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Lifelong Learning (LLL) requires all qualified health and social care professionals to uphold and develop their skills, in addition to their knowledge, to maintain the Nursing and Midwifery Council (NMC) requirements. (NMC, 2015).
LLL is all types of learning which have been amassed throughout an individual’s life. LLL is effectively made up by different learning types. (European Commission, 2001) defines three types of learning, which is essential for individuals to become a LLL. It states that formal learning is a physical and mental activity, such as study days, conferences and courses, in which the individual is usually registered with a professional organisation or body to attend. In addition to formal learning, non-formal learning
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Once qualified and registered to a professional body, then LLL is named ‘Continuing professional development’ (CPD).
LLL is essential to all health and social care professionals. The code demonstrated that professionals need to keep their knowledge and skills efficient by taking part in consistent learning and professional development activities, the aims of this is for the professional to develop their competence, ensure that patients receive a high standard of quality care, recognise effective services in addition to other professionals, which patients or staff may require. (NMC, 2015).
Professionals need to fulfil their registration requirements to safeguard their patients, themselves and their organisation. It is important that health care professionals update their knowledge with new research, legislations, new or available services for patients in need, an individual’s culture or religion besides, how to keep confidential records of a patient safe and secure. Although theory is crucial in health care to learn, it is also just as meaningful to have physical experiences such as working with the patients or work in a multi-disciplinary team. Veronica Bishop (2001 pg. 78) highlighted that in the quote
By communicating effectively and sharing information, practitioners can ensure that the individual receives a coordinated and comprehensive care. Confidentiality is maintained by respecting the privacy of individuals, not sharing their personal information without their consent and ensuring that all records are kept securely. This is important to protect the rights of individuals and maintain
Chaboyer (2008) approved a research on bedside reporting and the grades show that bedside reporting perk up the quality of patient concern. Chaboyer’s (2008) crams that bedside reporting recover patient protection, for instance it recognized that nurses are capable enough to scrutinize things forbade to sign for or any malformation in the patients’ baseline annotations (P.Maxson, K.Derby, & D.Foss, 2012). Inclusion and Exclusion Criteria While relating the research strategies of bedside reporting, inclusion and exclusion criteria are portrayed. Inclusion criteria depicts the meticulous people who are included in the research, while contributors that are excluded. Throughout meeting several inclusion criteria that strengths vulnerable to be interviewed which may grounds some exertion in the research.
Health care professionals need to maintain a high degree of professionalism, while possessing the upmost degree of integrity. A patient needs to feel confident and safe at all
In this essay, two current legislations: Equality act 2010 and Health and Safety at Work Act 1974, and their impact on health care provision are discussed. Values, skills, attitudes, importance of knowledge, ethics of professionalism and many other requirements are necessary for healthcare professionals. Two of these necessary requirements are discussed and their merits are presented. Reflective practice and how important it is for health care professionals is also outlined.
By developing a sense of trust and understanding with patients through our shared perspective, I am better able to connect with them on a personal level and give them access to a secure environment. I take the time to actively listen to their needs, validate their
and teaches me the 2. The article taught me that fitness to practice includes being accountable and being responsible to cope with stress and know how to balance the duty to care for patients with an equal duty to ensure that there fitness to practice competently does not threaten the safety of patients, coworkers or oneself (p. 8) and also knowing scope skills. 3. The article brought an understanding to me that if I am not mentally or physically fit; it’s impossible for me to care for another and meet their needs and can put patients in danger. 4.
Patients are putting their health in the hands of someone so, abiding
This Life-long Learner Report assignment has really helped with my Spanish speaking. One of the things I said I would do was speak to my mom in Spanish whenever I can, and this has helped me a lot. For example, when I spoke to my mom, she would give me instant feedback when I would pronounce a word wrong. She would also tell me new words that I didn 't know beforehand. It 's also been fun to be able to understand the Spanish TV shows and movies, because before I started this class I didn 't understand much of it (I would have to constantly ask my mom questions on what they talking about).
If we as nurses respect the confidentiality of a patient, we should do so for all the patients. However, Griffith (2007) argues that the duty of confidence should not be absolute and nurses should always consider sharing information if required. Though the principle of respecting patient autonomy and their right to confidentiality is broken here, the principle of beneficence and non-maleficence is uphold. Nurses have an obligation to protect patient’s confidentiality but the duty to warn an innocent party of imminent harm is far more critical. Therefore, breaking confidentiality here is potentially doing more good than
Formal learning takes place during planned, structured, instructor-led courses and programmes that are often institutionally based. It is often related to some form of education and training. The participation in a publicly organised BCM or an in-house BCM training course is such examples. Comparing to formal learning (Hicks et al., 2007), informal learning allows learners to have better control of their learning. This form of learning usually happens outside the classroom.
All registered health professionals in Australia are, under the National Law, required to undertake Continuing Professional Development (Australian Health Practitioner Regulation Agency, 2015). Continuing Professional Development or CPD is the way through which professionals keep, enhance, and expand their knowledge and skills required of them throughout their professional careers (Nursing and Midwifery Board of Australia, 2015). These learning activities would help make sure that a professional’s competence is supported and updated and would at the same time help progress his or her career (Continuing Professional Development, 2012; Katsikitis, et al., 2013). CPD also involves development of personal qualities of professionals that are as important in their line of jobs (Continuing Professional Development, 2012). Because technology and research continually advance, especially in the medical field, the regular undertaking of CPD by nurses helps
The first of these categories relates to the goals of self-directed learning. Merriam (page 107) lists three goals but of concern to the HRD is the goal that seeks to foster the adult to be self-directed in their own learning. This suggests that adult learners are at different levels of self-directedness and that some may require support. Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107.
It is noted that confidentiality precludes marking and vilification of patients. By keeping up the factor of confidentiality, patients can be secured from segregation and stereotyping practices of individuals around them. Carter, et al (2015) expressed that the vast majority of the patients experience segregation, financial decimation, or social disgrace just because of the confidentiality breaches. For that reason, in this point of view, healthcare service providers play an imperative part in securing patient 's private data from rupturing and uncovering. Faden, et al (2013) stated that doctors and physician must conduct partner notice in a secret way to keep away from infringement of their patient 's entitlement to security and decrease possible discrimination and
Introduction If teaching is all about helping others to learn, then teachers ought to understand the process of learning of adults. Adults do not learn like children. As a matter of fact, adults have shown the capability to learn easily just like small children. They are therefore more discerning in whatever they are willing to learn, more resentful as well as questioning.
Wain (1987) identifies education in lifelong learning into following three kinds – formal education, informal learning and non-formal education. Among the components of formal education include hierarchical structure, an educational system that is chronologically graded as well as a variety of specialized institution as well as programs for professional and technical training. In the informal lifelong learning, the knowledge, skills, values and attitudes acquired by individuals are derived from his / her daily experiences, the resources from mass media, library, market place, work and play, family and neighbour, the environment as well as the educative influences. Lastly, in the non-formal education, it refers to the activity of an organization that is considered to be outside the conventional or recognized formal system. This is true to all organizations that either operate separately or as a necessary feature of a greater activity,