In order to create an environment conducive to learning, the learner must be assisted by the mentor to identify their learning needs (NMC 2006).
It became clear that the students had concerns about starting their placement and particularly wanted to know what the ward/placement area and the staff ‘were like’ and voiced worries about being accepted and not knowing anything or anyone when ‘A’ started the placement. On ‘A’s first day a session during the orientation day introduced some of the potential learning outcomes of the placement.
This idea was well received in a pilot by Hutchings and Sanders (2001) as part of a learning pathway designed for students. We were able to draw up a range of learning opportunities so that there was an awareness of what ‘A’ hoped to gain from the Dialysis experience. ‘A’ was also advised on the standards to be achieved throughout the placement. ‘A’ was given information and taught about common conditions of patients with renal diseases and the importance of dialysis. Stuart (2002) recommends that such information and teaching is provided to help reduce anxiety.
Orientation days seem like a good idea in theory, but experience suggests that their application is often fraught with problems. We have experienced problems such as a lack of staff or time which meant content changed, ‘A’ was orientated at the same time as qualified nurses. These problems can be solved with more staff available to orientate students it is likely that all students will be able to optimise their learning from the ward through a comprehensive orientation day. Conclusion and implications Orientation days can play a large part in maximising the learning potential of a placement area (Nicklin and Kenworthy 1995, Stuart 2002).
The Term Paper on Learning Stance Language Pupils Students
1 The best form of motivation is self-motivation. Pupils need to connect with teachers if they are achieve this. Teachers can motivate their pupils by meeting their needs for the three 'As': affiliation, agency and autonomy. They do this through the energisers that create a motivating learning climate; the flip side of the energisers are the drainers - things that staff need to avoid doing. ...
If designed appropriately they can help students fit in, reduce anxiety associated with a perceived lack of knowledge and skill and help students focus on the learning outcomes they can achieve. Evidence suggests that appropriate orientation enhances the quality of the students’ learning experience while on the placement. Challenges such as timing, staff availability and consistency of content can be overcome, particularly if individual mentors take responsibility for ensuring that all students allocated to the clinical area receive a standardised and comprehensive orientation.
