Study Plan Reflection
Learning and teaching require some level of organization. When learning is organized, the human mind comprehends information more effectively. The level of organization may necessitate the development of a study plan and the arrangement of topics in order, with time frames assigned to them to achieve the goal.
A study plan, according to Kivimäki and Meriluoto (2018), is a chart or a schedule that allows a person to block out the time needed to achieve goals or complete a set of well-defined learning activities. Find below a reflection of a study plan on intellectual disability, which was created in the previous assignment.
Strengths and Opportunities for Improvement
When a weakness in a subject is identified, developing a study plan is the most effective way to maximize one’s learning in that subject. The study plan’s strength, in this case, is that it is individualized, with objectives aimed at assisting one in an area of weakness. The study plan takes into account the fact that each individual is unique, with specific strengths and weaknesses that must be addressed (Aftoni et al., 2021).
Another strength of the study plan is its comprehensiveness – it includes almost all of the relevant and necessary topics on intellectual disability that are within the scope of the student’s learning. Furthermore, the study plan was designed in a simple manner to facilitate reading and learning. There are numerous resources, but there is simply not enough time to study them all.
The study plan ensures that one learns using the best resources and maximizes learning time (Aftoni et al., 2021; Siagian et al., 2019). Despite the study plan’s strengths, I noticed that the time frame for completing each learning activity was not considered, necessitating room for improvement. To improve the efficiency of my next study plan, I would include the time I intend to devote to each learning activity.
Were the SMART Goals Achieved?
Each of the topics listed under intellectual disability in the study plan formed part of the SMART goals. In the case of the DSM V diagnostic criteria for intellectual disability, for example, the SMART goal was to learn the DSM V diagnostic criteria for intellectual disability within the first 30 minutes of the first lesson. The SMART goals were met for all of the topics listed in the study plan.
However, there are still areas where there is room for improvement. The areas include the condition’s prevalence, the degrees of intellectual disability, and the inclusion of comprehensive questions at the end of the study plan to confirm comprehension of the topic. The omitted areas are tabulated below as the new SMART goals.
New SMART Goals and Tasks to Complete Each Goal
What do you want to achieve?
Is it relevant to your ultimate vision?
|Learn the degrees of intellectual disability
|Intelligence quotient (IQ) for each degree
Mild: 50-69 IQ
Moderate: 35-49 IQ
|Relevant to practicing as a nurse/doctor/psychologist
|June 13th, 2022. First 30 minutes of the next lesson
|Learn the prevalence of Intellectual disability
|Answer questions on this topic at the end of the lesson to gauge understanding
|Resources needed to attain the goal: DSM V, scholarly peer-reviewed articles, and course textbook.
|The goal is worthwhile for me as a nurse student.
|June 13th, 2022, is the second part of the lesson. It will take 15 minutes.
|Learn the role of a psychiatrist in the management of intellectual disability
|At the end of the lesson, answer questions on this topic
|Resources: Scholarly peer-reviewed articles, course textbook
|Information relevant to me as a nurse student
|June 14th, the first 20 minutes of the lesson
Measuring progress is an important aspect of learning. At the end of the lessons, I will answer comprehension questions about my SMART goals to assess my understanding. Each of the three new areas will have five questions, for a total of fifteen. Thereafter, I will use the following scale: 1-5 (poor understanding), 6-10 (good understanding), and 11-15 (excellent understanding). I will be able to identify my strengths and weaknesses as well as areas for improvement by answering the questions.
Resources to Accomplish Goals
The entire course necessitates the use of various study resources. I plan to join an existing study group or form a new one with my friends. We will meet regularly to discuss our learning activities. According to Chang, 2019), study groups encourage members to think creatively and develop strong communication skills, which improve their understanding. Aside from the study group, I will review the course materials, including the textbooks and articles, to better understand the subject.
In my previous assignment, I used the acronym MMASSCCC to describe the various diagnoses of intellectual disability. Mnemonics will be used as part of my strategy for easy learning in my next outline. My learning resources will also include reliable online sources and databases for nursing and medical knowledge. Google Scholar, PROQUEST, and MEDLINE are a few examples. The sources provide meaningful research papers from which accurate conclusions can be drawn based on professionally executed experimentation (Horvath, 2018). Multiple resources must be obviously used to achieve a maximum understanding of a subject.
Aftoni, A., Susila, I. W., Sutiadiningsih, A., & Hidayatulloh, M. K. Y. (2021). Plan-Do-Review-Share-Happy (Plandoresh) strategy as an effort of developing vocational high school students’ independent learning. Jurnal Pendidikan Vokasi, 11(1). https://doi.org/10.21831/jpv.v11i1.37165
Chang, B. (2019). Reflection in Learning. Online Learning, 23(1). https://doi.org/10.24059/olj.v23i1.1447
Horvath, A. O. (2018). Research on the alliance: Knowledge in search of a theory. Psychotherapy Research: Journal of the Society for Psychotherapy Research, 28(4), 499–516. https://doi.org/10.1080/10503307.2017.1373204
Kivimäki, V., & Meriluoto, S. (2018). Holistic perspective to Individual Study Plan: Personal Development Project Plan. Studies in Health Technology and Informatics, 256, 514–526. https://doi.org/10.3233/978-1-61499-923-2-514
Siagian, M. V., Saragih, S., & Sinaga, B. (2019). Development of learning materials oriented on problem-based learning model to improve students’ mathematical problem-solving ability and metacognition ability. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5717