Ethical Issues in Healthcare Research Essay - 771 Words

There are many ethical issues in the healthcare field. These issues range from insurance coverage, senior care, childhood immunizations, beneficence, abortion, medicinal marijuana, honesty and medical research (Fritzsche, D., 2004). Today we will discuss the ethical concerns in only one aspect of heath care and that topic is research (Benatar, S., 2000). Medical research is necessary in order to make strides in health care, introduce new medications, to discover new symptoms and disorders and to test new treatment options for current medical problems. Students of medicine, universities and pharmaceutical companies conduct this research primarily. Much of this research is time consuming and costly, therefore obtaining funding is not†¦show more content†¦This ethical dilemma is clearly a teleological in nature because the outcome is the only thing that is focused on and on the means. Additionally this type of unethical behavior tests these products on individuals that are unlike the individuals the products are being tested for. The developing countries often times are from generations of families that have not had clean drinking water, immunizations, medical care and are malnutrition. Meaning that the side effects and treatment guidelines are based on the data provided form test subjects in that are unhealthy and disadvantaged from the beginning (London AJ). Exploiting the individuals in developing countries for the benefit of helping individuals in developed countries to save money is as repulsive as child labor. These companies are clearly putting the health and well-being on people to save money, them bypassing the laws to save money and avoid regulations and protocols of the United States. The low standard of medical treatment these companies are providing in addition to the slave labor wages is preposterous to say the least. 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Marketing For The Silent Generation, Baby Boomers, And...

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Develop Workplace Policy and Procedures for Sustainability free essay sample

As now that in this current economic climate is centred heavily around sustainable practises and the impacts on the environment. The policy is the start of a journey for WCC in which it will address this challenge of embedding the consideration of sustainability into all areas of council’s decision making, processes, planning, reporting and its operations. This policy includes three components which are: * Environmental * Social * Economic The significants and main objective of this report is simply to establish ways that will help the WCC implement a sustainability policy. This report will outline the benefits/recommendations of a sustainability policy, indicators of how to best communicate the policy to all stakeholders (internal and external), procedures that will ensure the improvement in resource efficiency, methods that will track and monitor the process of this sustainable policy implementation. Thus this report will outline the importance of a new sustainability policy in which will be the best way to move onward and upward into the future. Benefits of a Sustainability Policy Planning and Policy Impact: A sustainability policy will assist council to comply with the requirements of the Local, State amp; Federal Governments legislations which requires that councils to have regard to the principles of Ecologically Sustainable Development within all of its Decision-making processes. The policy and its procedures will allow councils to be better equipped for the any proposed changes to in Local Government Planning and change of Legislation currently being drafted. This also aims to strengthen strategic focus, planning and reporting processes for councils. The policy will be aligned with the proposed mandatory themes of social, environmental, economic and governance. Also without a change to better sustainable practises the WCC will be at risk of losing benefits from the state government. Currently the state government is requiring institutional change of its grant recipients and it is unlikely that the WCC will continue to receive such grants if it does not change to a more sustainable means to meet this requirement. Ecological Sustainability: The development and implementation of the policy would assist WCC to meet its ommitment to sustainability. The Sustainability planning and reporting framework and associated action plan will assist WCC to plan and report on its activities across the quadruple bottom line of environmental, social, economic and governance considerations. Financial Impacts: The integration of the recommended policy can be undertaken within council’s existing budget or through opportunities for external fundi ng at either a local or regional level. Another significant factor is the savings on power, electricity, and resources in the long run. Risk Assessment: Simply no risks have been identified. By providing tools for the consideration of sustainability in all aspects of WCC processes, this project has the potential to enhance WCC’s risk management processes. Methods of Consultation/Communication of the policy WCC have a wide range of key stakeholders, thus continual engagement with these stakeholders is an absolute must. As is why there is a need for a variety of methods to be put in place in order to have continual consultation with all levels of stakeholders. WCC must engage staff of levels including Executive, senior and middle management groups as well as other staff from various departments. Methods of Consultation will include: * Regular work group meetings * One local and one regional workshop WCC, facilitated by external company experts in implementation and training in Sustainability Policies. * One on one interviews * One on one meetings * Informative project presentations * Ongoing email, memo and phone correspondence. As stated previously an internal memo (See appendix A) that will be sent out to all the key stakeholders of WCC. The memo will inform the key stakeholders that there is a push for a new sustainability policy to be implemented, give them an option to view the proposed policy and who they will need to contact. It will be also be made readably available as it will be placed on public exhibition in all Wollongong Local Government Areas for a period of no less than four weeks, in accordance with Council’s Community Engagement Policy. Set of Procedures that will Ensure Improvement in Resource Efficiency The goal for WCC is that Wollongong will become a community that can feel the future with confidence due to its: * An adequate and renewable supply of resources * A strong social fabric * A healthy environment And that the continual improvement in these three areas will help the WCC preserve and strengthen all forms of life for the long term, both locally and globally. That is why the WCC’s sustainability policy shall include the following Procedures to help ensure improvement in resource efficiency: Everyday Offices: Use of Recycled materials e. g. paper will now be bought from a recycling company. * The use of electricity will be cut down significantly with the installation of solar panels on roof tops of all major office buildings. Solar power will assist in the use of all electrical products such as computers, printer, lights (when needed) scanner, fax machine and even kitchen appliances in tea rooms etc . * Water tanks will be installed and the recycled water will be used in activities such as watering of plants and flowers, cleaning and even be used for toilets and other flushable needs. Environment: Protect and improve water, air, and soil quality: In all its operations and activities both internally and externally Council will take all reasonable steps to: * control its actions, and the actions of others over which it has influence, to prevent further damage to air, water and soil resources; * take all reasonable action to restore air, water and soil to as close to their natural state as is possible Social: Ensure all services, facilities and community amenities are accessible to everyone in all its operations and activities both internally and externally Council will take all reasonable steps to: * Insure a comparable level of access for all people to services, facilities and community amenities and communicate to the community the availability of these resources * Identify community needs and values as a basis for ensuring a minimum standard of appropriate service delivery to the community; * Co-operate and partner with other organisations in the provision of services, facilities and community amenities * Improve the accessibility of public transport. Economic: Use resources efficiently and responsibly in all its operations and activities both internally and externally Council will take all reasonable steps to: * minimise its use of resources such as energy, water, petroleum, construction materials and office materials * increase the use of renewable resources as a percentage of all materials used * Factor in the environmental and social as well as financial costs of projects, plans and strategies. Methods Used to Track amp; Monitor Continuous Improvement Several steps should be put into place in order to track and Monitor Improvements and other possible situations with the Sustainability policy. * Records will be compared in 12months to in order to map the potential and very likely savings of the policy. * A mapping system to monitor record and observe the usage of power, water and material water being consumed. Observation and monthly meetings to help identify improvements that the policy has successfully implemented and also to identify any defects or problems that may has also arisen from the implementation so that these may be fixed promptly and changes be made quickly and effectively to further prompt sustainability within the WCC. NOTE: There will be two ways and steps in which the records and mapping system methods of monitoring will operate. There will initially be a hard copy used to first write down information and data followed to be backed in a soft copy format, however the soft copy will be more detailed the specifics and have more information of the success of these implementations. Conclusion In the road ahead a series of questions need to be asked: * Where are we now? * Where we are currently headed? * Where do we want to go? * How do we get there? * How are we going? Now that there is this need for a more sustainable future entering the current economic climate which is centred heavily around sustainable practises and the impacts on the environment. Organisations must be Sustainable in order to meet the needs of the present demand. It is being environmentally friendly to help reduce such things as pollution, water wastage, electrical use, resource waste and ultimately clear the path for a cleaner future, not to mention the clear saving benefits and grants available to â€Å"green† organisations. That is why it is heavily recommended that the Sustainability Policy and its procedure be put in place so that the WCC can do its part in ensuring a cleaner future. PART2: Wollongong City Council Sustainability Policy The following consideration of the importance of environmental sustainability and a commitment to be a benefit to the whole of Wollongong, Wollongong City Council is an organisation with responsibilities to represent and serve the community which supports it. Long term sustainability is a recognised objective of the community and Council has an obligation to show leadership and commitment in the achievement of sustainability objectives. Wollongong City Council will safeguard the economic, social and environmental well-being of present and future generations. It will do this through careful planning and decision-making that aims to avoid any harmful local and global effects of its actions. HOW WILL THE WCC KEEP THIS COMMITMENTON GOING IN THE LONG RUN? Environment a) Protect and improve water, air, and soil quality; b) Protect and expand habitat for all forms of life; and c) Work in harmony with natural ecosystems. Social a) Improve the well being of all people; b) Ensure services, facilities and community amenities are accessible to all people; and c) Encourage people to participate constructively in the community. Economic a) Use resources efficiently and responsibly; ) Help reduce the impacts of poverty; and c) Encourage a strong local economy. WCC will comply with all relevant legislation and the regulations for sustainability, and also strive to achieve international best practice for the Wollongong area. We have appointed Mr T. Stark, Head of WCC’s environmental Conservation of parks and Aquatic land sites as the Sustainabilit y Co-ordinator, who has responsibility for ensuring ongoing environmental performance, identification of environmental risks, recording and monitoring of impacts and implementing environmental and social sustainability. Special considerations will be given to employing and empowering the local staff and wherever efficient and environmentally sustainable, products and services will be sourced locally. We encourage staff to present our commitment to environmental and social sustainability, and our status under the Green Globe programme to our guests, suppliers, contractors, agents and wholesalers. An internal memo (See appendix A) that will be sent out to all the key stakeholders of WCC. The memo will inform the key stakeholders that there is a push for a new sustainability policy to be implemented, give them an option to view the proposed policy and who they will need to contact. It will be also be made readably available as it will be placed on public exhibition in all Wollongong Local Government Areas for a period of no less than four weeks, in accordance with Council’s Community Engagement Policy. Signed: Name: Mr. Tony Stark, Head of WCC’s environmental Conservation of parks and Aquatic land sites. Date: 20th September 2012 NOTE: This policy is a public document to be on display, a copy may be given to anyone. The organisation invites staff, guests and the community to suggest ways to further achieve best practice environmental and social sustainability. This policy will be reviewed by the end of 2013 and subsequently every year. PART3: 12 Months Progression Report This report is a follow up of the previous report. The sustainability policy was successfully implemented into Wollongong City Council (WCC). The following report addresses the success and any concerns with the sustainability report implemented just over 12months ago. As a result the statistics support the implementation of the policy. Water use in offices has been significantly reduced with the installation of 4 large water tanks, a further 10 industrial sized water tanks we installed in the Botanical Gardens. The Tanks are used for water to flush the toilets, water on ground gardens as well as water and maintain the Gardens of the Botanical Gardens. Water Usage has been successfully minimized by a staggering 30%. This was significantly minimized within the first 3 months, with the average water consumption minimizing by 100 litres per day. This proves that the instillation of the new water tanks has been a major sustainable change throughout the departments within the WCC. Electricity has also been reduced throughout the WCC buildings. The use of solas panels has proved to be success. It has seen the reduction of electricity used almost cut by 28%. The figures suggest that the sustainability policy has been nothing but successful for the WCC. As WCC is the local council they are taking a leading role and becoming a bench mark for the rest of our local community in sustainability thus making the way for a more sustainable future. However a few recommendations have been identified to simply improve on current procedures. These recommendations include sustainability report reviews. It is hopefully that recommendations such as this will help form part of a new initiative called the Sustainability Policy road map which will be developed to assist integration of this as well as many other Policies into the WCC’s operations. This action plan will include specific timeframes and opportunities for partnerships to implement the actions. Appendix A Wollongong City Council â€Å"City Of Innovation† TO: All Stakeholders FROM: Mr Tony Stark (Head of WCC’s environmental Conservation of parks and Aquatic land sites) DATE: 19th of September 2012 SUBJECT: Implementation of Sustainability Policy This memo is to inform all Stakeholders within Wollongong City Council that there has recently been a sustainability policy implemented. There will be a copy of the policy for all Stakeholders to read available to them on the WCC intranet. It will also be It will be also be made readably available as it will be placed on public exhibition in all Wollongong Local Government Areas for a period of no less than four weeks, in accordance with Council’s Community Engagement Policy. If anyone has any inquiries please do not hesitate to contact me during office hrs on the Human Resource Department contact number listed in our internal phone book or by email at anytime. Sincerely Yours Signed: Mr Tony Stark (Head of WCC’s environmental Conservation of parks and Aquatic land sites)

Smart Learning Plan

Question: Write an essay about the Smart Learning Plan. Answer: Activity 1 Mentors are responsible for ensuring that the nursing students are enough capable to conduct required and safe practice in the clinical area. For this, they need to identify the underperforming students and to manage them effectively (RCN, 2007). The mentors have experienced a situation, when learner shows underachievement behaviour. During the assessment, mentors have experienced that some learners were not responding to the feedback and they demonstrated lack of communication, interpersonal, motivational skills and professional behaviour (Duffy and Hardicre, 2007). The behaviour of underperforming learners included poor communication and interpersonal skills, unprofessional behaviour, inconsistent clinical performance and poor response. These were the behaviour shown by the learners. After determining underachieving performance of learner, mentor needs to take appropriate actions (Duffy and Hardicre, 2007). The behaviour issues were addressed by taking several steps. The performance concerns were discussed to the colleagues to take their views and opinions. The areas of weak performance were analyzed on the basis of available evidences (Duffy and Hardicre, 2007). These concerns were discussed to the learners for determining their knowledge and self-awareness regarding reasons of failure in achieving the placement standards of Nursing and Midwifery Council (NMC). Constructive feedback was provided to the learners about their performance. With adequate evidences and supporting materials, mentors are informed learners regarding the areas of development and changes. The role of mentors in terms of accessing the performance of learners and giving them feedback was also discussed with them. Through this, learners were educated about the importance of mentoring in the development and learning process. After this, an action plan is proposed to the learners including development area, learning objectives, learning opportunities, success criteria, knowledge and sources as well as timeline (Sharples and Kelly, 2007). Through this, mentors were communicated the problems of learners with the well-defined solutions. This has allowed then mentors to address the underachieving performance of learners in systematic manner. High level of anxiety, depression, high absenteeism and lack of interest etc. were some other behaviour of underachieving learner might cause concern for the performance. This behaviour may cause difficulties for mentor to mentor the learners and to direct them for the developing weak areas. These behavioural cues of the learner may create challenge for mentors to manage the emotional consequences. Emotional reactions of the students are needed to be addressed by the mentor carefully. It creates highly comfortable situitauion in which it might difficult for mentor to guide the leaner (Duffy and Hardicre, 2007). Mentors need to take care of this emotional imbalance of the learner and to make them feel confident. The emotional imbalance behaviour might cause concern for learners performance. Activity 2 The recommended actions to support the leaner are critical for creating self-awareness among the leaner regarding learning need and difficulties. These would be effective to create sense of responsibility within the leaner for performance improvement. In accordance to (), the offering of time and opportunity for improvement to the learners can be an effective way to create competence to achieve the required level of performance. The recommended actions are quite important for giving opportunity and time for the improvements to the learners. It works as forcing driver to the improvement for the learners (Sharples and Kelly, 2007). Through this, the learning process of learners becomes self-directing. The recommended actions are quite important to create sense among learners that they are watching and observing. It may significant to improve the some students. In addition to this, action plan is quite significant to improve relationship between mentor and leaner. It creates clear picture for the expected performance of both that reduces conflicts. This strengthen relation their relation that make positive impact on the improvement level of learners (RCN, 2007). Additionally, recommended actions are also significant to control and manage the improvement process of learners and to guide them for achieving the desired level of performance. In order to support the learner at this stage, it is important for mentor to identify the learning style of mentee and to make them to feel warm and welcome (Sharples and Kelly, 2007). Mentors awareness for the learning style of learner can be effective to choose more relevant action and sources of leaning. Apart from this, an action plan can also be developed to ensure clear communication and supportive relationship with the learners and to support them at this stage. With these actions, mentor can persuade behaviour and actions for developing and learning required knowledge and skills (Duffy and Hardicre, 2007). The action plan is depicted in below figure: Formative Action Plan Learning Outcomes/Areas for Development Learning Resources/ Actions Evidences of Achievement Achievement/ Review Date Lack of ability to prioritise care Read the Code for nurses and midwife, provided by NMC Read Guidance on professional conduct of NMC guidelines for nursing and midwifery students (NMC, 2008) Discuss with registered midwife/nurse about the procedure of giving care to patients Consider the NMC guideline, while giving care to the patient Mentors observation of practice of the skills and abilities of providing care Theoretical knowledge about prioritise care needs Conversation with mentor After 15 days High absenteeism Read the Code for nurses and midwives, provided by NMC Regular presence in register Feedback from the multiple teams After 30 days Lack of skills to manage medicines Observe the registered midwife/nurse during the administration of medicine Communicate and discuss with the registered midwife/nurse regarding the process of managing drugs Read NMC guidelines the administration of medicine Adhere the NMC guidelines and their application, while managing medicines Mentors observation Feedback from the multiple teams Obtaining feedback from the patients After 20 days Poor documentation of treatment Observe registered midwife/nurse in documenting the conditions of patient Read the existing documents to understand way of documenting Perform documentation of treatment with accompanying registered midwife/nurse Preparation of mock documents Mentors observation After 25 days Preceptor Signature: Learner Signature: Date: Date: The above action plan is developed to promote self-directing learning attitude in the underachieving learner. This will allow learner to develop improvement areas, which are critical for getting placement. Activity 3 Mentors face considerable challenges in supporting the underachieving/failing learners. After taking certain improvement efforts, mentor decides to fail/ not fail a learner. According to Duffy (2003), this is one of the most challenging aspects of mentors role and due to this it requires special attention. Below are some sentences, which influence on the decision to fail / not fail a learner is also depicted: This statement could influence the way of deciding fail / not fail a learner. It can make mentor to consider the leaners attitude and behaviour at the time of giving treatment to the patients. The learners performance in the nurse education programme could not only be considered by mentor to give certification of qualified nurse (Skingley et al. 2007). The accurate application of the education in practice is one of the important factors for ensuing safety of patient. Without considering this aspect, it is quite difficult to assess the competency of learner and to provide them nursing certification (Peate et al., 2014). In this way, it could induce mentor to consider practice aspect to fail / not fail a learner. The statement indicates that good assessment is critical aspect of mentors role and responsibilities in the clinical field. They are accountable to assess the learners capabilities, knowledge and skill in terms of providing safe and effective care to the public. It could influence mentor to evaluate learners capabilities and decision to fail/or not fail. It is quite difficult to ensure complete competencies in the learner and due to this it induces mentors to access them in considering satisfactory level of performance (Sharples and Kelly 2007). The satisfactory level of learner makes mentor to pass learners and place them as nurse. In this way, this statement could influence decision to fail/or not fail. This statement indicates that failing of some learners in achieving the success in getting placement examination is an obvious aspect. It is an expected result of the assessment in the field of nursing education and practice. Mentors do not ignore to fail incompetent learner for protecting themselves from the related issues. They will face issues in terms of supporting and guiding the fail learners. Mentors need to solve them for the better performance assessment. This could encourage mentor to access the performance of learners more accurately and to fail those have less competency to provide safe and effective care to the public (RCN, 2007). In order to manage situation of leaners failure, mentor needs to provide feedback and to develop an action plan with required evidences and documents. Activity 4 The main accountability of a mentor is to access the performance of leaner with the described process of NMC for taking decision of failing or passing him/her with having sufficient evidences regarding the decisions. Mentor is responsible for justifying the decision for a leaner with adequate supportive evidences and documents (RCN, 2007). In the given situation, Barbra should access the methods of assessing nursing practice, which both used. It would be useful to determine the reliability of the evidences and to support the decisions. In accordance to Peate et al. (2014) there are several methods such as observation, patient feedback, simulation, etc. used to access performance of the learner in the clinical field. The application of different methods helps to evaluate reliability and validity of results. After this, Barbra should confirm the evaluation of all factors, which are needed to evaluate the performance of Anne as learner. Several factors such as skill, knowledge, clinical practice, etc. should be considered to evaluate the performance of learner. If disagreement remains than Barbra should take guidance from the senior healthcare professional and other responsible institutes namely Higher Education Institutes (HEI). HEIs are accountable to provide established communication systems to address the issues related to the progress of leaner (Duffy, 2004). The issue can be linked to the lectures and practice education facilitators (PEFs) for getting guidance and support on timely basis. This would be effective for Barbra to collect the required evidences for supporting the decisions of failing learner (Scholes and Albarran, 2005). It could help mentor to give right judgement regarding the progress of learner and to justify it for he is accountable. The above steps could be used by mentor to solve the issues related to the decision of making a leaner fail. These steps would be useful for mentor to create strong basis of judgement and to justify it to the responsible institutes and authorities. It may help mentor to fulfil responsibilities for the reliable assessment of mentor Activity 5 The failing decision can influence the emotions and reactions of mentor and learner both. In accordance to Maloney et al. (1997), frustration, fear, concern, resistance, ambivalence and anxiety are some affects a leaner have on the mentors. These effects can occur, when mentor fails a learner in the clinical field. The type of effect influences the reaction of an individual in the situation. The reaction as mentor might concern, when I had to fail a learner. I experienced stress due to conflict among the roles of teacher, evaluator and supporter. The situation was perceived as reflection of the effectiveness of teaching and supporting methods. At that time, concern for own skills and knowledge in teaching the leaner has developed. Due to this, some nurses pass the clinical assessment without having required knowledge and skills. It creates failing to fail situation that affect mentors ability to fulfil responsibilities (Duffy, 2003). According to Duffy (2003), personal consequences, personal issues, experience and confidence and late identification of failure are some reasons due to which mentor fail to fail the students. In the words of Dwyer and McMillan (1970), there is a need to adapt the teaching style that fulfils learning needs of the learners. The match between teaching style and learning approach is critical for the success of learner. Arthurs (2007) supports above views and indicates that teaching style has significant influence on the learning consequences of the students. By using relevant learning strategies, learning of students can be enhanced by the nurse educators. Tulbure (2011) also states that better learning outcomes can be achieved through the application of teaching strargties relevant to the leaning preferences and needs of students. Teachers style of teaching the students influences the outcomes of learning in the effective manner. The concerns for own skills and competencies might the re action at the event of student failure. The other reaction might include abusing the power to fail a learner. It could have been used as a tool to control and punish the difficult learner. The above reactions might occur in the situation of failing a leaner. Activity 6 In the situation of failure, learner reacts in several manners. Stuart (2003) discusses and states that leaner may react in the situation of failure differently. Denial, bargaining, anger, sadness and relief are some reactions of failed leaner at the situation. These are some responses of a failure learner, when they get failure results. Learners may show disagreement for the perception of mentor for their performance due to which they make excuses and shows anxiety. Mentor needs to approach the reactions of learner in differnrnet manner. Denial response might be managed by having discussion on the learning outcome and related evidences that students failed to achieve. It could be effective to influence the reactions of students positively. Bargaining reaction means student tries to convince mentor for providing pass grade. Mentor might manage this reaction by standing on own opinions regarding the performance of learner and focusing on unachieved learning outcomes. On the other hand, learner may cry after knowing the result. For having meaningful discussion with the learner and managing the situation, mentor allows learner to cry and to express their sad feeling (Duffy and Hardicre, 2007). The learner may abuse the mentor and become aggressive. If mentors expect this behaviour than they ensure existence of other responsible authority such as HEI, PEF, etc. This helps mentor to maintain dignity and respect. Learners may plan to leave the desire of becoming registered nurse. In such situation, mentor encourage learner to do more hard work and to guide them (Stuart, 2003). In contrast to this, some learners takes failure as lesson and make more efforts to achieve success. It is rare reaction of learner at the time of fail ure. Activity 7 Mentor provides evidence for demonstrating the level of leaners performance. In the given case, mentor might use range of evidences to show reach at the decision of Amandas underachievement. The initial learning plan between mentor and learner might be reviewed to determine the use of evidences for making final decision regarding the performance of learner. Observation of practice, pee evaluation, self-assessment, mock documents, etc. some evidences might be used by me to decide the underachievement state of the learner. It could have helped to give enough evidence for showing lack of skill and knowledge in the learners in terms of prioritizing care and co-ordinate needs of the patients (Peate et al., 2014). These documents might be helpful in accessing the performance of Amanda and ensuring underachievement situation. In the words of Clynes and Raftery (2008), performance feedback is critical component in nursing education as it helps leaner to make required improvement on the regular basis. This allows leaner and mentor to improve clinical practice. The feedback to the learner would be provided in the private for ensuring open communication regarding the performance aspect. The evidences would be provided to support negative or positive feedback about the performance. For example: lack of skills and knowledge of prioritising patients needs of Amanda would be explained with the evidences such as observation sheet, peer evaluation, etc. It could be effective in developing trustworthy relationship between Amanda and learner. The whole discussion would be cantered on the performance level and learning needs of the learner. The comparison of learner with the other one would be avoided throughout the discussion. According to Clynes and Raftery (2008), feedback should include status of current performance and practical advices for the improvement. The feedback session with Amanda will also include the some practical suggestions for helping her in improving the skills of prioritizing and co-ordinating care. Through this, constructive feedback would be given to the learner. In each discussion, behaviour of leaner would be observed to determine the impact of feedback. This could help in determining Amandas preferable feedback method. Through this, feedback strategy would be changed for benefiting the student. Specific and clear feedback would be given to the leaner after the event for ensuring learners right understanding about the development needs (RCN, 2007). In the practice of clinical assessment, collaboration with the others in work is critical to identify and address the development needs of the leaner. It allows mentor to guide and support leaner in the best possible way. The major way of working collectively will be the proper documentation of objective evidences as it would be effective to create a basis of discussion with the other members of the team. Through this, the relevant discussion would be conducted to with the team regarding the performance of the learners (Peate et al., 2014). Beside this, the ways of supporting and supervising the performance of learner would be developed by having discussion with the team members. It would be useful to access the leaners learning needs and style and to seek the support of team members. On the other hand, HEI support would be taken through different mediums such PEF, education champion, tutor, etc. This would also be effective in attaining support for the assessment of learners perform ance. The clear documentation regarding the learning outcomes, possible process and methods of assessment, description over required evidences, etc (RCN, 2007). would be the key to get support from the team to identify and address learning needs of the student. Below an action plan is developed to improve the performance of Amanda in nursing practice and to enhance confidence level: Formative Action Plan Student Name: Mentor Name: Learning Outcomes/Areas for Development Learning Resources/ Actions Evidences of Achievement Achievement/ Review Date Prioritising and co-ordinating care needs Review NMC code of conduct for the nurses and midwife Review professional guidance of NMC for the nursing students NMC guidelines application to give care Take guidance to registered nurses and midwife Observe the practice of registered nurses Discussion with the mentor Gain support and guidance from the HEI Observation of mentor Observation of other team Considering patient feedback Discussion with the other mentoring team Theoretical knowledge regarding the way of addressing care needs of patient Scheduling the care of patients After 20 Days Preceptor Signature: Learner Signature: Date: Date: The above action plan could be used by the mentor to improve Amandas skills and knowledge of prioritising and co-ordaining care needs of the patients. This may help the leaner to understand the healthcare needs of the patient and to prioritize them carefully. Proper communication would be established with the learner to guide them for understating care needs of patients and to schedule them properly (Peate et al., 2014). This could guide the learner to improve the skills and knowledge and to enhance the performance. If student failed to achieve required level of proficiency in determining, prioritising and co-ordinating needs of patient than other action would be taken. The preferred learning style of learner would be determined by accessing the behaviour and response on feedback. The change in teaching strategy may help to encourage learners for adopting required skills and knowledge. In accordance to Tulbure (2011), three types of learners such as visual, auditory and tactile/kinestic are mainly exist in the clinical practice and each has different preference regarding the learning method. Visual learners prefer to learn from gestures and picturesque language, whereas auditory prefers to learn from aural cues. Tactile/kinestic prefers to learn through practice. By determining learning style of learner, specific teaching and leadership style would be preferred by the mentor to support the learners for the skill and knowledge development. This may play critical role in making the learning proces s more interesting for the learners that could create positive outcomes. References Arthurs, J.B. (2007) A juggling act in the classroom: Managing different learning styles. Teaching and learning in nursing, 2(1), pp.2-7. Clynes, M.P. and Raftery, S.E. (2008) Feedback: an essential element of student learning in clinical practice. Nurse Education in Practice, 8(6), pp.405-411. Duffy, K. (2004) Mentors need more support to fail incompetent students. British Journal of Nursing 13 (10), pp. 583 Duffy, K. and Hardicre, J. (2007a) Supporting Failing Students in Practice 1: Assessment. Nursing Times 103 (47), 20-21 Duffy, K. and Hardicre, J. (2007b) Supporting Failing Students in Practice 2: Management. Nursing Times 103 (47), pp. 20-21 Duffy,K. (2003) Failing Students: A Qualitative Study of Factors that influence the Decisions Regarding Assessment of Students' Competence in Practice. Glasgow: Caledonian University. Maloney, D. Carmody, D. and Nemeth, E. (1997) Students Experiencing Problems Learning in the Clinical Setting. In McAllister, L. Lincoln, M. McLeod, S. and Maloney, D. (eds) McMillan, M. and Dwyer, J. (1990) Facilitating a match between teaching and learning styles. Nurse Education Today, 10(3), pp.186-192. Nursing and Midwifery Council (2008) Standards to Support Learning and Assessment in Practice. London: NMC Peate, I., Wild, K. and Nair, M. (2014) Nursing practice: knowledge and care. John Wiley Sons. Royal College of Nursing (2007) Guidance for mentors of students nurses and midwives: An RCN Toolkit. Royal College of Nursing: London. Scholes, J. and Albarran, J. (2005) Failure to fail: facing the consequences of inaction. Nursing in Critical Care 10 (3), pp. 23-27 Sharples, K. and Kelly, D. (2007) Supporting mentors in practice. Nursing Standard 21 (39), pp. 44-47. Stuart C. (2003) Assessment, Supervision and Support in Clinical Practice: A guide for nurses, midwives and other health professionals. (1st ed) London: Churchill Livingstone. Tulbure, C. (2011) Do different learning styles require differentiated teaching strategies?. Procedia-Social and Behavioral Sciences, 11, pp.155-159.