Academic Master

Education, English

Discuss And Analyze What Strategies You Will Use To Facilitate Marcia’s Learning, Considering Her Learning Style And Experience.

Marcia is a first-year student who believes that she has to understand theories in order to comprehend information easily. She also prefers visual aids in order to understand better. Here are several strategies that I will use to make her learning easy:

  • Dual coding: Marcia is a student who understands better by the use of visual aids and comprehending theories; the best and first method to employ would be dual coding, this is whereby you combine the theories with visual aids like charts and diagrams in order to explain a concept and make her learning experience easier and make sure that she understands as much as possible.
  • Use of concrete examples: I will employ this method in explaining the concepts with a concrete example which relates to the theories, and I will also encourage Marcia to explain the concepts using her own examples and according to her understanding just to assess her level of understanding.
  • Elaborative interrogations: I will encourage this method as it will help her remember the concepts and theories better. This tactic entails her reading concepts and jogging her memory by trying to explain why it is the way it is in her mind without necessarily having to go back to the books. This will help her have a deeper understanding of things as she will have a personal explanation which is unique to her and according to how she understands.
  • The use of acronyms: This is a series of letters that spell a word, and each of those letters represents another word, which is important to be remembered. This method makes the remembering of facts and concepts easy. This will make learning easy for Marcia and also enjoyable.
  • The keyword and summarizing method: The keyword method is whereby I will give Marcia the keywords of certain concepts which need to be remembered and then explain them from that angle. The summarizing method is whereby I will show Marcia how to summarize a lot of notes into a few important details, which she can be able to explain without the aid of books just by depending on her memory.

Develop, evaluate, and rationale the completion of a learning and development plan for Marcia whilst she is with you over the next eight weeks.

Step 1 Student assessment Identify the student’s abilities, strengths, and weaknesses
Step 2 Assess the working environment Ensure it is comfortable and has amenities which are essential to the student.
Step 3 Identify development activities Ensure that the student is hands-on and is involved practically in every step.
Step 4 Put the plan into action Start working on the planned schedule.

Complete a SWOT analysis of factors that may affect your mentoring and supporting your student effectively, and evaluate and analyze how you can address one of these.

The SWOT analysis is a tactic or technique that is used in planning strategies so as to enable a person to be able to identify the Strengths, Weaknesses, Opportunities, and Threats that they have. While Marcia and I will be working together we will encounter many high and low moments, the analysis will help us determine how best to address and approach all issues. To begin with, we will have to set a goal.

Goal: The goal is to ensure that Marcia benefits and learns as much as she can. Within the eight weeks, we will be working together to create a solid foundation for her learning experience and training. Our core duty will be to ensure that she gets firsthand experience by letting her be hands-on in practical settings.

Strengths

Marcia’s willingness to learn new things and concepts.

Availability of learning aids like books and charts.

Availability of equipment that will ensure practical training.

Marcia has a fresh mind and will learn better as she is straight from A levels.

Weaknesses

Marcia requires visual aids in order to understand better. This may be a problem as we will have to incorporate visual aids in most things that we learn, which is hectic.

In the short time that we have together, The time is short, and we have many things to cover.

Opportunities

Use all the amenities that have been provided to aid in learning.

Exercise practical learning in this setting to ensure Marcia has first-hand experience as a nurse.

Threats

The intensity of the work or the work overload may overwhelm Marcia as she is straight from her A levels.

The practical work may frighten Marcia if she is not a strong spirit.

Provide details of how you will affirmatively assess Marcia’s development over the eight weeks, analyzing and evaluating how the assessments are valid, reliable and consistent.

Assessment is the most important stage because we shall be able to tell the progress that Marcia has made and to determine whether she has the determination that is required in this field.

  • Direct observation: Under my close supervision, I will let Marcia work on her own and be practically involved in all the processes that she will undertake. She should be hands-on practically in order to have the experience that she requires in order to work. This will ensure that Marcia reaches the acceptable levels of performance which are expected of her by the professional standards of competence.
  • Work product: Marcia will be expected to provide sources of evidence in the practice placement, such as witness statements, care and treatment assessment plans, and care and treatment plans. This will show us Marcia’s clinical ability.
  • Student self-assessment: The student must be able to self-assess herself and measure herself and how she has performed. She should be able to say whether she has learned and understood the concepts.
  • Questioning and answering: This is the most basic and common method of assessment questions in form of tests will be administered to Marcia in order to be able to determine her level of understanding according to the answers and explanations she gives on the tests.

If Marcia was not achieving the required standards, what actions would you take, and how would you appraise and provide feedback on Marcia’s development, taking into account your professional accountability and responsibility?

I should be vigilant and observant to ensure that Marcia performs according to the specified and required standards. If Marcia is failing, I should be able to detect it earlier in order to have time to bring other learning aids and materials in place to ensure that she has the help she requires. Opportunities should be provided early to ensure that Marcia is helped to improve.

The lecture will be involved in order to help in planning better techniques to ensure that Marcia benefits fully and improves. I shall also interview other students and team members so as to know how best to approach the student.

If Marcia is still failing after the techniques have been put in place, I will have to fail her in her grades, as it is my duty and responsibility to ensure that the NMC standards are met in due diligence as part of my professional accountability and responsibility and also have the records to support my decisions and actions that I take.

Giving feedback to the student is important in order to notify her of the progress she makes. There are five principles that can be used in order to give feedback,

The mentor has the responsibility of setting attainable and realistic goals.

Gauge how the student is expecting feedback.

Have information on the student’s practice.

Have an immediate reaction. Do not procrastinate

While giving feedback, be specific about the issues.

In order to ensure that the feedback is beneficial, give the feedback as soon as possible so as to give room for correction. Make time to deliver and ensure privacy and confidentiality so that the students can express themselves.

References

ASTON, L. & HALLAM, P. (2014) Successful Mentoring in Nursing 2nd Edition. London: SAGE Publications Ltd.

DREARY, I. J. WATSON, R. & HOGSTON, R. (2003) A longitudinal study of burnout and attrition in nursing students. Journal of Advanced Nursing. 43(1), pp.71-81

DUFFY, K. HARDICRE, J. (2007a) Supporting failing students in practice 2: Management. Nursing Times. 103(48), pp.28-29

DUFFY, K. HARDICRE, J. (2007b) Supporting failing students in practice 1: Assessment. Nursing Times. 103(47), pp.28-29

ELCOCK, K. & SHARPLES, K. (2011) A Nurses’ Survival Guide to Mentoring. London: Churchill Livingstone.

FINDIK, U. Y. (2015) Operating Room Nurses’ Burnout and Safety Applications. International Journal of Caring Sciences. 8(3), pp.610

FRANKEL, A. (2009) Nurses’ learning styles: promoting better integration of theory into

practice. Nursing Times; 105(2), pp.24-27.

GILLESPIE, B. M. CHABOYER, W., and WALLIS, M. (2009) The influence of personal characteristics on the resilience of operating room nurses: A predictor study. International Journal of Nursing Studies. 46(7), pp.968-976

KOLB, D. A. (1984) Experiential Learning: Experience as the Source of Learning and

Development (vol. 1) New Jersey: Prentice-Hall.

LAST, L. FULBROOK, P. (2003) Why do student Nurses leave? Suggestions from a Delphi Study. Nurse Education Today. 23(6), pp.449-458

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