Clinical Coach Standardisation Meeting August 2011.
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Transcript of Clinical Coach Standardisation Meeting August 2011.
Clinical Coach Standardisation MeetingAugust 2011
Aims
•Define Practical Skills•How can practical skills be learnt?•How can practical skills be taught•Why is assessment important?•How can this be done in a robust way?
What are practical skills?
•Doing!•BUT•Require underpinning knowledge &
understanding•Require ability to perform a dextrous task•Can be simple or complex•May require fine or gross motor skills•Acquisition is a life long process: •child
adult
Practical Skills in Veterinary Nursing
• Technical
• Animal care and welfare
• First Aid• Preparation &
administration of medication
• Diagnostic procedures• Clinical Care
Procedures• Equipment prep &
maintenance
ProfessionalCommunicationTeam WorkingTeachingConduct
BusinessStaff ManagementStock ControlReception DutiesPaymentsEstimatesHealth & Safety
How do we learn?
Kolb’s Experiential Learning Cycle
Concrete Experience
(Doing)
Reflective Observation
Abstract Conceptualisation
(Learning from experience)
Active Experimentation
(Putting into practice what has
been learned)
Blooms Taxonomy
•Imitation
•Manipulation
•Precision
•Articulation
•Naturalisation
Psychomotor
(Practical Skills)
Skill Aquisition
•Dreyfus (1980) proposed a model of how to acquire skills
•Applied to nursing by Benner (1984)•Progressive level of skill based on
experience
Novice Advanced Beginner
Competent Proficient Expert
Conscious Competence Model and its Professional Application
Reflective Competence
Unconsciously
Incompetent
Consciously Incompetent
Consciously Competent
Unconsciously Competent
Expert
Confidently
Incompetent
What Concepts can be used to guide our teaching?
• Activity aids learning• Repetition and practice aids learning• Small steps aid learning• Reinforcement aids learning
Behavioural Therapy
• Learning comes from understanding• Organisation and structure of teaching aid learning
• Perceptual features need attention• Cognitive feedback aids learning• Individual differences need to be taken into account
Cognitive Theory
• Learning is a natural process• Motivation, purposes and goals are important• Choice, relevance and responsibility aid learning• Anxiety and emotion affect learning
Humanisation and Adult Learning Theory
Teaching a skill• Stage 1
Demonstration of skill at normal speed with little/no explanation.
Stage 2Repetition with full explanation and encouraging learner
to ask questions.Stage 3
Demonstration again with learner explaining each step and teacher questioning and correcting. May need to be
repeated multiple times.Stage 4
Learner performs skill under close supervision describing each step before performing it.
Acquisition of skills in Veterinary Nursing
College
Work-based
Why is work based learning important?
Workplace teaching & learning - Limitations•Time and clinical constraints•Effect on smooth running of a business•Ability and willingness of staff whose
main role is not teaching•Availability of teaching opportunities•Variability in technique•Non compliant patients
Simulations
•Allows learning to be in a safe & controlled environment
•Lots of opportunities to practice•Standard techniques can be taught•Less time constrained
•BUT•Experience NOT real•Not possible for all tasks•May result in poor application in practice
Assessment – Why?
•Have learning outcomes been met?•Are learners - Competent, Reliable, Safe.•Can knowledge and practical skills be
used together in a problem solving context?
•Important for public confidence and professional registration
Assessment formats
DoesNPL
Shows How (College & Practice)
Practical examsKnows How (College)Written assessment -
assignments
Knows (College)Written assessment – MCQ’s
Assessment of practical skills must be…….• Feasible
• Credible
• Have educational impact
• Defensible
• Supported by body of evidence in the literature
• Acceptable to all stakeholders
Any Questions?