session two facilitation of learning in the clinical environment 03/09/2015facilitation of learning...

Session Two

Facilitation of Learning in the Clinical Environment

21/04/23 Facilitation of learning in the clinical environment

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UNIVERSITY

• Teacher directed• What is to be learned is often

decided for the student

• Planned• Information presented is

logical and ordered• Student may be relatively

passive• Transfer of information

largely based on word• Learning experience only

part of student environment


2

Teaching and Learning in University and Practice?PRACTICE

• Student has to find out things for self• Decided by student or patient needs• Often unplanned• Information comes from many sources

in a random manner• Student actively engaged with

experience

• Information gathered through action, discussion or observation

• The whole environment is a source of learning

Roles in student learning

University Lecturer/link lecturer: responsible for university teaching and ensure quality and standards in practice

Practice Education Facilitator; Support mentors in the practice and ensure NMC SLAiP standards are met

Mentor/|Sign off mentor: Teaching and assessment of student in practice and ensuring competence


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• Why are students sent to your clinical placement? • What are the learning opportunities and what preparation is

required?• • How is learning managed?• • How would you support a student with dyslexia / dyscalculia?

• How do you evaluate student progress in relation to their learning outcomes?


4

Group Work

The purpose of clinical placement is to allow acquisitionof professional skills and attitudes, the theorising of practice, thepractising of theory, the formation of professional identity andadoption of the professional culture.

“That special part of a professional educational programme inwhich students gain “hands – on” experience working with clientsunder the supervision of a qualified practitioner (Alsop & Ryan, 1996, p.4)


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The Practice Learning Environment

What to expect from the student

• Come prepared and informed, behave and dress in accordance with the service setting

• Engage in the placement and take advantage of the learning opportunities it offers

• Notify you of e.g. any health related problem which might have an effect on their placement with you, sickness absence protocol

• Take responsibility for their learning, making good use of learning opportunities


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Students must develop in an environment and culture conducive to learning where:

• Students are well prepared for practice learning experiences

• Practice learning settings are well prepared for students

• A range of feedback systems influence student progression and enhance practice experience

• Learning resources in practice support evidence based practice


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Ensuring a positive learning experience

• Students learning time in practice is protected• Students practice learning opportunities build on

previous experience and are adaptable to individual learning needs

• Students are supported to take increasing responsibility for their learning as they progress and develop.

(NMC 2004, p.3)


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• Engage in reflection on their own performance and be open to constructive criticism and apply guidance / feedback

• Work in accordance with the professional code of conduct

• Take responsibility.. but acknowledge limits to knowledge and experience so as not to endanger him/herself or other people

• Aim to achieve a balance in their work and social/personal life

• Provide you with feedback at the end of their placement experience

(Adapted from Alsop and Ryan, 1996, p. 59)


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Statutory Proficiencies – within an evidence based framework

Key Skills• Caring, Communication, Technical, Numeric,

Documentation• ICT and Information management• Knowledge, related to nursing assessment, intervention or

management of patients/ clients care• Teamwork• Reflection, decision making, problem solving• Leadership, delegation• Career management


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Identifying Learning Needs and Opportunities“what the students need to achieve”

1. Learning is concerned with individual responses to stimulus - Behavioural

2. Learning is concerned with gaining insight and understanding, making sense of the whole experience and includes feelings and context - Cognitive


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Learning Theories- how can you help students to Learn..

• Know what is required of the student , what have they been taught • Know Learning outcomes or what are the required proficiencies• Learning in sequential stages, break complex skills down into

component parts• The importance of immediate feedback & intermittent positive

reinforcement ( Praise achievements)• Regular evaluation, Discuss strengths, limitations, anxieties and

expectations• Stresses the importance of repetition – skills should be practised often. Skinner (1953) & Gagne (1983)


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Using Behavioural Learning Theories in Practice some practical hints

• Stresses the importance of “mind pictures”, i.e. observing the expert practitioner, seeing the skilful performance in context.

• Modelling skilled behaviours• Discovery learning very important- the student needs to be active in

learning and the learning process is as important as the outcome• Problem solving - practice helps with recognition of patterns and

relationships. • Refers to previous experiences. Understands principles, and

becomes more flexible in behaviours. Bruner (1964) & Bandura (1977)


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Using Cognitive Learning Theories in Practice some practical hints

We all have preferred learning styles…

Honey and Mumford (1986) suggest that there are 4 main learning styles:

• Activist (enjoys the experience itself)• Reflector (spends a great deal of time and effort reflecting)• Theorist (good at making connections and abstracting ideas from

experience)

• Pragmatist (enjoys the planning stage) 21/04/23 Facilitation of learning in the

clinical environment14

Individual differences in learning

Other differences which affect learning… Previous experience, motivation, gender, health or age all may affect what we learn and how we learn but learning should be enjoyable, stimulating and inspirational.

“ Learning without thought is labour lost, thought without learning is perilous” Confucius

The reflective practitioner is thoughtful..“ thinking about what you are doing and why turns experiences into meaningful learning to increase professional knowledge and skills to the benefit of patients and yourself” (NIPEC 2004)


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What is Reflection?

“Reflection is a process of reviewing an experience in order to describe, analyse, evaluate and so inform learning about practice” (Reid, 1993 p. 305)

Key Stages of the Reflective Process• An awareness of interesting, uncomfortable or thought

provoking situations• Critical analysis including attending to facts and feelings • Development of a new perspective on the situation


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Reflection

• Plan time with student to discuss areas of practice or specific situations or events

• Have in mind a simple framework for reflection• Ask critical questions related to above• Encourage students to demonstrate reflection in their portfolio


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Promoting Reflective Practice

• Will be known to School and University• Come under the Disability Discrimination Act and hence “reasonable

adjustment” has to be made• Have to self-disclose to mentor(s)• Link Lecturer will complete short report at end of placement.• Assessed as thoroughly as any other student• Dyslexia, dyscalculia, epilepsy, ME, MS, Ulcerative colitis, mental

health issues etc etc


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Students with a Disability

Fitness for Practice


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Professionalism

Performance

Knowledge

Fitness for Practice is dependent on students being able to demonstrate the integration of theory and practice within the context of professional behaviour.

session two facilitation of learning in the clinical environment 03/09/2015facilitation of learning...

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