Devising an Action Plan
Devising an Action Plan
An Action Plan is an effective approach to help the educator and the learner to focus on areas of development and to identify what steps are required to enable the learner to demonstrate progression. Please compare the following two examples and consider if either Action Plan would be useful.
Remember to consider the perspective of the student.
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The SMART model |
A learner may benefit from an Action Plan that encompasses the SMART criteria model (Stevens 2013). Setting SMART goals:
- Facilitates shared clarity of where the student needs to focus their efforts.
- Helps indicate how the student should use their time and resources productively.
- Potentially increases the opportunity for the student to address areas of concern.
An example of the SMART model is shown below:
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SpecificMake sure your goals are focused and identify a tangible outcome. Without the specifics, your goal runs the risk of being too vague to achieve. Being more specific helps you identify what you want to achieve. You should also identify what resources you are going to leverage to achieve success. |
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MeasurableYou should have some clear definition of success. This will help you to evaluate achievement and also progress. This component often answers how much or how many and highlights how you'll know you achieved your goal. |
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AttainableYour goal should be challenging, but still reasonable to achieve. Reflecting on this component can reveal any potential barriers that you may need to overcome to realise success. Outline the steps you're planning to take to achieve your goal. |
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RelevantThis is about getting real with yourself and ensuring what you're trying to achieve is worthwhile to you. Determining if this is aligned to your values and if its is a priority focus for you. This helps you answer the why. |
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Time-boundEvery goal needs a target date, something that motivates you to really apply the focus and discipline necessary to achieve it. This answers when. It's important to set a realistic timeframe to achieve your goal to ensure you don't get discouraged. |
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The key steps model |
Alternatively, a student may find it more beneficial to work with an action plan that sets out key steps to achieve the actions, including timelines and outcomes. Please see the two examples below.
A learner may benefit from an action plan that sets out key steps to achieve the actions, including timelines and outcomes, such as either of the following examples.
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The first example could be considered generic to any of the NMAHP professions, the second example is more clinically based but could be adapted to reflect another NMAHP intervention specific to the context of the placement. |
Example 1
| Area for development | Actions required | Evidencing improvement | Review timescale | Achieved |
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| Unenthusiastic attitude, not asking questions, low levels of interest | Self assessment of performance | Discuss self-assessment with educator | 48 hours | Yes |
| Reflective exercise to identify motivation | Provide reflective account of motivation | 1 week | Yes | |
| Increase opportunities that promote questioning. For example, prepare a scavenger hunt for the area | Receive feedback from colleagues that were involved in supporting the learner to discover answers | 48 hours | Yes | |
| Increase opportunities that allow the learner to take ownership of their learning. For example, arrange for the learner to attend MDT meetings and to provide feedback to the team on their assessment of an individual in their care | Learner will document finding and articulate this to MDT | 1 week | Ongoing—review extended by 1 week | |
| Support the learner to develop their own personal timetable of learning activities for the week ahead | Learner identifies activities relevant to their interests and learning needs | 2 weeks | Yes—continue into next week |
Insert space in your documentation to include the name of the educator, name of the learner, and space beside these for them to sign and date the table on completion.
Example 2
Development need identified: student demonstrates very little theory, knowledge and skills in relation to medicine administration for current stage of training
| Areas to be addressed | Learning outcome | Participation in care level | Learning resources or actions | Evidence of achievement | Achievement and review date |
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| Student is required to enhance their skills and knowledge to the required level in relation to medicine administration | For example, 1.5/1.20 | Developing independence |
Review NMC Code Review PAD procedures Read NHS policy on medication management and administration |
Explain via discussion understanding of the NMC Code in relation to areas of development Through discussion explain the NHS policy and the importance of this policy |
Complete action and review by 01/01/2027 Complete action and review by 01/01/2027 |
| This cell can't be empty for this table to be accessible—please tell me what text you would like to add here | Developing independence |
With supervisor or assessor participate in medication administrations Under supervision safely administer and record the prescribed medication for 5 consecutive drug administrations Identify 5 common drugs each week, examining what they are use for, side effects and contradictions |
Through participation, observation and discussion, demonstrate proficiency Discussion, question and answer sessions—evidence with management workbook |
Complete action and review by 07/01/2027 Ongoing or complete for end of placement |
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Reviewing the Action Plan Whichever model of Action Plan is agreed by the student and practice educator, this needs to be reviewed frequently. This will be dependent on the timeframes agreed within the plan. This is an important ongoing step and both the educator and student have responsibility for this. |
Devising an Action Plan