Clinical Coach Standardisation Meeting August 2011.
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Transcript of Clinical Coach Standardisation Meeting August 2011.
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Clinical Coach Standardisation MeetingAugust 2011
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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?
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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
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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
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How do we learn?
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Kolb’s Experiential Learning Cycle
Concrete Experience
(Doing)
Reflective Observation
Abstract Conceptualisation
(Learning from experience)
Active Experimentation
(Putting into practice what has
been learned)
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Blooms Taxonomy
•Imitation
•Manipulation
•Precision
•Articulation
•Naturalisation
Psychomotor
(Practical Skills)
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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
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Conscious Competence Model and its Professional Application
Reflective Competence
Unconsciously
Incompetent
Consciously Incompetent
Consciously Competent
Unconsciously Competent
Expert
Confidently
Incompetent
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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
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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.
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Acquisition of skills in Veterinary Nursing
College
Work-based
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Why is work based learning important?
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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
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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
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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
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Assessment formats
DoesNPL
Shows How (College & Practice)
Practical examsKnows How (College)Written assessment -
assignments
Knows (College)Written assessment – MCQ’s
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Assessment of practical skills must be…….• Feasible
• Credible
• Have educational impact
• Defensible
• Supported by body of evidence in the literature
• Acceptable to all stakeholders
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Any Questions?