicates the assessors excogitation and are not open to interpretation. They give the scholarly person a go off understanding of what is expected of them. Clinical placements can be daunting for the student and having clear learning aims can help students focus on one aspect at a time thus helping to ontogeny confidence. 3. Discuss learning styles and how acquaintance of these may have influenced your choice of teaching methodsIt is generally ac familiarityd that learning styles indicate an individuals like way of learning or how the individual acquires information (Fedder and Brent, 2005). Learning styles as well influence the way in which students master the goals and objectives of an educational programme (Rassool and Rawaf, 2008). (Word numerate for essay 1 =.. words (NB Please do not include your words from the teaching plan) ASSESSMENT PLAN (Please remember to maintain the anonymity of the airfield of work and the persons involved). Date on which the discernment occurred Learning environment Number/s and learning style(s) of learner(s) being assessed ( if known) Learners previous knowledge, skills and attitude Title of mind /Aim Learning o utcomes Preparation of the learner/s for the judgment (please include the context of assessment e. g. ormative/summative) Consider any Issues to be considered by the Assessor with the learner/s (such as maintaining dignity, confidentiality, bread and butter of safety. please include the standard/level to be achieved, and relate to knowledge/skills/attitudes/safety). judgement Criteria to be used for this assessment? Trust policy/ step etc. Do not evaluate in this plan, evaluate the assessment within your 1000 word reflection include What would you alter if you were to set out this again? Would you alter anything with reference to your learning environment, timing, aim, learning outcomes, resources used etc? What methods would you use to collate information regarding the assessment for e. g. utilise observation? Patient tale or questioning techniques? Would you prepare the learner more satisfactorily for the assessment? Would you alter the aim/ learning outcomes? Did you assess knowledge, skills and attitude? Essay 2 1. Explore in detail why it is necessary to assess your learner The NMC sets out standards of education of pre-registration students. These set out what nursing students must gift to be fit for practice at the point of registration with the NMC. every last(predicate) binds are required to share their knowledge, skills and expertise and must assist students in the development of competence (Nursing and Midwifery Council (NMC) 2008a).Recent changes highlighted in the Standards to Support Learning and Assessment in Practice (NMC 2008b) have raised the profile of mentoring in practice. These standards nominate a clear framework to enhance the quality, principles and accountability of mentorship. Practical knowledge and personal experience are cornerstones for integrating theoretical knowledge and ontogenesis nursing skills and are a major reason for clinical placemen ts during treat education (Midgley,2006) A context of learning is created when learning is acknowledged as a legitimate aspect of the nursing situation e. g. when an experienced take in accompanies the student either to observe or teach in the situation. The part of the mentor in clinical practice settings is an important aspect of nurse education.Through mentorship, qualified nurses get the opportunity to pass on professional values, knowledge and skills to the trainee nurse. 2. What were your aim and learning outcomes? Where did the assessment criteria come from? Was the assessment valid and real? The aim of the assessment session was that the student would demonstrate the ability to set a manual blood pressure recording. That she would have an understanding of the relevancy of the readings and that the recordings would be documented accurately. The assessment criteria were compiled from policies and guidelines set out by the NMC, proud Marsden Manual of Clinical Procedures and employers policies. Thus ensuring that the procedure adheres to NMC and local guidelines.The assessment was both valid and reliable as the learning outcomes were specific to policy and procedure. 3. Discuss the importance of constructive feedback and how it was presumption to your learner Feedback is an important part of the physical process in improving skills, knowledge and confidence. Students in all professions require feedback in order to stay motivated in their learning. The importance of thoughtfully and suitably delivering feedback becomes clear when the deleterious consequences of poorly given or misunderstood feedback are considered. For example when learners view feedback purely negatively, they can become anxious or resentful and less receptive to further learning and evaluation (King, 1999).The feedback given to my student following the assessment was undertaken in a quiet insular area, where time was taken to discuss together how we both felt the assessment had gone. I gave verificatory feedback on the assessment, pausing to allow the student to comment, the student herself highlighted the area of the assessment she felt under confident about. We had a further discussion on this and together compiled an action plan and scheduled regular one to one session to facilitate practice sessions. The session ended on a very positive note with the student thanking me for my guidance. 4. Reflect on your strengths and weaknesses of the assessment sessionOn reflecting my own strengths and weaknesses during the assessment session it has become apparent to me that I should have given the student the opportunity to postpone the assessment receivable to the unexpected noisy environment . I felt the students concentration was compromised. This indeed could be identified as a weakness, not enabling the student to have an ideal learning environment. My strength during the assessment would have been my delivery of feedback following the session. I was able to use my positive mentor student relationship in order to allow the student to self-reflect and become aware of the area of the assessment in which she was weak. By allowing the student to 5. (Word count for essay 2 =.. words ( NB Please do not include your words from the assessment plan) References