There are various reasons why it is important to identify and meet the individual needs of learners. To form an accurate student-centred individual learning plan (ILP) is necessary to help the student focus on her achievement aims on the course, small steps as to how she will do this, and what help might be needed. This can also inform and clarify student and teacher expectations of each other on the course. The teacher can find out what motivates the learner, for example, a strong desire to progress to a midwifery course following a HNC in Health and Social Care (H&SC). So any learning plan for this student would be centred around this goal, especially self-directed learning and placement provision.
Interpersonal relationships is the connection that is shared between nurse and the patients. The nurse should make the care of the patients their first priority the NC code of conduct (2008) state that the nurse should make the care of people their first concern treating them as individual and respecting their dignity. The elements of patients nurse relationships are trust, active listening, respect, empathy and confidentiality. This strengthens the relationship between the patient and the nurse. Interpersonal skills are daily skills we use to relate and communicate with other people.
By explaining to students what the learning objectives are provides an aim. Assessment for learning allows students to see how they are progressing. A good assessment will show students where they are at and what further learning they need to achieve. Another characteristic of assessment for learning is self assessment. It means that students can take responsibility for some of their own progression.
2. Facilitation of Learning Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet their individual needs. Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences. Support students in critically reflecting upon their learning experiences in order to enhance future learning. 3.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Historical foundations, professionalism, the role of technology, and trends and issues in education are introduced. Students will examine personal reasons for wanting to teach and will create a personal philosophy of education. (3 credits) Prerequisites: GEN 200 and EDU 300. EDU 305 Child Development This course explores the development of the child from birth through eighth grade. Physical, cognitive/intellectual, social/ emotional, and moral development will be examined.
• Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence. • Assessment discussion and feedback - an explanation to my students, a breakdown of their achievements and feedback. • Reviewing their progress - an overview, update and amend if necessary, until my students have full understand of the lesson. During this process, progress is recorded throughout all aspects of the assessment cycle. 1 UNIT 012 Principles of assessment in lifelong learning Furthermore the assessment could be formal (with constraints and validation of knowledge) or informal (any time by oral questions to know how much learning is taking place) depending on area being assessed.
Evaluations that reflect judgments about the performance of the graduate student from nursing students, the preceptor, and the graduate student are examined. Clinical Practicum Analysis and Synthesis The purpose of this practicum was to provide an opportunity to gain experience and knowledge about the role of an academic nurse educator. The objectives of the practicum were developed using the National League for Nursing (NLN) core competencies for academic nurse educators. The responsibilities for which academic nurse educators are held accountable are related to the eight core competencies described by the NLN (NLN, 2005). The analysis and synthesis will utilize the NLN core competencies to discuss issues related to the application of the nurse educator role, strategies and approaches that were applied to the role, and a description and analysis of the clinical project that was undertaken.
According to Graff and Hansman, "Curriculum designers need to work collaboratively across the disciplines, so that the health education fields ensure proper training of future health care educators who are equipped to meet the ever-changing needs of the adult learner"(1999). This paper will briefly give a insight of a interview with a health care educator from a higher learning facility, their role responsibilities, settings in which they conduct their education, along with the actual description of the position they hold. It will also encompass the requirements needed to fulfill their roles and responsibilities. Role and Setting of The Educator Nurse educators are a significant ensemble with the responsibility of assuring quality instructive experiences that systematize the nursing personnel for a assorted, ever-changing health care setting. Nurse educators are located in a variety of settings, from the hospital, outpatient
Hand washing and infection prevention is one of the most under stressed areas of healthcare. It is the job of Team A to guide and direct the learning and behavioral changes needed to be successful as a healthcare worker. As nurse educators we realize the basic understanding of critical thinking lies within the Socratic Method, this is the strategy we will use to present the information on infection prevention. According to DeYoung (2009) “In this method, all thoughts are treated as if they are in need of further development and refinement, regardless of how reflective they may be” (p. 226). Our purpose is for the students to have clarity about our topic and as instructors we will hold them accountable for the information presented.