Developing a learning plan
A learning plan is a joint agreement between a preceptor/supervisor and a student. It outlines educational targets related to the student’s knowledge, skills and attitude, and may evolve over time.
Why develop a learning plan?
An effective learning plan considers opportunities and expertise within the facility, meets placement requirements and aligns with facility needs. It can:
- encourage students to design learning experiences that match their personal learning styles
- help students learn effective performance strategies
- increase attention to relevant aspects of a task
- encourage persistence and effort
Learning plan components
Students and preceptors/supervisors should collaborate to develop a learning plan that outlines:
- SMART learning objectives (specific, measurable, attainable, realistic, time-limited)
- the steps needed to accomplish these objectives
- how the educational effort will be evaluated
Developing learning objectives
Preceptors and supervisors
It is best to partner with the student to develop learning objectives that align with the student’s needs and available resources. The objectives should help students achieve:
- improved learning
- personal, professional and technical skill development
- efficient, effective use of available resources
- collaborative practice skills through interprofessional education
When developing learning objectives, consider:
- unique opportunities at the site and their suitability for student learning
- staff expertise and availability
- interprofessional educational opportunities for students
- facility constraints
Students
When developing learning objectives with a preceptor/supervisor, students should look to grow their:
- clinical skills specific to a site or population (e.g. assessment, intervention methods, etc.)
- skill sets that are transferable to a range of clinical settings (e.g. documentation, time management, etc.)
- collaborative practice skills
Students should also consider:
- transferable skills they bring to the placement from previous clinical experiences
- site-specific opportunities
- perceived clinical strengths, weaknesses and challenges
- any previously identified goals for improvement