Training activity information
Details
Assist in the development of individualised management plans for a hearing-impaired school-age children
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee​.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Patient centred care and support
- Family-centred care and shared decision making
- Differing cultural and social attitudes to hearing care
- Informed choice
- Effective communication
- Use of interpreters
- Scope of practice
- Technological and non-technological options
- Onward referrals
- Sign-posting to other services
- Amplification options
- Local and national guidelines and international best practice
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What are the common management strategies for hearing loss in school-age children (e.g., hearing aids, assistive listening devices, educational support)?
- What are the roles of different professionals in a multidisciplinary team?
- How are individual needs and the child’s environment taken into account?
- How will you learn to integrate assessment findings with the child’s educational and social needs to create effective management plans?
- What are the key considerations in involving the child and their parents/carers in the planning process?
- Have you reviewed case studies of management plans for school-age children with hearing loss?
- Have you considered the perspectives of different professionals involved in the child’s care?
- What are your initial ideas about developing such plans?
In action
- What is your involvement in the process of developing the management plan?
- Are you contributing information from assessments?
- Are you considering the child’s educational needs, communication preferences, and family situation?
- How are you incorporating relevant guidelines or best practices into the discussion?
- Are you finding it challenging to integrate all the different factors into a cohesive plan?
- Are you understanding the rationale behind the suggestions being made by the team?
- What are you learning about the different management options available for school-age children with hearing loss?
- How effectively is the team collaborating? If there are differing opinions within the team about the best course of action, how are these being addressed?
- Are you ensuring the child’s and family’s perspectives are being considered?
- Are you contributing your understanding of the child’s specific needs based on the assessments you’ve been involved in?
On action
- Consider the process of developing management plans for the school-age children. What different factors were taken into account (e.g., hearing loss severity, communication needs, educational setting, family support)? How were different management options (e.g., hearing aids, assistive listening devices, educational support) discussed and considered?
- What did you learn about the key components of an individualised management plan for a hearing-impaired school-age child? How are audiological findings integrated with educational and social considerations? What different professionals might be involved in the management process? Were there any discussions or decisions that highlighted the complexity of these cases?
- What aspects of management planning for hearing-impaired school-age children do you need to research further? How can you contribute effectively to multidisciplinary discussions in the future?
Beyond action
- Looking back at the management plans you assisted in developing and considering any subsequent experiences in paediatrics or discussions about multidisciplinary teams, how has your understanding of the diverse needs of hearing-impaired school-age children evolved?
- How has this early involvement in management planning influenced your approach to considering the broader impact of hearing loss on a child’s life and the importance of collaboration with educational professionals and families?
- Does it inform your understanding of the transition to adult services?
- As you progress, how will your understanding of creating individualised management plans inform your ability to lead these discussions and advocate for the needs of hearing-impaired children?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 5 |
Outcome
Assess hearing function in school age children and assist in the hearing assessment of infants and pre-school children using a range of standard diagnostic tests. |