Training activity information
Details
Develop and discuss a transition plan for adolescents moving from the paediatric to adult audiology service
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
- Principles of patient-centred care and support
- Hearing impaired in the transition to work/higher education
- Cultural and social attitudes to hearing care
- Role of external agencies
- Use of counselling tools
- Use of assistive listening devices and/or wireless technology
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 is the ultimate goal of a transition plan for these adolescents in terms of their audiological care and overall well-being?
- What are the key differences between paediatric and adult audiology services in your local context (e.g., appointment structures, equipment, communication styles, support services)?
- What are the typical challenges faced by adolescents with hearing loss during this transition period (e.g., changes in responsibility for their hearing care, peer influences, self-advocacy skills)?
- What information about the patient’s history (audiological, medical, social, educational) is crucial to inform the development of an effective transition plan?
- Are there any specific protocols or guidelines within your department or nationally regarding the transition of adolescents from paediatric to adult audiology services?
- What are the roles of the adolescent, their family/carers, and both the paediatric and adult audiology teams in the transition process?
- Consider potential challenges you might face when developing or discussing a transition plan (e.g., resistance from the adolescent or family, lack of clarity about adult services). How might you handle these challenges?
In action
- Pay attention to your actions as you develop the transition plan. How are you approaching the task of creating this plan? What steps are you taking, and why are you taking them in this order?
- What decisions are you making as you develop the plan (e.g., what information to include, how to structure it)? What is informing these decisions?
- When you discuss the plan, how are you presenting the information to the adolescent and their family/carers? What communication techniques are you using?
- How effective are your actions in developing a comprehensive and individualised transition plan?
- What challenges are you facing during the process of developing the plan (e.g., gathering necessary information, considering different perspectives)?
- When discussing the plan, how engaged is the adolescent and their family/carers? Are they understanding the information being presented?
- As you develop the plan, are there alternative approaches you could be considering? Why did you choose your current approach?
- During the discussion, if the adolescent or their family/carers raise concerns or questions, how are you responding and adapting the discussion?
On action
- Begin by summarising the key aspects of the experience. What were the main elements of the transition plan you developed? How did the discussion with the adolescent and their family/carers unfold? What were your initial thoughts and feelings immediately after developing and discussing the transition plan? What were the key reactions and responses from the adolescent and their family/carers to the proposed transition plan? What aspects of the paediatric and adult audiology services did you particularly consider when developing the plan?
- What specific skills or knowledge did you develop or improve through this activity related to transition planning? Were there any unexpected challenges or successes during the development or discussion of the plan? What did you learn from these? In what ways did your reflection-in-action (during the activity, as discussed previously) influence how the activity unfolded? For example, did you adapt your communication style based on the adolescent’s engagement?
- How does this experience relate to the requirements for post-programme practice? How will the skills and knowledge gained from this DTA be relevant in your future role as a qualified audiologist? What did you learn about the specific needs and challenges faced by adolescents transitioning from paediatric to adult audiology services? What did you learn about the process of communicating and collaborating with adolescents and their families regarding changes in their healthcare?
- What areas for continued development have been identified as a result of this activity? Are there specific aspects of transition planning or communication that you would like to improve further? How can you apply the learning from this activity to your routine practice when working with adolescents or thinking about service transitions in general? Identify the actions / ‘next steps’ you will now take to support the assimilation of what you have learned. For instance, will you seek further information on specific aspects of adult audiology services, review best practice guidelines for adolescent transitions, or discuss your experience with your supervisor? What support or resources might you need to further develop in the areas identified through this reflection?
Beyond action
- Having revisited this experience, how does your perspective on this activity differ now compared to when you initially completed it? What broader learning and actions can you now identify across these different stages of reflection?
- How has the learning from this specific activity on transition planning supported you to develop skills for other training activities, such as communication skills, planning, or understanding patient needs across different age groups?
- How have you applied the knowledge gained from developing and discussing the transition plan since the original experience? Have you been involved in similar situations or considered the principles of transition in other contexts?
- How have your skills in communication, patient-centred care, or understanding the differences between paediatric and adult services developed since this DTA? How has the experience influenced your wider practice in audiology?
- Identify the transferable skills you developed through this training activity, such as planning, communication with adolescents and families, and understanding service pathways. How will these skills be valuable in your future role as a qualified audiologist?
- Identify clear actions for continued development of the skills introduced through this activity. For example, will you seek further training on adolescent mental health, explore best practice guidelines for transition in other healthcare areas, or aim to collaborate with adult audiology services more closely?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 5 |
Outcome
Develop individualised management plans for children who have a hearing loss. |