The Role of the Clinical Skills Laboratory in Preparing Students for the Real World of Practice - PowerPoint PPT Presentation

Loading...

PPT – The Role of the Clinical Skills Laboratory in Preparing Students for the Real World of Practice PowerPoint presentation | free to download - id: 3ee4ab-ZGM1Y



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

The Role of the Clinical Skills Laboratory in Preparing Students for the Real World of Practice

Description:

The Role of the Clinical Skills Laboratory in Preparing Students for the Real World of Practice Catherine E. Houghton October 2007 Supervisor: Dr. Dympna Casey – PowerPoint PPT presentation

Number of Views:309
Avg rating:3.0/5.0
Slides: 21
Provided by: nuigalway8
Learn more at: http://www.nuigalway.ie
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: The Role of the Clinical Skills Laboratory in Preparing Students for the Real World of Practice


1
The Role of the Clinical Skills Laboratory in
Preparing Students for the Real World of Practice
  • Catherine E. Houghton
  • October 2007
  • Supervisor Dr. Dympna Casey

2
Aim of the Presentation
  • Exploration of previous research
  • Aim of the research in progress
  • Interpretivism
  • Case study design
  • Challenges

3
Changes in Nurse Education
  • emphasis on theory/decreased emphasis in skills
    learning
  • In clinical setting
  • More rapid patient turnover
  • Increased high dependency patients
  • Shortage of qualified practitioners
  • physical structure supporting the new academic
    structure

4
How does the CSL facilitate this statement?
  • During the course of their education, students
    are expected to acquire knowledge, incorporate
    critical thinking and psychomotor skills, develop
    self-confidence in their abilities, and then
    transfer this knowledge to the clinical setting
    (Childs and Sepples, 2006)

5
The Function of the CSL
  • Simulated Learning
  • Simulated Models
  • Standardised Patients
  • Computer-based Simulation
  • Audio Visual Recording
  • Skills assessment (i.e. OSCE)

6
Simulated Models
  • Low-fidelity
  • Moderate fidelity
  • High Fidelity

7
Standardised Patients
  • Coached to present a patient
  • problem accurately
  • Increased levels of judgement, performance and
    communication skills
  • Same outcome as real patients
  • ? Reliability of SP feedback

8
Computer based Simulation
  • Higher Satisfaction and self-efficacy
  • ? Improve ability to demonstrate skill
  • Penfield Virtual Hospital
  • Authentic World

9
Audio-Visual Recording
  • Benefits
  • Immediate Analysis and Feedback
  • Recognise own mistakes
  • Distracting, anxiety, behaviour modification

10
OSCE (Objective Structured Clinical Examination)
  • Positive
  • Feedback and reflection
  • Motivation to learn
  • Dependent on assessors subjectivity
  • Cause of Anxiety

11
Benefits of CSL Teaching
  • Gain confidence
  • Motivation to learn
  • Student Satisfaction
  • Safe environment to practice skills
  • Patient Safety
  • Communication Skills
  • Interprofessional Learning
  • Improvement on traditional methods

12
Disadvantages of CSL Teaching
  • Student Anxiety
  • Comparison with reality of clinical setting
  • Needs context
  • ? Learning opportunities in clinical area
  • ? Learn non-evidence based methods

13
Methodological Issues
14
Methodological Issues
  • Criticism of the primarily positivist approach
  • ? use of OSCE to determine the effectiveness of
    CSL teaching
  • Level of education

15
Research Aims
  • To analyse the teaching strategies used in Irish
    Clinical Skills Laboratories
  • To investigate the factors which influence how
    student nurses use their learned skills in the
    practice setting.
  • To examine student nurses perceptions of the
    methods used to teach clinical skills in the
    laboratory.
  • To explore qualified clinical and CSL staffs
    perceptions of undergraduate clinical skills
    teaching.

16
Research Process
  • Phase 1
  • Visit all the 13 Nursing Centres
  • Criteria for Selection of 4 Sites
  • Gain Access
  • Phase 2
  • Pilot phase
  • Phase 3
  • Data Collection
  • observation, interviews, documentary sources
  • Phase 4
  • Cross-case/Within Case Analysis

17
Interpretivist Paradigm
  • Nature of the world as it exists
  • Subjectivity
  • Multiple realities
  • Emic and Etic perspective

18
Multiple Case Study Research
  • Natural context
  • Emic Perspective
  • Flexibility
  • Exploratory
  • Embedded
  • Instrumental
  • Multiple

19
Challenges
  • Gaining Access
  • Ethical Issues
  • Semesters/Timetables

20
Thank You
  • Catherine Houghton
  • catherine.houghton_at_nuigalway.ie
  • Department of Nursing and Midwifery Studies
  • Aras Moyola
  • NUI Galway
  • Ireland
About PowerShow.com