AT SKILLS LAB

While demonstrating the new skills to students at the skills lab

Ensure that all students follow using a checklist
Describe the skill and why the skill is important
Describe the steps involved in the skill, using the relevant
learning guide/checklist
Demonstrate the way, where all students can see
Simulate clinical setting as much as possible
Proceed in a step-by-step manner
Demonstrates skill accurately from beginning to end, without
skipping steps
Summarize and allow students to ask questions

After demonstration
Allow students to practice at the skill in small groups, taking
turns with various roles (practicing, observing, giving
feedback, simulating role of patient)
Ensure that there are no more than six students per model
Observe students practice and provide feedback in a
positive and constructive manner
Question students to check their knowledge and clinical
decision-making
Summarize the session
While assessing the students skills competency
Ensure students are aware that they will be assessed for
specific skill competence using the skills checklist
Ensure that each student has a copy of the skills checklist
Prepare assessment station with all necessary supplies and
equipment
Conduct assessments in an objective and impartial manner
Provide feedback at the conclusion of the assessment
session, but not during the assessment
Recording results of the assessment session in the students
logbook/ performance file/record book
Providing opportunity for re-assessment if the student does
not achieve competence during the session
 CLINICAL SKILLS LEARNING AT CLINICAL AREA

Before the clinical posting

The teacher shall prepare the clinical learning objectives for skills practice and provide it to the
students
The teacher shall meet with students prior to their departure for clinical practice sites and
discuss the objectives and assignments specific to each clinical area
All students shall be oriented to the use of a personal clinical experience log book

On arrival to each clinical site (On first day) the students shall be oriented on the following:

The staff on unit during their rotation

The facility including the general lay out of the departments, the pharmacy, laboratory, and out-
patient department
Admission and discharge procedures, medication administration records/ charts
Patient emergency procedures and equipment
Students are oriented to safety and security

At clinical site, while supervision ensure that

Students at the clinical practice sites have their personal learning resources (job aids, checklists,
etc.)
Describe the tasks to be performed by students
Demonstrate skills on actual patients whenever possible, or use simulation if necessary
Protect patients rights by:
o Informing the patient of the role of students and nursing faculty
o Obtaining the patient's permission before students observe, assist with, or perform any
procedures
o Respecting the right to bodily privacy
o Observing the confidentiality of patients and their information,
Supervise students as they work and do not leave students unsupervised for skills or activities that
carry risk of patient harm
Being a supervisor, record observations, comments, and achievement of competence in the
students clinical assessment tools
Use the clinical experience logbooks for recording the attainment of skills by students
Clarify progress on objectives and identify remaining learning needs
Provide feedback to students by:
o Providing praise and positive reinforcement during and/or after practice
o Correcting student errors while maintaining student self-esteem

At the end of a clinical practice session

Review learning progress

Discuss cases seen that day, particularly those that were interesting, unusual, or difficult
Provide opportunities for students to ask questions
Ask students to discuss their cases or care plans for patients
Document clinical evaluation periodically
A teacher shall come to class always prepared with lesson plan and AV aids

The facilitator remember to

- use notes or a teaching plan and audiovisuals effectively
- maintain eye contact with the students and use students names often
- project voice audibly so that all students can hear and maintain energy
- provide opportunities for application or practice of presentation content

The good facilitation always emphasizes the following

- At the beginning of class, introduction of class using an engaging technique,
state objectives as a part of introduction and specify which unit is being taught
- At the end of class, refer to the correct reference books
- While summarizing, draw the main points of presentation/class and link to
next topic
- While questioning, ask questions of the entire group, give pause and then
targets question to individuals and ask question at a variety of levels (recall,
application, analysis)