Main Body The clinical environment with its potentially unpleasant new experiences can have a big impact on a student (White and Ewan 1991cited in Stuart 2007). The relationship between mentor and student are very important to the learning experience (Davidson 2005). It is important for the mentor to introduce and orientate the students to the placement environment, explain emergency procedure according to local policy and integrate them into the team of staff within the first 24 hours (RNC 2007). In the case of the students used as an example here an initial introduction to the department and its procedures and key members were held within the first 24 and the initial Interviews within the first 48 hours. The goal of the initial interview is to determine the learning needs of the student while encouraging self-directed learning and achievable goal setting following the principles of Andragogy (Knowles 1990).
In this experimental report I will discuss the plan that I have set forth for myself to obtain my career goals, as well as possible obstacles and opportunities along the way to achieving them. 2 Running Head: PERSONAL DEVELOPMENT PLAN Personal Development Plan 3 A Personal Development Plan will be significant in each of our lives. A classic way to improve one’s capabilities in setting a path to reaching milestones throughout each of our career paths is to set goals. Composing a Personal Development Plan consists of setting milestones and striving to reach them. Among these milestones are Setting Your Vision, a SWOT analysis, and a PEST analysis.
| 1 | The Differences in Competencies between ADN vs. BSN Mary P. Tharakan Grand Canyon University: NRS- 430V January 13, 2013 Mary, your paper is very informative. A few areas for improvement are noted in the paper. The vigorous, standardized education gives the knowledge, values and skills needed for a layperson to become a competent nursing professional (Lindeman, 2000). The challenging nature of today’s healthcare system has led many nursing leaders to believe the necessity for all the nurses to have a baccalaureate degree which will help them to cope with the increased use of technologies at work, as well as the societal changes and shift from acute to community based settings (Speziale & Jacobson, 2005). In United
Critical thinking is the core of education and must be evaluated as an outcome when evaluating nursing education. Since the implementation of the 2 year associates degree there has become a shortage of nurse educators. Nursing schools turn away an unimaginable amount of qualified nursing students due to the lack of qualified faculty to teach them. We are in a nursing shortage and by not having the qualified educators to teach; this is only compounding the problem. There needs to be focus on achieving a baccalaureate degree and further, just to maintain the ability to educate and continue to produce nurses.
As a student, in the beginning of my professional career, writing reflection seems a sensible idea to record learning experience. The early stages of any career would play important role in learning as one settles into the ways of profession. The complex part is recognizing such experience and implementing on practice. In this reflection, I will be discussing about the role play we have had last week in our classroom. Gibbs (1998) reflective cycle will be utilized as it illustrates a clear structure for the process of reflection which includes six main stages; description of the event, feelings, evaluation, description (analysis to make sense of the experience) conclusion and action plan (Jasper, 2003) respectively.
Mentorship Competency The success of any nursing student in any program in any clinical setting is multi-faceted enhancing the complicated nature of education and the perception of competencies whether student or educator. This is an important concept to be sensitive to as the process of moving forward with the knowledge and skill-sets needs to be supported and nurtured in order to facilitate the standard of care that is safe, accountable, and competent. The expectations of students within academia and within the staff mix on units can vary giving students a sense of role ambiguity diminishing the sense of belonging and taking away from the clinical learning experience. According to Higgins, Lathlean, Levett-Jones, & McMillan (2009),“Nursing
Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights. Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom?
Within the bonds and encounters of the people in our lives, we shape our own perceptions and ideas based on the way we chose to communicate. This is heavily credited towards mindful listening, emotions, and emotional intelligence and learning. Each of these concepts is linked together to form a critical way to either the success or failure in our communication process when analyzing learning. First, the concepts must be defined to understand fully how it relates to information sharing and retaining. Listening is far more complex than the idea of hearing.
The aim of RPL, as defined by SAQA (2001), is to: * Facilitate access to, and mobility and progress within education, training and career paths * Accelerate redress of past unfair discrimination in education, training and employment opportunities. The process of RPL requires that the applicant collect and present evidence of claimed skill and knowledge whereby a judgement can be made by an assessor panel, against the requirements of one of more units of competence or modules (SAQA, 2001). Van Kleef (1999) states that it is important to note that to be qualified for RPL, the applicant must be able to produce evidence of current competence rather than just claim that they hold a current certificate or qualification. This may require that the candidate obtain third party confirmation to authenticate their work competency. Being competent means that: * You can perform a job/task/activity to meet today’s industry standards, and * You can do this in a consistent way, over time, and * You have sufficient knowledge to enable you to perform it in a range of situations.
Transformational learning process is defined as learning that induces more far-reaching change in learning. The mindset includes the attitudes, perspectives, rationales and logic; how people perceive their problems and opportunities, and how they deal with them. Transformative learning is the way human beings communicate. When you understand what motivates you, you can change and grow, and then you can develop a planned approach. The transformational learning cycle goes into stages of recognizing a significant problem, dealing with the problem, and finding a solution and putting things into a different perspective in your life.