Learning Plans A guide to getting started

1. Learning PlansA guide to getting started Learning Plan Ad Hoc CommitteeSummer2012

2. What is a Learning Plan? • Method to organize and individualize learning needs (Young & Patterson, 2007). • Student initiated and driven • Flexible and may be changed to accommodate student interest , learning style, and opportunities in the practice setting (Royle et al, 2001) • Part of life long learning process (Knowles, 1975) • A record of professional accountability (CARNA, 2006)

3. Steps in Learning Plan Development

4. Step 1 Practice Experience Reflection CARNA self-reflection definition: “....involves the active review of one's own nursing practice to determine learning needs, gain validation of one's practice through feedback from others, and plan appropriate ways to meet one's learning needs.” Retrieved from https://www.nurses.ab.ca/Carna/index.aspx?WebStructureID=5799

5. Self-Reflection • Self assessment is required to identify learning needs (Knowles, 1975) • Self assessment: a personal self evaluation of one’s professional attributes and abilities against a perceived norm” (Colthart et al., 2008, p, 141). • As a starting point you may: • consider what you want to learn OR • reflect on positive learning experiences first, then move to considering what you want to learn

6. To stimulate reflection on positive learning experiences ask yourself: • Reflect on successful learning experiences in practice you have experienced, how did that feel? • What did you learn from that experience, was it memorable? • How did you know you were successful in that experience? • Did you plan that experience or was it spontaneous? • Describe what a successful learning experience will look like for this practice experience

7. To determine what you need to learn consider: • Program goals and objectives • Course expectations/objectives. Your learning plan will reflect, relate or go beyond the overall course objectives • CARNA Practice Standards and the CNA Code of Ethics • CARNA Entry to Practice Competencies for the Registered Nurses Profession • Previous learning • Practice setting. What do you need to know to work in that area?

8. Step 2 Identify your learning needs • From identifying your learning needs you can develop learning goals. • Learning goals are broadly stated, brief statements of what you would like to accomplish in the practice setting based on the self reflection. • Form the base for the development of specific learning objectives

9. Identify your learning goals…… • You may ask: “At the end of the rotation……: • Where do I want to be?” (desired level of competency) • Where do I need to be?” (required level of competency) • Where am I now?” (present level of competency)

10. Example Learning Goal: To enhance my communication skills and collaboration within the nursing practice environment

11. Step 3 Identify the CARNA Nursing Practice Standard Indicator(s) that correlates with your goal CARNA Nursing Practice Standards are: • Professional Responsibility • Knowledge-Based Practice • Ethical Practice • Provision of Service to the Public

12. Example Learning Goal: To enhance my communication skill and collaboration within the nursing practice environment. The correlating CARNA Practice Standard/Indicator is: NPS: Provision of service to the public Indicator 4.2 The registered nurse uses communication and team building skills to enhance client care

13. Step 4 Develop specific learning objectives • A statement that provides a focus for learning • Address 3 domains of learning (ASK Criteria) • Are SMART • specific • measurable • achievable • realistic/relevant • Trackable • Develop 3 objectives for each broad goal

14. Objectives describe the: • Audience expected to perform behavior • Behavior that learner will engage in • Condition(s) under which objectives are obtained • Degree of competency expected upon completion of the objective (Van Melle & Pinchin, 2008)

15. Objective Example I(audience) will consistently(degree of competency)engage in thorough and concise reports (behaviour) when handing off client care, working with the team, and communicating with other staff/HCPs (conditions)

16. ASK Domains of Learning Each goal must contain the following three learning domains: • Attitude (affective) • Skills (psychomotor) • Knowledge (cognitive)

17. Please Note • One objective may blend the domains of learning • For example, you may have an objective that blends a skill and knowledge domain: • I will perform aseptic procedures competently (S) by incorporating foundational principles of asepsis and AHS appropriate policy and/or procedure (K) • To make your goal complete, between the three objectives, all three learning domains (ASK) must be represented.

18. Attitude (Affective) How we deal with things emotionally. Attends to values, attitudes, beliefs, ethical reasoning and application

19. Skills (Psychomotor) Includes physical movement, coordination and the use of motor skill

20. Knowledge (Cognitive Domain) Involves knowledge and the development of intellectual skills

21. Step 5 Learning Activities and Strategies • First, take inventory... • What resources (people, literature, policy, equipment) are available? • What experiences or opportunities (types of patients/groups, practice setting) can I seek out? • Who (instructor, staff, peers) can I collaborate with? • What personal strengths or weaknesses do I possess that can promote/hinder learning? • Then, develop specific activities and strategies from your inventory to meet objectives

22. Potential Resources to Consider • Resource personal • Educators • Clinical nurse specialists • Multidisciplinary team • Interviews • Audio-visual materials • Lab practice • Texts/journals • Policy and procedures • Tutorials • Observation in practice setting • Attendance at workshop **Be specific with identifying resources (ie: what textbook, how many journals, what policy, what workshop, etc)**

23. Step 6 Evidence of Learning (Identify how you will accomplish your objectives) • Determine who (self, instructor, peers, staff, patients, families) will evaluate your learning • Determine what they will evaluate. • Determine how the evaluation will occur. • Ask how you, and others, will know that you have met your learning objectives. • How will you, your behaviour and/or your nursing practice be different when the objectives have been met? • Identify how the evidence will be presented or demonstrated.

24. Additional Potential Sources of Evidence • Verbal dialogue and discussion • Journal/Reflection • Research paper • Tangible resource/ template • Demonstration/ Incorporation of… • Poster • Practice performance evaluation

25. Step 7 Discuss the Learning Plan • Discuss with your practice instructor and/or other persons who are identified as evaluators. • Revise learning plan based on discussion and feedback

26. Step 8 Implement the Learning Plan • Follow through with the learning plan by implementing the activities and strategies and working towards the evidence of learning. • Document your reflections of learning

27. Step 8 Reflections of Learning • As the owner of your learning plan engage in ongoing assessment/reflection of learning progress through written documentation on your learning plan (be specific about experiences, dates, insights, feedback, etc) • Carry out a formal review of the learning plan progress with the practice instructor/evaluator at midterm and final meetings.

28. The goal is global, broad & overarching: like the solar system or umbrella canopy CARNA Nursing Practice Standards tie relevancy to the nursing profession Goal CARNA Nursing Practice Standards Learning Objective 3 Objectives are the spokes of the umbrella or the clouds that set the foundation for life. They provide a focus and structure for learning. Learning Objective 2 Learning Objective 1 Learning Activities and Strategies Learning Activities and Strategies Activities/strategies is the rain that is vital for life’s accomplishments. They support the learning need and impact learner success. Evidence is visible by the growth of fresh green grass. Learning and reflection of learning demonstrate personal and professional growth. Evidence of Learning and Reflections of Learning http://www.sutherland-scherff.com/Portals/23317/images/Don't%20Let%20A%20Claim%20Rain%20On%20Your%20Parade.jpg

29. NESA BN Programs Learning Plan Template (Draft)

30. “Being an expert nurse means being committed to life long reflection on your nursing practice and ongoing learning. By developing learning plans, you have a road map of where you are going and how you are going to get there”. (J. Glover p. 6)

31. References College and Association of Registered Nurses of Alberta. (2006). Entry to practice competencies for the registered nurses profession. Retrieved from http://www.nurses.ab.ca/Carna-Admin/Uploads/Entry-to-Practice%20Competencies.pdf Clark, D. (2000). Learning domains of Bloom’s taxonomy. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html Colhart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learning needs, learning activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124-145. doi:10.1080/0142159070188. Glover, J. (2009). Learning Plan 2009. A module in development by J Glover, NESA Instructor. Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Parsippany, NJ: Cambridge Adult Education. Royle, J. A., Sword, W., Black, M., Brown, B., & Carr. T. (2001). Developing clinical opportunities and resources for problem based learning. In E. Ridout (Ed), Transforming nursing education through problem-based learning (pp. 239-258). Canada: Jones and Bartlett Publishers. Young, L. E., & Patterson, B. L. (2007). Glossary. In L. E. Young & B. L. Patterson (Eds), Teaching nursing: Developing a student-centered learning environment (pp. 557-580. Philadelphia, PA: Lippincott Williams & Williams. Van Melle, E., & Pinchin, S. (2008). Writing Effective Learning Objectives. Retreived from http://www.entcanada.org/Word_Files/CreatingLearningObjectives.pdf