Adam Brickner Executive Director Greenville, SC. IntroductionIntroduction.
Prepare the Teaching Environment. IntroductionIntroduction Describe the worst room you ever...
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Transcript of Prepare the Teaching Environment. IntroductionIntroduction Describe the worst room you ever...
Prepare the Teaching Prepare the Teaching EnvironmentEnvironmentPrepare the Teaching Prepare the Teaching EnvironmentEnvironment
IntroductionIntroductionIntroductionIntroduction
• Describe the worst room you ever experienced as a student or teacher?
• The best?
ObjectivesObjectivesObjectivesObjectives
• Prepare the classroom environment
• Prepare for practice in a simulated environment
• Select sites for clinical practice
• Prepare the clinical practice environment
Classroom Questions #1Classroom Questions #1Classroom Questions #1Classroom Questions #1
• Is the space large enough for the number of students?
• The classroom should be large enough for:• A table in the front of the room for the teacher.• Space for audiovisual equipment • The students should be able to see the projection
screen and other visual aids• Space for students to work in small groups (if
applicable)
Classroom Questions #2Classroom Questions #2Classroom Questions #2Classroom Questions #2
• Is the room properly heated or cooled and ventilated?
• Is the lighting adequate?
• Is the seating appropriate?
• Is there audiovisual equipment in working order available?
Examples of Simulated Practice Examples of Simulated Practice ActivitiesActivities
Examples of Simulated Practice Examples of Simulated Practice ActivitiesActivities
• Practice counseling during role plays
• Learn to perform a pelvic examination using an anatomic model
• Practice counting breathing rate using videos of children with acute respiratory infections
• Practice assessing maternal nutrition using simulated patients
Options for Simulated Options for Simulated PracticePractice
Options for Simulated Options for Simulated PracticePractice
• In the classroom (supplies ready, room set up)
• In a skills development lab or clinical skills center.
• At the clinical practice site (take supplies and equipment, practice with feedback, good when caseload is low).
Equipment and SuppliesEquipment and SuppliesEquipment and SuppliesEquipment and Supplies
• Anatomic models
• Learning materials (manuals, books, checklists, charts, exercises, etc.)
• Physical supplies (chairs, tables, AV equipment, flipchart with markers, etc.)
• Medical supplies (gloves, instruments, drapes, IP supplies, etc.)
Planning a Skills Development Planning a Skills Development Lab (SDL)Lab (SDL)
Planning a Skills Development Planning a Skills Development Lab (SDL)Lab (SDL)
• Administrative support and dedicated space, equipment and supplies.
• Room that is accessible and can be locked.
• Room with lighting and space for students to work.
• Room that is secure and can be locked.
Introducing a SDL #1Introducing a SDL #1Introducing a SDL #1Introducing a SDL #1
• Meet with administrative staff and reach consensus on establishing the SDL and how the SDL will be managed.
• Set up a small working group of “champions.”
• Gather the group to achieve consensus regarding physical location and setup, supply management, faculty orientation to the SDL, SDL hours, and staffing.
Introducing a SDL #2Introducing a SDL #2Introducing a SDL #2Introducing a SDL #2
• Physically set up the SDL (see Figure 4-1).
• Orient faculty to the SDL.
• Orient students to the SDL.
Manage the SDL #1Manage the SDL #1Manage the SDL #1Manage the SDL #1
• Post in key locations the hours that the SDL will be open and any related schedules.
• Provide instructions on how to gain access to the SDL after hours.
• Remind appropriate faculty of the availability of the SDL for demonstration of skills and assessment of competency prior to clinical experiences.
Manage the SDL #2Manage the SDL #2Manage the SDL #2Manage the SDL #2
• Delegate someone to be available and responsible for keeping the keys.
• Staff the SDL with faculty or senior students during designated times for practice and demonstrations.
• Maintain supplies, resources, and equipment and ensure that they are not borrowed for other uses.
Manage the SDL #3Manage the SDL #3Manage the SDL #3Manage the SDL #3
• Choose several senior-level students to be available during practice times.
• Orient these students to the SDL and, before approving them as assistants, use checklists to evaluate their skills with models.
Sites for Clinical Practice #1Sites for Clinical Practice #1Sites for Clinical Practice #1Sites for Clinical Practice #1
• Is the environment consistent with the skills being taught?
• Is the staff receptive to supervising students?
• Is there adequate space for the number of students?
• Are there enough patients?
Sites for Clinical Practice #2Sites for Clinical Practice #2Sites for Clinical Practice #2Sites for Clinical Practice #2
• Are there appropriate types of patients?
• Is the site easily accessible for students and tutors?
• Is this clinical site still meeting learning needs (if an existing site)?
Prepare the Physical Prepare the Physical EnvironmentEnvironment
Prepare the Physical Prepare the Physical EnvironmentEnvironment
• Has a room been reserved for the students for discussion or small group activities?
• Are the essential drugs, supplies, and equipment available?
Manage Site LogisticsManage Site LogisticsManage Site LogisticsManage Site Logistics
• Is practice scheduled at a time when patients are available and that is convenient for clinical staff?
• With whom do you need to coordinate clinical practice?
Consider Patient FlowConsider Patient FlowConsider Patient FlowConsider Patient Flow
• Is there adequate patient caseload?
• Will you need to schedule patients?
• Are there appropriate types of patients?
Clinical Site StaffClinical Site StaffClinical Site StaffClinical Site Staff
This topic and much more will be covered in the Manage Clinical Practice module
SummarySummarySummarySummary
• Let’s review the job aid on Page 4-13.
• What kinds of simulated and clinical practice experiences will you need to implement your curriculum?
• Will you do this in the classroom or in a skills lab?