Student Learning Needs Whilst on Placement in Critical Care (Behavioural…
Student Learning Needs Whilst on Placement in Critical Care
Technical Learning Needs
Mentor must have a willingness to teach/facilitate learning and share knowledge
Poor time management on conflicting demands
Mentor lacks knowledge/evidence based practice
Mentor is unapproachable or unsupportive
Poor role model
Lack of available mentors in the placement area
Mentor is a role model
Ensure all practice is evidence based
Mentor provide best experience possible
How can I do this?
Identify learning opportunities
Plan of learning
Understanding of students assessment paperwork/assessment process
Provide feedback about positive and negative practises
Stimulating environment? Conducive to learning?
What can critical care provide that student might not see elsewhere?
Student learn about being a patient advocate
Could any specific competencies be achieved?
Follow patient journey from theatre to critical care
Shadow other professionals for the day such as anaesthetist, physiotherapist, outreach nurse or critical care technician
Lots of guidelines are developed in critical care that can be relevant to patient care in other ares
Teaching and learning resources e.g. simulation with training equipment e.g. on airway support
Essentials of patient care
Lots of opportunities for student to assess and practise
Sometimes students can't be as hands on as on the ward due to nature of patient illness or equipment that they aren't trained to use
Could be frustrating for the student if they don't feel as hands on
Student could lose interest in placement
How can mentor ensure they are still learning and stimulated?
Safety of patient
Need some ground rules and need to know what student can and can't do in this specific area.
As a registered nurse, the mentor is accountable for the students actions.
Patients are often sedated and unable to consent to students being involved in their care
Safeguarding vulnerable adults (and children)
DOL's (deprivation of Liberty)
Holistic patient care
Day-today routine on the unit
Different members of staff and their roles
Health and safety - barrier nursing and infection control.
Knowledge and Skills
What does the student need to learn?
Their idea of what they need to learn compared to mentors
What will help them to learn?
Evidence based practice/use of hospital policies and guidelines
Competency book - anything they aren't achieving and why?
Benner Novice to Expert
Anything specific to this placement area that they could learn?
How can mentor facilitate this?
Specific learning goals
- how will learning needs be met?
Students year of study - different expectations
Any skills/knowledge specific to critical care
Current skills and knoweldge level
Previous placements/hub placement
Current level of competence
Are they achieving the desired level of competence?
Can they demonstrate their knowledge?
Relate theory to practice
Documentation and record keeping
Ability to reflect on situations
What is their preferred learning style? Activist, Pragmatist, Theorist or Reflector? Or is it a mixture?
Does student know what it is?
How can I help them retain information?
Mentors preferred learning style? How could this impact on students learning?
Behavioural Learning Needs
How the student feels about this placement
Misconceptions and preconceptions
Do they really understand the placement area?
Could provide an information leaflet or phone call before they start
Have they been well prepared?
Could invite students to visit before placement starts.
Can be a daunting placement for a student
Provide support and reassurance
Encourage reflection after difficult or upsetting situations
Support/coping mechanisms for stress
Level of interest
Do they want to be here?
How can mentor keep placement interesting
Have they done a similar placement before, or do they have any prior knowledge about this area?
Level of trust
Provide honest feedback to the student/testimonies
Mentor provide support and advice on how to cope with the stresses of the clinical area.
Students personal circumstances
Lack of confidence
Fear of failing placement
Students professional attitude
Interprofessional and interpersonal skills
Bed side manner
Ability to work within limits/capabilities
Ability to problem solve
Encourage reflection on progress throughout placement to track learning and increase self awareness and confidence