The goal of this task is to show my knowledge and knowledge of learning ideas and methods for facilitating learning with the university student and how it has allowed me to complete a competent learning agreement to fulfil the students learning effects. I am going to also discuss the top features of a highly effective learning environment reflecting on the SWOT analysis undertaken, from this identify, and make appropriate alterations within the specialized medical learning environment. On a final point I shall explain accountability as a mentor and exactly how this pertains to the diagnosis of the student also reflecting on the testimony completed for the learner.
Learning ideas and methods:
The committee of inquiry into advanced schooling (1997) endorsed learner- centred methods and emphasised that learners should come to learn their own learning style. As all individuals learn in various ways Honey & Mumford, (2006) determined four learning styles: Activist, Reflector, Theorist, and Pragmatist.
By stimulating the learner to undertake the Honey & Mumford (2006) learning styles questionnaire the learner and myself we in a position to understand their personal kind of learning style. The questionnaire figured the learner was a reflective learner. A reflector learning style is summarised as somebody who stands back and observes, is mindful, gathers and analyses experience and is slow to reach a conclusion. However, with all learning styles it is important to acknowledge that we now have talents and weaknesses within all varieties of learning. As Rassool & Rawaf (2007) explore from a study with college student nurses in the UK they discovered that a reflector learning style was common in undergraduate nursing students. By understanding the learners learning style we were able to incorporate these into the medical environment, by stimulating the college student to indicate more upon earlier incidents, enabling the student get information from the patients, examination then treat the patient in the correct manner. Through delivering this into practice, we have both been able to develop as a mentor and a student. It has also motivated the student to become a self-directed learner, from reflecting it offers given the university student the opportunity to explore procedures and illnesses in which a paramedic may face.
Learning ideas have been used within medical care sector for a long period especially in the nursing environment; however, it is a newly followed role within the ambulance service. You will discover various kinds of learning styles such as behaviourism, humanism, gestaltist, congnitivis, sensory arousal and experimental learning theories. When undertaking the training contract I used Kolb's experimental learning routine (1984) as it was the most beneficial and helped structure a good quality-learning deal. Kolb's routine (1984) includes four periods- concrete experience, reflective observation, abstract conceptualisation and dynamic experimentation. The pattern can be started out at any level and there is no limitation to how frequently the cycle can be used. The conclusion of the training style questionnaire enabled the learner to indicate experiences, develop an understanding of these weaknesses within practice, what further information is needed to complete the learner end result, how to find these details required, the way the student will put this into practice and is the student with all the previous information ready to undertake the medical procedure and lastly how the scholar will put this into practice. For this reason cycle having the ability to be used again after the learner had attempted the objectives establish within the training contract.
As well as using Kolb's pattern (1984), I also integrated the sensory arousal theory (Laird, 1985) in the learning contract. As part of the paramedic role, it is a hand on experience as Dunn (2000) implies this theory boasts that if multi senses are stimulated, greater learning occurs. Laird (1985) inspired this theory quoting 'research discovered that most knowledge organised by men and women is learned through experiencing'. By planning functional elements to the training contract with cases in cooperating the learners needs an most effective learning experience will need place and help prepare them because of their registered occupation.
A Learning contract is thought as a written arrangement between educator and student, making explicit the actual learner can do to achieve specified learning effects (Wai- chan & Wai- tong, 2007). Learning deals give the college student a structural learning plan outlining what the learner will learn, how the learning will be achieved, how the learning will be resolved and a realistic time scale to when the objectives should be performed by. By understanding and using learning agreements with the college student, we've gained understanding of their learning styles from Honey & Mumford (2006), reflected on experience, observations and areas of improvement of their clinical opportunity. From using the Kolb's (1984) cycle, we were able to achieve an action plan in the training deal and in cooperate the sensory arousal theory to perform the objectives at this stage in their course. Overall, insurance firms this deeper understanding of learning ideas, methods and learning contracts has helped me as a mentor understand what is required in a learning contract.
As with many health care courses, a medical learning environment is unpredictable and unstable. However, within the ambulance service the learning environment is very different from a theatre or ward setting as it is difficult to control. This is because of the number of crisis responded to everyday and all of the surroundings, which we face as a profession, and furthermore, the stresses of the work its self gives further instability to the training environment. Papp et al (2003) explains the scientific environment is continually changing and sometimes very unpredictable, rendering it hard to plan an best clinical environment for students. Although specialized medical learning environment is difficult to regulate, it is problematic for a coach to plan pacific scientific skills.
To ensure the student has a positive learning experience it is fundamental that the learning environment is almost, professionally, and psychologically supportive to the pupil. Clarke et al (2003) feedback that education sets a higher value on learning in the scientific environment which places numerous requirements on staff. The grade of the medical environment has a substantial influence on the learning process of learner. By giving a good environment students have to feel wished and within the team as this can enhance or hinder the students learning environment. By implementing a good atmosphere, romantic relationship and communication with the learner brings a good learning environment where they feel treasured and for that reason an ideal learning experience can be gained. Furthermore, by not adapting these important elements into the learning environment a student and mentor will have a negative influence on the environment. Newton and Smith (1998) back this up by stating that effective communication and good interpersonal interactions and teamwork are essential factors in the creation of an environment conductive to learning. Nolan (1998) also sources that until students feel accepted; learning cannot proceed, as fitting in takes up most of their hard work.
The aim of a SWOT examination is to warn mentors, students and colleagues of the Strengths, Weaknesses, Opportunities and Hazards related to the training environment where changes can be produced. From commencing the SWOT analysis and reflecting on the outcome, I've gained more knowledge in to the learning environment and identified various elements that can be adjusted to improve the learning environment. While there are many strengths and opportunities within the pre-hospital learning environment my goal is to adapt the results within the weakness and hazards in the SWOT research.
Due to the strain of some critically ill patients, it is hard to allow them to get good hands on experience, as there is no time to stop and describe or for the university student to do things at their own tempo. Due to this, sometimes the scholar feels more like a gofer as they are constantly asked to fetch and hold equipment. Webb and Shakespeare (2007) research implies that this can have a negative impact as you student claims ' I feel like a gofer because its constantly go for that, go for this'. To adapt this treat within the training environment as a mentor I should clarify to my team member that we am dealing with to help ensure that the college student has a far more on hand approach to the occurrence and hopefully they shall be the one to fetch and carry necessary equipment. Additionally, by reflecting and verbally requesting the student what occurred and types of procedures, which occurred this, shall ensure the full understanding and making sure they have full knowledge of the occurrence.
However I've also discovered some elements during the SWOT that are difficult to amend because of the impacted of the job and current regulations set up such as virtually no time on place for the students to use the computer facilities or practice techniques on station or create cases. However during current standby it is possible to help the scholar proceed through equipment and some procedures that could happen in the vehicle at present unfortunately this is the only alternative as a coach that I've.
Accountability and Diagnosis:
The Cambridge dictionary (2010) defines accountability as someone who is accountable and completely responsible for what they do and must have the ability to give satisfactory reason behind it. Accountability as a mentor means a student is focusing on your registration. Therefore, if work is delegated to somebody who is not signed up it is the mentor accountability is to ensure that the college student who undertakes this work can do so and they have appropriate support and supervision (RCN, 2007). Therefore doing within the HPC carry out and ethics for student. Nonetheless, additionally it is the student's responsibility to be sure they are appropriately supervised for the duty they are carrying out and should ask for help when needed (HPC, 2009). The role of the mentor is supposed to aid the learner and help their learning experience. Although mentors also act as a job model, commence scientific coaching, supervise student's specialized medical practice and ensure good scientific care and professional medical safety, and determine the students practice. (Andrews, Brodie, Andrews, et al, 2005)
The need for examination by mentors is crucial to ensure students become skilled in sensible skills. As Side (2006) says the competence of most healthcare experts must be assessed to protect the general public. Rutkowski (2007) summaries competence as knowledge, skill and attitude of students.
Throughout the learner's course, they are constantly evaluated on positioning and within the school settings. Nonetheless, it is essential that the coach is familiar with the learning effects and goals that are highly relevant to the clinical environment (Wilkinson, 1998). By the procedure of the training contract, I have already been able to determine the learner on areas, which have been determined, by the learner-undertaking scenario structured practice, verbal tests, active participation and self-directed learning with written evidence. I have already been able to determine on several occasion to summarize the competence of the learner. Watson (2000) backs this by adding that recent methods have a tendency to involve ongoing observation which incorporate comparative practice. Additionally I've used these procedures of evaluation to examine the scholar on learner results in her professional medical competency booklet provided by the HEI.
However, not absolutely all students will be proficient and therefore mentors must have the courage and self confidence to fail a student. Although Duff (2004) warns moving students who fail to meet analysis requirements, in desire they will improve put patients at risk. Regardless of that it is thought by many that failing students will reflect on mentors own abilities (Rutkowski, 2007). Being a mentor and autonomous practitioner, it is our work to address any concerns with the HEI, so support and instruction can be acquired. Thus, action strategies and conferences can commence so that if students fail you won't come as a shock (RCN, 2007).
A good testimony has clear proof the learner skills, knowledge and frame of mind currently level of learning. By concluding a testimony for the associate coach, I was able to explain what stage the learner the scholar was at, the actual pupil and I got completed from the training deal and areas, which still needed further development. In the testimony, I clarified aims for the scholar to build up and the way the associate mentor was to assess these objectives, this was all clearly designed within a table. Thus, opinions would be required via email or verbal handover to ensure I needed full understanding of the student's development or lack of development throughout their time with them.
Overall in this component, essay and having the learning tasks I have gained more knowledge and self confidence now when concluding the documentation, and you will be in a position to fulfil my role as a competent mentor in the foreseeable future. I've also gained understanding in to the learning environment and through discussions with students and fellow workers have had the opportunity to adapt area within the medical practice, which will help create a positive learning environment for current and future students. Moreover, I have developed more knowledge incompetency of a student what accountability I've as a mentor and how to get support from the HEI after i am worried about students. Overall, I've developed as a mentor and shall continue steadily to do that by the method of mentor posts and self-address learning through publications to keep my recently found skills as a mentor.
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