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| Learning Plans |
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| Learner Guidelines for Developing a Learning Plan | |
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A learning plan is a working document to be used by the learner, preceptor and faculty member to establish objectives that meet course and personal goals, identify strategies for meeting objectives and identify measurable criteria for evaluation of the plan. The first clinical experience learning plans are broad and general. As the learner advances, the goals and objectives are more specific. The goals and objectives of the learning plan relate to clinical competencies and other competencies of an advanced practice nurse, research, leadership, collaboration, and change agent. |
Guidelines:
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Identify your learning needs by reviewing the course objectives, reflecting on your past experiences and learning, assessing your strengths and areas for development, and consulting with peers and colleagues. State your learning objectives in relation to course objectives specifically and in behavioural terms. |
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Identify available resources and strategies to assist you in achieving your objectives. Consider the people, places, literature and other resources available. |
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Identify evidence to demonstrate attainment of objectives and criteria for evaluation. Consider the various ways you can demonstrate that you have met the objectives. Develop specific criteria for determining what would constitute successful completion of the course. |
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Review your learning plan with your preceptor to ensure that the objectives can be met in the setting and the resources and strategies required are realistic. Review the plan with the faculty member in order to ensure that it meets the course requirements and that the criteria for evaluation are reasonable and realistic. |
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NUR1101 Checklist: PDF
Clinical Evaluations: https://www.linkhealthpro.com/UofTNursing/ | |
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| Reviewing a Learning Plan | |
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An early review of a Learning Plan is essential so that the preceptor develops a sense of what learning goals the learner holds and whether these are feasible in the clinical setting. A learner benefits from discussions about available learning opportunities and how these may support future practice.
If the Learning Plan seems vague, at too low or high a level, or not well developed, the first step is to discuss with the learner whether their written plan explains her/his thoughts accurately. After such discussions, the learner is usually able to revise the Learning Plan. If a preceptor is concerned that the Learning Plan objectives are not or will not be met, then the preceptor should discuss this with the student and the course faculty.
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There is no prescribed format required for the learning plan, however, it must include objectives and each of the elements described in this document. In addition, it is to be approved by the course professor and the preceptor in the field setting. As a working document, it is understood that the plan may be revised during the course and any revisions must be approved. |
