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Assessing learning needs - Coggle Diagram
Assessing learning needs
Behavioural
Attitude
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time keeping ensuring they are on time and know about reporting absence and making up of missed hours
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Confidence
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Ensuring you’re boosting their confidence instead of making Them feel uncomfortable and shattering what you’ve built up
Talk about things they may lack confidence in whether that be hand overs or wound care and look at building that confidence up slowly through different learning styles
talk with the student about previous placements what they found boosted their confidence and what they felt they missed out on doing and what they think would help them going forward into the next placement
Feelings
anything they are uncomfortable with- e.g giving handovers or wound care dressings or paperwork that we can look at strategies to overcome
to ensure they are not referred to as "student" and their name is used by all members of staff so ensuring they are introduced to the team
debrief after difficult shifts ensuring they have the opportunity to discuss any worries or any learning points also that have arose.
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technical
knowledge
what to they want to learn from this plaemnt and do they have an action plan that they made from the end of their last placement
have they got any experience in the placement area have they read up on what kind of things they may come accross
placement orientation book to be given to student prior to starting to give them some reading to carry out and further self directed study to prepare them
ask the student to do some self directed student on for example a common cardiology condition and then through discussion have a discussion about this and same for common medications ask them to pick a medication to study and then talk about uses and doses etc to trigger talking and learning points so they can for example have a background on why we are giving a patient furosemide on a medication round.
practical elements
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a clean and safe environment to work in on the ward ensuring corridors are clear and get the student involved in the daily upkeep of the ward
ensure the student feels welcome and staff are friendly towards them and for staff to realise that they are there to learn not be used as a domestic or HCA however time with these people are imprortant they need to be spending time with mentors and nursing staff to achieve outcomes.
competence
ensuring that the mentor and co-mentor have the up to date skills and knowledge to be able to support the student and when neither of these are available that an appropriate trained member of staff is available to work with them.
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building a good working relationship with the student so they are able to come to you with any worries or concerns.
skills
providing opportunities for visits to other areas of leaning interest that enhance the learning on the ward. encourage the student to organise these
practicing handovers and supporting with this rehearsing them before the actual handover and building up number of handovers given.
ensuring the essential skills required for the students academic year are achieved and if they aren't achievable on the ward ensure oppurtunies are made for them to achieve them with other members of MDT
setting SMART goals
specific, measurable, attainable, relevant and time based
finding out what skills they are really good at and building on them and how to develop skills they have with up to date evidence based practice