Learning Theories: Analyzing Scheme of Work on Induction of Healthcare Assistants

Learning Theories: Analyzing my Scheme of Work
Student’s Name
Institutional Affiliation
Instructor’s name
Couse
Date
Analyzing my Scheme of Work
Introduction
Healthcare Assistants are among the professionals in care settings becoming increasingly important. Therefore, I chose to explore the induction of new healthcare assistants into the elderly medical unit. A close examination at the schemes of work, I highlighted that trainees are expected to understand the value of care extended to the elderly before being considered professionals ready to execute their duties (Bach, Kessler & Heron, 2012). The schemes of work are important because they offer insights into the aspects the learner needs to grasp and understand for them to be considered ready to take care of the elderly. Therefore, the schemes of work first commence with the purpose of the training.
Bloom’s Cognitive Taxonomy learning theory
In applying Bloom’s Cognitive Taxonomy, the tutorial program provided as per the schemes of work focuses on the role of healthcare educators in demonstrating what the new healthcare assistants are supposed to learn. The questions I ask are redirected to understanding the lower skills that the new HCAs possess. As I advance, I apply Bloom’s theory by examining the higher skills questions to help determine what should be taught to the HCAs. The knowledge and skills healthcare assistants need to apply in taking care of the elderly are ingrained in the needs of the patients (Joy, & Wade, 2003). Notably, the knowledge they learners is not limited to the older or dying person, but also it extends to the families and people close to them (Coffey & Whitehead, 2015). Overall, this experience of running health education programs for the schemes of work emphasizes the various learning theories that the educators should apply in increasing the understanding of the healthcare assistants designated to work in the geriatrics unit in healthcare facilities.
Primarily, the schemes of work commence with exploring the knowledge that the healthcare facilities need to acquire to become efficient in their service delivery to elderly patients. Therefore, in developing my schemes of work, I had the following goals:
* To outline the duties of the healthcare assistant in caring for the elderly daily
* To examine the needs of the elderly alongside their families using Maslow’s Hierarchy of Needs (Joy & Wade, 2003)
* To explore the cultural aspects that influence the level of care for the elderly while providing the best communication strategies to help the learners understand the roles they play caring for the elderly (Craftman, Grundberg & Westerbotn, 2018).
The systematic nature of the schemes of work helps to acknowledge the role of healthcare assistants. First, the educators need to make learners understand that they will have to learn how to assist the elderly with their daily living, privacy, choice-making, and activities that sustain their dignity. The activities cover the emotional, physical, social, and spiritual spheres of the elderly patients (Spilsbury & Meyer, 2005). In the schemes of work, the most common examples associated with these spheres include helping the elderly take a bath, feed, walk, get dressed, and listen to them (Swedberg et al., 2015). Moreover, the schemes of work emphasize effective communication skills for the learners. As educators explain, effective communication entails the knowledge that healthcare assistants acquire, helping them allow the clients, their families, and colleagues to speak without interference, sustaining attention to the client's narration, and addressing the elderly with the respect they deserve. As noted in the schemes of work, effective communication as a skill that healthcare leaders should learn further includes the accurate recording of all important information for easy reference when delivering quality treatment to the patients.
Analyzing the schemes of work reveals that the other piece of information and skills that healthcare workers need to acquire is the need to promote clients' independence to protect their privacy and dignity (Waldie, 2010). In such cases, the educators ensure that learners have acquired knowledge about encouraging the elderly to do activities by themselves if they wish. If the elderly want to brush their teeth, comb their hair, or in some instances, want to be alone, the healthcare assistants should respect their choices and offer support where necessary. The other significant role and knowledge that educators need to instill in learners designated to work in the geriatrics unit is reading and implementing individualized care plans for the elderly (Waldie, 2010). The care plans should be used to help learners learn how to offer the highest level of care. The individualized care plans created help as a guide for the healthcare assistants (HCAs) to identify the appropriate area of focus for each elderly patient. For instance, the focus areas are the elderly patient's mobility, sleeping patterns, medication use, personal hygiene, or nutrition.
The theory of Socialization
The most interesting aspect about the scheme of work is that they outline the roles of HCAs in the educational program while providing complementary approaches to meet the needs and equip the HCAs with the necessary knowledge. Therefore, the educators outline the learning applied in instilling the knowledge in these learners bound to work in the geriatrics units in healthcare facilities through socialization. Disseminating knowledge to potential HCAs working with older clients' needs mandates that educators identify the relevant learning theories (McAlearney et al., 2012). The most significant tenet in the schemes of work is the focus on the learner-centered theory of socialization. Socialization theory, as noted from the schemes of work, can be viewed from three significant perspectives: constructivism, humanism, and cognitivism.
In applying the three learning models, the educator in the schemes of work reveals that the learner is the most important individual in the whole learning process. As applied in the schemes of work, constructivism learning theory is important in helping the new HCAs to understand how they can use the available knowledge to develop a deeper understanding of the needs and the approaches to helping the elderly to attain a high quality of care and improved care outcomes (Hayes, 2014). The constructivism learning theory's application focuses on helping the new HCA understand that their interactions with clients (the elderly) will be the foundation for shaping their learning. They are only expected to grasp ...