Fascinating Learning and Assessment in Clinical Environment Assignment Sample

Facilitating Learning andAssessment in Clinical

Environment

Email: [email protected] Phone: ( +44 ) 203 3555 345Website: http://www.instantassignmenthelp.com/

http://www.instantassignmenthelp.com/

Learning and assessment in clinical environment is the essential need in today’s medical or

clinical setting. Assessment is a main component of learning, but to be precise, learning is much

wider term than assessment, mainly in clinical environment.

Workplace learning is crucial to nurses throughout their professions. It can be supported

by means of various approaches but for this to be effectual it is vital that those supporting

mentors have the right skills. Whether this is in the structure of mentoring those moving to a new

specialty or for the newly registered or those undergoing further training, many skills and

approaches needed are the same.

This essay outlines the approaches to supporting and facilitating learning and assessment

in the clinical workplace or environment – whether for registered nurses or students – and

reflects on the abilities and skills needed by the individuals in charge for offering and facilitating

that support.

Mentoring is important because it offers experienced professional guiding and nurturing.

It also enables feedback to be appropriate and contextual and as instant as possible. Mentors are

responsible and accountable for the following: Organizing activities for practice learning;

supervising students and constructive feedback providing; assessing total performance; setting

and examining realistic objectives; providing students with evidence that they have achieved

competence or not; and liaising with others to establish any concept about performance of

student and setting appropriate plans of action (Gopee, 2011).

Mentorship is also significant for those carrying out further qualification and training or

moving to new specialties in clinical fields such as preoperative nursing and palliative care. It

may also be part of team development, individual and leadership programs. Unlike student

mentorship where the mentor is allocated, in this case, trainee or nurses need to choose what skill

they would prefer to grow and decide a mentor who they admire or respect and who is more

expert or skilled in the appropriate area (Neary, 2000). For instance, a nurse undertakes a

2Email: [email protected] Phone: ( +44 ) 203 3555 345

Website: http://www.instantassignmenthelp.com/


program of leadership development would choose a local leader of nurse to receive mentorship

regarding, for example, how to direct a team by inspiring and motivating.

This is Sample Assignment, for

complete Assignment kindly

contact at

[email protected] learning is another concept that supports learning at clinical workplace. It is about

experiential and reflection learning. Unlike other approaches, the strategy clearly proposes both

challenges and support. Mentors can suggest this to mentees by stating that “it is a way of

learning from their actions and from what happens to them, and around them, by taking the time

to ask questions, reflect and understand to get insights and to judge how to perform in the future”

(Murray and et. all., 2010).

This approach which was developed by Reg Revans has been in use over past 70 years in

many organizations. It enables learning by focuses on asking questions. The mentees, according

to this approach should listen to each other and should raise open questions rather than arguing to

know the answers. Action learning can also be seen as a type of group coaching. The mentor

focuses on the working processes within the group to promote essential skills for effective

working relationships and good communication. Group members receive equal space and time

from the mentor, who offers a balance of challenge and support, active listening, and keeps away




from making trivializing issues or judgments (Temple, 2012). These principles can be applied to

a clinical environment to develop the regulation of working in this way.

Facilitated learning is another approach to learning which is based on facilitation rather

than instruction. It is appropriate in case of working with adults and peers. The primary aspect of

this is to explore the beliefs that guide and strengthen personal practice as they become obvious

in attitudes and actions. Unlike this approach, coaching and action learning in particular are

based on the outlook that people already have the capability and resources to resolve their issues

but may need assistance from the group and coach under which they work use and access these

resources (Scott and Spouse, 2013).

There are various approaches to facilitated learning which includes Questioning, Active

Listening, Holding to account, Interpersonal and communication skills, Knowledge and

expertise, and Clarity on roles and ways of working.

A questioning approach is the foundation for mentoring, action learning, clinical

supervision and coaching. Rather than offering solutions by being the specialist in the subject,

the expertise and skill needed here is the capability of asking open questions, which often start

what, why, how, when, who, where, and support further debate of an issue. These questions help

learners to search for their personal solution (Doughty Harris and MacLean, 2007).

Although open questions may be exercised in the process of mentoring, the mentor is

often specialist in the field and the mentee is involved in increasing their learning, so that the

mentor may give direction and advice (Hecimovich and Volet, 2011). In this approach, closed

questions which are to be usually answered with one word may therefore be suitable.

Active listening as explained by the NHS Institute for Improvement and Innovation

(2005) is listening to others just to be able to understand their opinions, feelings and ideas to

demonstrate actively to the individual that their ideas feelings and opinions have been




understood. This will involve such skills as being capable of building relationship, clarifying and

summarizing as well as feelings for acknowledging.

Holding to account includes following up on any acts mentees have agreed to in earlier

sessions to make sure they have completed them. According to the NHS Qualities Framework of

Leadership feedback tool, the capability to hold to account is crucial in making sure consistency

and quality of care, and in ensuring that people outside and inside the clinical setting do what

they have decided to do (Clark and Smith, 2002). This is also the case in clinical supervision and

action learning where the mentor and participants hold the holder of issue to account by

providing back for any action taken and then determining the learning.



contact at

[email protected] and expertise will be majorly in assisting nurses to address the issues in

clinical supervision, coaching and action learning in a clinical setting. This narrates well to

Revans’ determination of the non-expert’s powerful role in problem solving. It is supported by

the principle that people are resourceful and the role of mentor is to facilitate them to realize

their potential (Parylo, Zepeda and Bengtson, 2012).




Of course, when mentoring a clinical setting’s pre-registration students, expertise and knowledge

will be required in their particular specialty or field. Yet, it is essential to know about learning

and assessing.

The mentors must be clear with their roles and ways of working. Each of the work-based

interventions of learning relies on setting up a “contract” in the clinical setting which will

involve values and behaviors as well as processes of learning and working (Berman and et. al.,

2014). The mentors should consider the following ground rules to support learning in the clinical

environment:

How long to meet – one to one mentoring, supervision, and coaching is often 90 minutes or an

hour per session;

How regularly to meet – some discover that a monthly meeting comes about too soon which does

not give sufficient time for the individual to take action between two sessions and so, although

meeting every month risks dropping motivation (Petersen and et. al., 2012);

Where to meet – this is up to those mentoring, taking part and facilities available;

Expectations, responsibilities and clarification of the roles – for example, asking if anyone is a

mentor, coach, mentee, participants, in facilitation of action learning and supervision. Hence

ways of working may involve understanding one another’s approach to respect and

confidentiality (Berman and et. al., 2014). Being precise about these and obvious about

perceptions of what the responsibilities and roles are, which means there is less risk for

misunderstanding.

Use of records – the majority of records made in clinical learning is the property and

responsibility of the person under observation and supervision. The mentor, supervisor or

facilitator may keep their personal notes of who fetched issues and thereby what actions were

taken in order to make participants to account at a following session (Middleton, 2010). The

mentor of nurses, midwives, students and those doing child protection supervision in a clinical

setting may require a more strict approach because of the issue of regulatory.6

Email: [email protected] Phone: ( +44 ) 203 3555 345Website: http://www.instantassignmenthelp.com/


Commitment – this may outline one of the ground rules and possibly will involve such things as

being prepared well for the session and duly turning up, being participating and punctual.

Preparing for the session, whether coaching, mentoring, clinical supervision or action learning, is

the key to a successful result (Middleton, 2010). Some thoughts require being put into what

exactly it is that the individual wants out of the session and that what the issues are.

Another way to support learning in a clinical environment is to consider a model known

as the GROW Model. This model can form the basis for mentoring, coaching, supervision and

action learning (Temple, 2012).

Goal – It involves asking what the wants the mentees to get from today’s coaching. Defining

what is required to be achieved is what comes under Goal.

Reality – It involves asking what is happening and accordingly understanding the situation.

Options – it involves asking how to get there and to discuss the options that are available.

Wrap up – it involves asking what to do and when to do and to agree to certain course of action.



contact at

[email protected]




REFERENCES

BooksGopee, N., 2011. Mentoring and Supervision in Healthcare. SAGE.

Murray and et. all. 2010. The Nurse Mentor And Reviewer Update Book. The Nurse Mentor AndReviewer Update Book International.

Neary, M., 2000. Teaching, Assessing and Evaluation for Clinical Competence: A PracticalGuide for Practitioners and Teachers. Nelson Thornes.

Scott, I. and Spouse, J., 2013. Practice Based Learning in Nursing, Health and Social Care:Mentorship, Facilitation and Supervision. John Wiley & Sons.

Stuart, C. C., 2013. Mentoring, Learning and Assessment in Clinical Practice,A Guide forNurses, Midwives and Other Health Professionals,3: Mentoring, Learning and Assessmentin Clinical Practice. Elsevier Health Sciences.

Temple, J., 2012. Becoming a Registered Nurse: Making the transition to practice. LearningMatters.

Walsh and Danny, 2010. The Nurse Mentor'S Handbook: Supporting Students In ClinicalPractice: Supporting Students in Clinical Practice. McGraw-Hill International.

JournalsBerman, J. and et. al., 2014. Developing a hospital quality improvement initiative in

Lesotho. International Journal of Health Care Quality Assurance. 27(1). pp.15 – 24.

Clark, E. C. and Smith, P. F. L., 2002. Clinical governance and education: the views of clinicalgovernance leads in the south west of England. British Journal of Clinical Governance.7(4). pp.261 – 266.

Doughty, R., Harris, T. and MacLean, M., 2007. Tripartite assessment of learners during practiceplacements in midwifery pre-registration programs. Education + Training. 49(3). pp.227 –235.






contact at

[email protected]




Fascinating Learning and Assessment in Clinical Environment Assignment Sample

Education

Transcript of Fascinating Learning and Assessment in Clinical Environment Assignment Sample