In this essay I aim to reflect and critically analyse my completion of the learning development plan and to identify how the skills and knowledge that I have gained as a mentor will enable me to lead learning in my area of practice. I will be using the What model of reflection (Driscoll 2000) throughout this essay.
What? - As part of the mentorship module I was required to complete a Learning Development Plan (LDP). Part of the LDP involved writing a lesson plan which was then taught to a student under the supervision of my mentor. A copy of the lesson plan can be found within the LDP. An assessment plan was then used to evaluate the learning that had taken place and to assess the competency of the student. I am …show more content…
However, according to Vaughn and Baker (2001) sometimes educational objectives dictate which teaching style and learning style will be the most effective. I felt that in this case a mixture of learning theories and learning styles would be the most effective way to bring the subject across. I feel that whilst it is important to be able to carry out a skill in the clinical setting, the clinician must also have the background knowledge behind that skill in order to be safe and effective. This point is also argued by Hand (2006) who states that ‘Learning in all three domains is important for any healthcare professional. Having the skill without the underpinning knowledge makes the practitioner unsafe’.
Whilst my lesson plan covers all three domains in Bloom’s Taxonomy (1956), the vast portion of my lesson concentrates on the cognitive domain. This revolves around knowledge, comprehension and critical thinking of a particular knowledge. This knowledge is very important to paramedic mentors and students. According to Sibson and Mursell (2010) much of the theoretical knowledge delivered by the education provider will require some form of application and further consolidation in the clinical setting. I feel that I managed to provide this within my lesson as following the theory part of my session, this was then consolidated during the practical session where the student was not only able to learn the skill of intubating but also to enhance their theoretical knowledge