Running head: PRIORITY SETTING
Learning Plan: Part Two- Effective Communication With Dementia and Alzheimer Residents
Roslyn-Hazel Rosales
500198836
Ryerson, Centennial, George Brown Collaborative Nursing Degree Program
Professor S. Morales
March 25, 2013
1

2 PRIORITY SETTING
Collection of Personal Information
The College of Nurses of Ontario (the College) collects the information in the Learning Plan for Practice Assessment under the general authority of the
Regulated Health Professions Act, 1991 , S.O. 1991, c. 18, the Nursing Act, 1991 , S.O. 1991, c. 32, and its regulations, and the College’s by-laws. The College collects the information for the purpose of assessing your continuing competence through its Quality Assurance Program. Appropriate measures are taken to safeguard the confidentiality of the personal information you provide, and all documents become the property of the College.
If you have any questions about the collection, use and/or disclosure of this information contact the Manager of Information Management, College of Nurses of Ontario, 101 Davenport Rd., Toronto, ON, M5R 3P1, 416 928-0900 or toll-free in Ontario 1 800 387-5526.
Roslyn-Hazel Rosales
Name
500198836
Registration Number
Winter 2013
QA Year Class
Revera Living - Main Street Terrace
Current Practice Setting
Learning Needs
What learning needs did I identify through Practice Reflection?
Client Population
To improve, by April 12, 2013, competency, utilization of research findings,
Haven’t done Practice Reflection yet?
Use the Practice Reflection worksheet to help you identify your strengths and learning needs.
critical thinking and self-reflection by providing professional nursing care and managing complex nursing health-related situations through involvement with residents, their families and the multi-disciplinary team as guided by the College of Nurses of Ontario (CNO) standards and Revera Living Main Street Terrace policies.
Learning Goal #1
What do I want to learn?
Which practice document does my goal relate to?
To increase and apply the knowledge of how to effectively communicate with individuals diagnosed with dementia or Alzheimer's disease by the end of the semester (April 12, 2013).
Need help creating a goal? Review the
Developing SMART Learning Goals guide.
Your learning goal must be based on your current practice setting and one of the College’s practice documents.

PRIORITY SETTING 3
Goal #1: Activities and Timeframes
How am I going to achieve my goal?
1.
By February 15, research, reading and the development of annotated bibliographies on each research
2.
3.
4.
article will be completed.
Weekly reflective practice will be completed to evaluate the effectiveness of my communication towards the residents.
Completion of an online module and test on communicating with individuals with Alzheimer's disease will be accomplished by February 15.
Development of a communication tool will be completed by February 8 and utilization of the tool will be utilized weekly to ensure competent nursing practice.
Learning Goal #2
What do I want to learn?
Which practice document does my goal relate to?
To improve the organization and priority setting of my nursing care given
Need help creating a goal? Review the
Developing SMART Learning Goals to the residents living at Revera Living Main Street Terrace by April 12, guide.
2013. This sub-goal is relevant to the accountability, continued Your learning goal must be based on competence and knowledge application CNO standards. your current practice setting and one of the College’s practice documents.

PRIORITY SETTING 4
Goal #2: Activities and Timeframes
How am I going to achieve my goal?
1. By February 22, 2013, researched and written annotated bibliographies will be completed on four scholarly articles
2. Weekly reflective practice will be completed to evaluate the effectiveness of my communication towards the residents.
3. Completion of an online module and test on communicating with individuals with Alzheimer's disease will be accomplished by February 15.
4. Development of a communication tool will be completed by February 8 and utilization of the tool will be utilized weekly to ensure competent nursing practice.

PRIORITY SETTING 5
How do my learning goals support my commitment to continuing competency?
How does my learning relate to the competencies of my practice?
See below.
Continue to maintain and update your
Learning Plan throughout the year.
Evaluation of changes/outcomes to my practice
What did I learn?
What impact has my Learning Plan had on my practice?
Through researching and developing annotated bibliographies on various articles on how to effectively communicate with individuals diagnosed with dementia or Alzheimer's disease, I will be more accountable and You can print your Learning Plan for your records.
competent when providing care to the residents at Revera Living. The new knowledge obtained will provide positive changes in both my verbal and non-verbal communication techniques as well as support my critical thinking during complex health situations. (Continued below)
Testing my knowledge and exercising reflective practice will enable me to assess my strengths and weaknesses of my communication, as well as identify any biases and values that may interfere with providing quality care. This will help me to modify or change my current practice in order to be a more ethically, competent nurse leader. Lastly, the development and utilization of the communication tool will help guide my new knowledge and ensure that the application of research findings is effective when I communicate with the residents I care for.
As a result, there will be an increase in nursing interventions, critical thinking and positive outcomes when providing care for the residents diagnosed with dementia and Alzheimer's disease.

PRIORITY SETTING
References
Baerøe, K. (2009). Priority-setting in healthcare: A framework for reasonable clinical judgements.
Journal of Medical Ethics,35 (8), 488. Retrieved from http://ezproxy.lib.ryerson.ca/login?url=http://search.proquest.com/docview/216342166?
6 accountid=13631
Burton, J. E. (2010). Priority setting: A clinical exercise.
Med - Surg Matters, 19 (2), 16-16.
Retrieved from http://ezproxy.lib.ryerson.ca/login?url=http:
//search.proquest.com/docview/375671414?accountid=13631
Cleary, M., & Horsfall, J. (2011). Developing students' time management skills in clinical settings: Practical considerations for busy nursing staff.
Education in Nursing, 42
20110523-04
The Journal of Continuing
(6), 248-249. doi: http://dx.doi.org/10.3928/00220124-

PRIORITY SETTING
Learning Plan Rubric
NSE 417 Part 1 /20 OR Part 2 /25
NSE 418 Part 1 /15 OR Part 2 /30
Criteria Comments
GOAL
 follows SMART format
 relevant to current practice placement
 appropriate to 4 th year
Practice Document
 does the goal relate to the appropriate document
 does the goal relate to more than 1 document
Activities
Identify activities that will enable you to reach your goals). Include completion date
7

PRIORITY SETTING
Evaluation
Summarize completion of activities or identify what activity was not completed and the reason (s) why
Evaluation of the change to your practice.
Note: Up to 3 marks will be deducted for incorrect APA (6 th
) referencing and formatting
8