LDR 612 Individual Development Plan Assignment

Review your vision statement and short-term and long-term goals prior to developing your individual development plan outline for your mentee. Follow the outline prompts on the “Individual Development Plan Outline” resource to determine a plan to coach or mentor the mentee.

This outline should provide a clear vision for working with the mentee and meeting the preliminary short-term and long-term goals already established. The outline must include realistic activities you can and will implement with your mentee. In addition, research a minimum of three articles (3-5 pages each) that support two coaching and two mentoring techniques that would assist in meeting the desired outcome for the plan.

Once you have submitted the outline, you will be required to begin developing a timeline in order to implement a minimum of two activities with your mentee. The timeline is not required during submission, but it should provide a clear frame of reference for you and your mentee to achieve success.

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Implementing the activities with your mentee will not necessarily require an extensive time commitment, but it the time spent should provide the opportunity to use mentoring or coaching techniques to support the mentee.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Individual Development Plan Outline – LDR 612 Individual Development Plan Assignment

Mentee’s Name:

Mentor Value Proposition:

Mentee’s Vision:

Needs Assessment Results:

Short-Term Goals (0-6 months):

Long-Term Goals (6 months-2 years):

Activities to Meet Short-Term Goals:

Activities to Meet Long-Term Goals:

Mentoring Techniques (to support the predetermined activities):

Coaching Techniques (to support the predetermined activities):

Obstacles or Concerns:

Observations/Results (determined after implementation):

Modifications or Future Suggestions (determined after implementation):

Short-Term and Long-Term Goals

Short-Term Goal	Timeframe	Reward or Incentive
Develop a communication strategy that 90% of patients/patients’ families consider engaging and friendly.	Three months	Improved patient outcomes.
Gain public speaking experiencing by delivering at least four presentations to peers.	Four months	Improved confidence.
Reduce my stress and anxiety levels by 80% when working in traumatic situations.	Four months	Improved physiological and mental health.
Improve my competence in dealing with new events by 20%.	Six months	Promotion
Increase the number of patients served by 5%.	Six months.	Pay raise.
Reduce the time spent in serving each patient by 7.5%.	Six months	Pay raise

Long-Term Goal	Timeframe	Reward or Incentive
Gain 100% efficiency in communicating with diverse patients.	One year.	Faster assessment, diagnosis, and treatment of patients. Overall improvement in patient outcomes.
Reduce the chances of medical errors and misdiagnosis to below 5%.	One and a half years	Promotion
Increase the number of patients served by 25-30%.	One and a half years.	Pay raise
Successfully complete at least one training program.	One year.	Promotion/pay raise.

INDIVIDUAL DEVELOPMENT PLAN, VISION – LDR 612 Individual Development Plan Assignment

Contact: altman.luke@gmail.com

Mentee Name: Lucas Altman

Mentorship Period: July and August 2019

Current Position: Junior Paramedic

Value proposition statement

Developing skills and knowledge for providing high-quality emergency response for protecting the security and safety of our communities’ health. Facilitating acquisition and application of intellectual skills for emergency response.

Vision statement

As a mentor, I will facilitate the acquisition of a broad range of knowledge for fast response in the emergency management field. The mentorship is focused on the development of intellectual skills, including elements such as knowledge, comprehension, analysis, and synthesis, and application (Sibson & Mursell, 2010). This program will help demonstrate the essence of learning through observation, teaching skills, and personal qualities related to the paramedic role (Sibson & Mursell, 2010).

It will help create an autonomy practitioner with the clinical expertise, knowledge, and skills to examine, diagnose and treat, supply and administer medication, manage, discharge, and refer patients in a wide range of emergency, urgent, critical or out of hospital settings. I will mentor a practitioner and equip them with the necessary skills and knowledge for:

· Responding quickly and effectively to emergency calls

· Examining patients, making diagnoses, and providing emergency healthcare

· Monitoring and offering medication, intravenous infusions, and pain relief

· Dressing wounds/injuries effectively and to prevent infections

· Using specialist equipment including defibrillators and ventilators

· Transporting patients to the hospital and providing continuous treatment while in transit

· Providing hospital personnel with patient information including condition and treatment

· Helping offer patient care in hospitals and similar healthcare facilities

· Communicating well with patients and patients’ relatives/friends

· Training and teaching members of the public to learn and use first aid techniques correctly

· Understanding the unique role of paramedics as it intersects healthcare, public health, public safety, and social care

· Developing clinical skills, problem-solving, and decision making/clinical judgment

· Meeting expectations as a paramedic in providing care across all practice areas

· Critical thinking and analytical skills and incorporating critical reflection

· Developing confidence in handling emergencies quickly and accurately

· Developing therapeutic interventions for improving service user outcomes

· Promoting and encouraging others to integrate value-based care into practice.

LDR 612 Individual Development Plan Assignment References

Lane, M., Rouse, J., & Docking, R. (2016). Mentorship within the paramedic profession: a practice educator’s perspective. British Paramedic Journal, 1(1), 2-8.

Sibson, L., & Mursell, I. (2010). Mentorship for paramedic practice: a path to assessment. Journal of Paramedic Practice, 2(7), 321-328.

Needs assessment

My vision is to facilitate my mentee, a junior paramedic, to acquire a broad range of knowledge for fast response in the emergency management field. While the mentee shows high potential in the field, my observation revealed several needs that may need to be addressed in the course of developing his skills and knowledge.

One of the needs identified during the observation process is the limited competence in communication. The mentee may need to advance his communication skills and to differentiate the information that one can share with the patients and their families. As reported by Müller, Jürgens, Redaèlli, Klingberg, Hautz and Stock (2018), communication is one of the key determinants of the quality of services that emergency services professionals offer as it helps them in understanding the needs of the patient and establishing a collaborative environment.

In this case, information flow should be seamless. One of the goals that could help the junior paramedic to improve his competence is to improve his communication and ability to engage diverse patients and families. This would not only help in improving the effectiveness of the assessment, diagnosis, and treatment process, but it will also help in a reduction in the average time spent in serving each patient.

The paramedic also has issues with medical errors and limited experience in responding to the needs of the patient. As is common with many professionals in emergency services, the paramedic has expressed concern about the complexity of some cases and his limited experience in dealing with some of the cases. Some of these cases are also overwhelming due to the level of trauma that they cause, which could impair the ability of the paramedic to provide care or to offer the necessary services.

He is concerned that these limitations raise the chances of misdiagnosis and medical errors. This also impairs his ability to provide care to patients in transit. These personal factors also impair decision-making. The concerns raised by the paramedic are common among most of the professionals in this field.

While it is widely agreed that the prevalence of medical errors in emergency medical services is considerably higher than in other healthcare settings, as high as 60% of these errors have been associated to personal factors such as trauma, stress, anxiety, and inexperience (Guise, Hansen, O’Brien, Dickinson … Jui, 2017). This paramedic may thus need to set a goal that focuses on reducing the chances of committing errors and rising the quality of services.

The paramedic also needs to improve his skills and competence in working with specialist equipment. He is concerned that the diverse needs of patients demand the ability to work with a large number of specialist equipment, which is currently one of his major constraints due to limited experience. However, he is confident that this will improve in the long run.

He is also discontented with the low number of cases that he can handle and the duration taken to respond to an emergency call. The paramedic is convinced that he will reduce the time it takes to respond to emergency situations. Increased exposure and experience would also be helpful in improving the decision-making process and reducing the chances of medical errors. B

esides, it has been suggested that emergency medical services professionals should constantly update their knowledge to align with the changing needs of the patients and the rising number of health programs in the profession (Steeps, Wilfong, Hubble & Bercher, 2017).

This means that the paramedic may need to consider enrolling in training programs to augment his job experience. Additional training could also be beneficial in addressing the needs that have been identified in the paragraphs above such as the high chances of committing medical errors.

References

Guise, J. M., Hansen, M., O’Brien, K., Dickinson, C., Meckler, G., Engle, P., … Jui, J. (2017). Emergency medical services responders’ perceptions of the effect of stress and anxiety on patient safety in the out-of-hospital emergency care of children: a qualitative study. BMJ open, 7(2), e014057. doi:10.1136/bmjopen-2016-014057
Müller, M., Jürgens, J., Redaèlli, M., Klingberg, K., Hautz, W. E., & Stock, S. (August 01, 2018). Impact of the communication and patient hand-off tool SBAR on patient safety: a systematic review. Bmj Open, 8(8), e022202. doi: 10.1136/bmjopen-2018-022202
Steeps, R. J., Wilfong, D. A., Hubble, M. W., & Bercher, D. L. (2017). Emergency Medical Services Professionals’ Attitudes About Community Paramedic Programs. The western journal of emergency medicine, 18(4), 630–639. doi:10.5811/westjem.2017.3.32591