Chapter 6 - Planning Learning Opportunities

Abstract

It is an NMC requirement that student nurses are supernumerary throughout their placements and that all fields of practice achieve the same proficiencies. This generic approach can pose more of a challenge to the practice supervisor and assessor in planning the learning opportunities for students they are supporting as it requires creativity in considering how each proficiency can be achieved. The ease of planning the different learning opportunities that a student needs to enable them to meet the NMC proficiencies will vary depending on a number of factors. The type of placement and the range of experiences available and how well they align with the proficiencies the student needs to achieve will influence how many proficiencies and skills can be achieved. However, it is the experience of the practice supervisor and practice assessor in understanding what the student needs to achieve and their skill in identifying and planning the appropriate learning opportunities that will primarily influence how successful the placement is for the student. Practice supervisors need to recognise unplanned learning opportunities as they arise and develop the ability to use the ‘teachable moment’ to maximise the learning opportunities for students. Blooms Taxonomy of educational objectives are discussed, and examples provided to show it influences the development of proficiency statements. The terminology used within a proficiency will indicate what the student is required to do and how. Approaches to enabling learning opportunities in different practice placements are explored and consideration given to the value of learning opportunities outside of the traditional placement in order to offer students the experiences they need to achieve their assessment requirements.