Personal and Professional Learning Plan - 4525HHNURS - Nursing

This report details a nursing student's personal and professional learning plan, developed for a practicum experience at York University's School of Nursing. The plan outlines three primary learning goals: enhancing knowledge of the community health nurse (CHN) role, developing skills in conducting health assessments, and improving cultural competency and patient advocacy. Each goal is linked to specific activities, resources (including CHNC standards, statistical reports, and frameworks), and evaluation criteria (such as CHNC standards, academic grades, and feedback). The report also includes a 'Look Back' section, where the student reflects on their practicum experience, particularly focusing on working with students with learning disabilities and the importance of inter-professional collaboration. The student analyzes changes in their understanding, such as the importance of timely assessments and multidisciplinary approaches, and revises their approach based on the experience, emphasizing the incorporation of cultural competency. The plan includes references to support the student's learning and development.

Running head: PERSONAL AND PROFESSIONAL LEARNING PLAN
PERSONAL AND PROFESSIONAL LEARNING PLAN
Name of the Student:
Name of the University:
Author note:

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Part A: Learning Plan
Learning Goals
1. Personal Learning Goal 1: To enhance my knowledge concerning the role and
responsibilities of a community health nurse (CHN) and thus demonstrate the
professional roles and responsibilities of a CHN by adhering to the course outcome
requirements of being an integral member of the school with knowledge of
community health and community health promotion. This learning will be
demonstrate by complying with CHNC standards of Professional Accountability
and Responsibility and Professional Relationships.
2. Personal Learning Goal 2: To develop skills in conducting comprehensive and accurate
health assessments and integrating the acquired knowledge into professional CHN
practice by adhering to course outcomes of understanding community health status
and future health needs to be met for the community. This will require my
demonstration of the CHNC standards of Capacity Building and Building
Relationships.
3. Personal Learning Goal 3: To improve personal skills of cultural competency and
patient advocacy by adhering to course outcome needs of working with staff, patients
and communities for the purpose of identifying programs relevant to client
healthcare needs. For this goal, I must demonstrate the CHNC standard of
facilitating access and equity.
Activities to Achieve Goals

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1. I will actively refer to the CHNC standards of practice. Secondly, I will actively
demonstrate patient autonomy by working with students in the school for achieving their
educational needs and developmental milestones. Thirdly, I frequently engage in personal
reflection for the purpose of evaluating my progress and limitations.
2. I will actively refer to the CHNC standards of practice. Secondly, I will identify health
needs by reviewing current statistical reports on health issues prevalent in Canada.
Thirdly, I will engage in health promotion and empowerment of the school students I
work with via enhancing their skills of social responsibility and increasing health literacy
by educating them on their developmental needs.
3. I will actively refer to the CHNC standards of practice. Secondly, I will work with
advocacy groups and organizations for advocating the health needs of the school
students. Thirdly, I will engage in cultural competency by adhering to nationally
acceptable culturally competency frameworks.
Resources and Supports
1. The resources and supports will include: the CHNC standard 5 of practice, student and
parent feedback interviews, academic reports and the Gibb’s reflection cycle.
2. The resources and supports will include: CHNC standard 3 of practice, statistical reports
by Statistics Canada, the Jakarta Declaration of Health Promotion.
3. The resources and support will include: CHNC Standard 4 of practice, a policy group like
the Canadian Pediatric Society and CNA’s ‘Cultural Competence and Cultural Safety in
Nursing Education’ framework.

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Evaluation Criteria and Learning Evidences
1. CHNC standards of practice, positive academic grades, positive student and parent
feedback, Child Developmental Inventory, Ages and Stages Questionnaire
2. CHNC standards of practice, positive health indicators like the Adults meeting the
physical activity target recommended in the Canadian 24-Hour Movement Guidelines
and the Children and youth meeting the physical activity target recommended in the
Canadian 24-Hour Movement Guidelines- Canada, meeting all five priorities of the
Jakarta Health Declaration.
3. CHNC standard of practice, meeting all core competencies of CNA’s ‘Cultural
Competence and Cultural Safety in Nursing Education’ framework.
Target Date
1. February to March, 2020
2. April to May, 2020
3. June to July, 2020

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Bibliography
Canadian Nurses Association. (2020). Cultural Competence and Cultural Safety in Nursing
Education A FRAMEWORK FOR FIRST NATIONS, INUIT AND MẾTIS NURSING.
Retrieved 20 January 2020, from https://www.cna-aiic.ca/-/media/nurseone/page-
content/pdf-en/b_culturalcompetenceandculturalsafetynsgeducation.pdf?
la=en&hash=7AC4CFF5F329F88F23BF47A71761034FC45DDC97.
Canadian Paediatric Society. (2020). Behavioural and General Developmental Screening Tools |
Canadian Paediatric Society. Retrieved 20 January 2020, from
https://www.cps.ca/en/tools-outils/behavioural-and-general-developmental-screening-
tools.
Community Health Nursing Standards Committee. (2008). Canadian Community Health Nursing
Standards of Practice. Retrieved 20 January 2020, from
https://neltoolkit.rnao.ca/sites/default/files/Canadian%20Community%20Health
%20Nursing%20Standards%20of%20Practice%20mar08_english.pdf.
Jancey, J., Barnett, L., Smith, J., Binns, C., & Howat, P. (2016). We need a comprehensive
approach to health promotion. Health Promotion Journal of Australia, 27(1), 1-3.
Sekarwinahyu, M., Rustaman, N. Y., Widodo, A., & Riandi, R. (2019, February). Development
of problem based learning for online tutorial program in plant development using Gibbs’
reflective cycle and e-portfolio to enhance reflective thinking skills. In Journal of
Physics: Conference Series (Vol. 1157, No. 2, p. 022099). IOP Publishing.

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Statistics Canada. (2020). Health. Retrieved 20 January 2020, from
https://www150.statcan.gc.ca/n1/en/subjects/Health.
van der Merwe, M. N., Mosca, R., Swanepoel, D. W., Glascoe, F. P., & van der Linde, J. (2019).
Early detection of developmental delays in vulnerable children by community care
workers using an mHealth tool. Early Child Development and Care, 189(5), 855-866.

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Part 2
Look Back
My practicum experience since the last 2 weeks involved working in the student’s
success center of school. My practicum work in the student’s success center included working
and supporting students of the school in meeting the learning and educational requirements of the
classes attended by them as well as preparing them for their upcoming examinations, projects
and assignments. As a part of my 2 week practicum experience, I witnessed and was required to
work with a variety of students who were inflicted with learning disabilities and delays in
developmental milestones. Indeed, it has been evidenced that developmental delays are
associated with learning disabilities which in turn impair a child’s ability to learn effectively as
compared to other students (Gulsrud et al., 2019). Thus, it was not surprising to find that a part of
my work involved working and supporting children with such developmental issues in the
school’s learning center. Additionally, I was also required to work with other teaching and early
childhood staff at the learning and student support center of the school. Indeed, as per standards
4 and 5 of the CHNC standards of practice, CHNs are required to collaborate with multiple inter-
professional persons for identification and management of comprehensive health needs of clients
(Community Health Nursing Standards Committee, 2008).
Elaborate and Analysis
A key aspect which has changed during the engagement with my practicum course and
associated stakeholders is my understanding of the importance of timely, comprehensive
assessments and screening as well as nursing collaboration with inter-disciplinary for mitigating
special needs of a client. It has been evidenced that clients with developmental delays and

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learning disabilities face challenges in terms of academic progress and sound social engagement
(McHenry et al., 2019). In criticism however, it has been evidenced that timely developmental
screening and nursing engagement with pediatricians, parents and early childhood educators can
assist such children in demonstrating sound learning, academic and social functions (Guralnick,
2016). Currently, I believe that my current community setting actively engages in such inter-
professional practice and familial collaboration when assisting children with developmental
delays. Previously, I used to believe that developmental delays in children are lifelong with long
term, incurable delay in social and emotional development. However, after my practicum
experience, my thinking has changed with respect to understanding the importance of timely
assessments and multidisciplinary collaboration in facilitating normal learning, emotional and
social behaviors, health and wellbeing in such children. One of the most important resource and
reading which refocused my reconsideration for community nursing is the CHNC professional
standards of practice. This is because this resource provides excellent guidance to potential
community nurses on ways of improving professional practice, client advocacy and client
empowerment (Community Health Nursing Standards Committee, 2008). Additionally, frequent
discussions with parents and children at the learning and student center at my current practicum
environment has been another enriching experience for me in understanding comprehensive
client needs and thus, as motivational drive for me to actively engage in community centered
future nursing practice.
Revision
The significance of my practicum learning since the last 2 weeks lies in the experience I
have gained concerning professional strategies and ethics which I am required to adhere to when
working with clients presenting with diverse health needs and disease backgrounds. Indeed, a

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key responsibility and duty of CHNs are to not only prioritize the health status of a patient but to
also empathize and enquire, in a patient centered manner, the client’s ethnicity, care preferences,
family and medical history (Salmond, 2018). Thus, a key consequence this experience will instill
in my future nursing practice is the need to incorporate cultural competency in my future
professional CHN practice. Thus, as a change, I will ensure to be empathetic and sensitive
towards client’s cultural and ethnic backgrounds – that is, the prerequisites of nursing cultural
competency – within my future nursing practice as a professional CHN (Choi et al., 2016).
New Application of Learning
A key aspect which I will not change is my present skills of respecting autonomy of the
patient, which in turn, demonstrates my compliance to standard 5 of the CHNC practice
standards. A key aspect which I will change and perform differently in my future CHNC practice
is the incorporation of cultural competency within my profession nursing duties (Community
Health Nursing Standards Committee, 2008). To apply the same, I will firstly engage in
evidence based practice to enlighten myself of the cultural practices of notable minority diverse
groups such as Inuit and First Peoples’ communities. I will also enquire form my students’ and
families on their cultural preferences and backgrounds as per CNA’s ‘Cultural Competence and
Cultural Safety in Nursing Education’ framework (Canadian Nurses Association, 2020).

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References
Canadian Nurses Association. (2020). Cultural Competence and Cultural Safety in Nursing
Education A FRAMEWORK FOR FIRST NATIONS, INUIT AND MẾTIS NURSING.
Retrieved 20 January 2020, from https://www.cna-aiic.ca/-/media/nurseone/page-
content/pdf-en/b_culturalcompetenceandculturalsafetynsgeducation.pdf?
la=en&hash=7AC4CFF5F329F88F23BF47A71761034FC45DDC97.
Community Health Nursing Standards Committee. (2008). Canadian Community Health Nursing
Standards of Practice. Retrieved 20 January 2020, from
https://neltoolkit.rnao.ca/sites/default/files/Canadian%20Community%20Health
%20Nursing%20Standards%20of%20Practice%20mar08_english.pdf.
Gulsrud, A., Carr, T., Williams, J., Panganiban, J., Jones, F., Kimbrough, J., ... & Kasari, C.
(2019). Developmental screening and early intervention in a childcare setting for young
children at risk for autism and other developmental delays: A feasibility trial. Autism
Research.
Guralnick, M. J. (2016). Early intervention for young children with developmental delays:
Contributions of the developmental systems approach. In Early Childhood
Intervention (pp. 33-51). Routledge.
McHenry, M. S., McAteer, C. I., Oyungu, E., Deathe, A. R., & Vreeman, R. C. (2019).
Interventions for developmental delays in children born to HIV-infected mothers: a
systematic review. AIDS care, 31(3), 275-282.