Facilitating learning in practice
Facilitating learning in practice

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Facilitating learning in practice

Week 3: Facilitating learning

Introduction

So far you have had the opportunity to consider the overall concept of mentorship – in particular, how this relates to supporting students on pre-registration nursing programmes. You have also been provided with an oversight to the Nursing and Midwifery Council (NMC) (2008) document that defines the standards for mentors – Standards to Support Learning and Assessment in Practice. As potential mentors in development, you are asked to pay particular attention to Stage 2, as this is the defined set of competencies required of this role.

This week will consider how learning can be optimised and what strategies you might adopt as a future mentor to maximise learning opportunities for others. Some of the work you will look at is dated – particularly that of Bloom’s Taxonomy of Educational Objectives, the origins of which date back to 1956. However, in all instances the models discussed continue to be refined and therefore remain contemporary to inform and evaluate learning.

Here’s Fiona Dobson, introducing the week’s work:

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Transcript

Welcome to Week 3. We hope you’re enjoying your studies so far and valuing how the content is supporting your learning but also helping you to become more effective at supporting the learning of others in practice.

This week we’re going to focus specifically on learning and what helps or hinders the learning process.

We’ll also look at models for skills development. Carrying out skills safely and effectively in practice is fundamental to being an effective nurse.

By understanding and applying the tools you will study this week in relation to your own area of practice this should help you to become more successful at organising and co-ordinating student learning activities in practice. And also setting and monitoring achievement of realistic learning outcomes in others.

These are core requirements set down by the NMC. So however familiar these principles seem to you do make sure that you take time to consider how they will help you to develop your role as a mentor.

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In certain activities you will have the opportunity to reflect on your practice to examine strategies that you might adopt to enhance the learning of others.

It is likely that you have come to this week’s study with experience of learning ‘in’ and ‘from’ practice. Therefore, these themes may not be new. However, as you prepare to take on mentoring roles, the focus of this week on models or tools to enhance learning will provide resources that you might adopt to increase your effectiveness in supporting others.

Mentorship programme

If you are completing this course as part of an NMC mentor preparation programme, the materials and activities in this week’s study relate primarily to the following NMC domains:

  • Establishing effective working relationships
  • Facilitation of learning
  • Evaluation of learning
  • Creating an environment for learning.

You should have already registered on KG006 Facilitating learning in practice: mentorship portfolio assessment, or be preparing to do so. KG006 requires you to build evidence within a portfolio to demonstrate achievement of NMC mentor competencies. You are advised to consider using the learning activities included in this week’s study in your portfolio as sources of evidence to demonstrate achievement against required competencies.

After this week, you should be able to:

  • consider ways that you learn and recognise factors that help and hinder your learning, and possibly the learning of others
  • evaluate a variety of models that describe skills acquisition
  • consider how such models help you as the learner to develop your own skills as a mentor
  • apply models of skills acquisition in practice to effective support and develop others.
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