Section 2(1000 words only) An analysis of learning experiences available in the students area of professional practice in this case the care of the elderly,incorporating a written account of learning theories that underpin these learning opportunities.
Need to discuss only two theories to areas of practice, one theroy to each practice. The relationship of the humanistic approach in relationship to a student taking a blood pressure and behavourism or cognative to a student doing medication. HOW these theories link to these and skills used.
Section 3 to do learning contract for me on dispensing
medication with headings Learning needs. Learning outcomes (
written at the appropiate level for learner consider psychomtor,
cognitive and affective domain). Learning resources& srtategies
(how does the student plan to achieve each outcome), evidence of
achievement what evidence will the student produce to indicate
achievement). how will the evidence be validated?( what assessment
criterion will be used and who will do the the judging.
This should be accompanied by a 500 word written analysis debating the use of learning contracts in practice settings, the arguments for and against learning contracts.
SECTION 4 (500 WORDS ONLY) Provide a critically reflective
account to justify actions regarding the learners achievements.
This should make reference to the assessment regulations applicable
to area of practice, use gibbs model of reflection, description of
what student performed ( in this case administration of medicine),
they performed it safly, the feelings the mentor experiences during
this phase. What are the good and bad points about the experience
of a student doing the medicines. Analysiswhy things went to plan,
the advantages of this.
conclusion of what can be done to improve the situation when doing the medication with the student e.g the enviroment.
Action plan , if problems rose again what would you do. e.g more demonstration.
Honey P.& Mumford A.(1992) the manual of learning styles
NMC (2006) STANDARDS TO SUPPORT LEARNING AND ASSESSMENT IN PRACTICE
Rowntree D. (1989) Assessing students: how shall we know them?
Hand H (2006) promoting effective teaching and learning in the clinical setting. NURSING STANDARD VOL 20 (39) 55-56
Quinn F.M (2003) The principle and practice of nurse education
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