Training Trainers and Educators Unit 3 - Teaching a Practical Skill Aim Provide the opportunity to teach a practical skill Learning outcome Demonstrate teaching a practical skill using the 4 stage approach Slide 3.1 IMPORTANT Note to facilitator Due to copyright legislation we are unable to use certain images or diagrams on the slides. Therefore always click on the links provided on the slides during the presentation to access these. You will be familiar with the content of this topic. Outline tutor notes are provided but the expectation is as an experienced facilitator you may wish to add/change to suit your own and audience needs. It always helpful to revisit agreed ways of working of any of the units are being delivered separately.

Awareness Unskilled Acquisition Development Mastery Adaptability Training Journey Developed from NHS Education for Scotland Supporting Clinicians on Training in Scotland (SCOTS) Clinical Supervision Course Unskilled Skilled Awareness Acquisition Development Mastery Adaptability Slide 3.2 The process of gaining knowledge and skills can be likened to a journey with several stages to pass on the way from being unskilled to skilled. Awareness: Of existing knowledge or skills, may be through self recognition or by facilitating the identification of learning needs. Point for discussion: How can educators identify this and why is it important to have an understanding of this stage? Acquisition: Of new knowledge and skills. Point for discussion: Can you think of any key consideration that would be important at this stage? E.g. Aligned learning aims, outcomes, teaching and learning styles. Development: Develops their knowledge and ability so that they can perform a skill. Within the development stage the learner will continue to develop through a cycle of learning Example: A student nurse may have developed their knowledge and ability so that they can take a patients blood pressure, they may perform this skill in practice for the first time and then independently or jointly with their mentor, reflect on performance, rehearsal new technique, repeat it again in practice and again review and reflect, and apply the next time. NB you can add your own example in here relevant to the target audience Mastery: The learner has mastered the skills and is able to do this independently. For example, the student may help to support another student to learn and practice this skill or they may start to apply other skills at the same time for example taking a patients blood pressure but also observing the patient for other signs at the same time. Point for discussion: Through our own experiences is there anything we should consider that may influence our practice? E.g. Complacency, remaining up to date, need to continue to utilise skills to remain at this level. Adaptability: It may be possible to adapt the skill to other areas of our practice, application of skills to a different client group or environment, using leadership with in all aspect of practice. Mastery of something really complex can take 10,000 hours = approx 10 years and if asked mention research on musicians and sportsmen/women. The context is important as complex communications and decision making may no longer get the number of hours that happened in the past. Unit 3 Handout 1 for detailed descriptors

Training Journey Awareness Unskilled Reflection Acquisition Rehearsal Development Repetition Mastery Review Adaptability Slide 3.3 The actions in red describe the process the learner is going through at each stage of the journey

Conscious-competence Learning Model http://www.businessballs.com/consciouscompetencelearningmodel.htm Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence Slide 3.4 PLEASE USE LINK ON HANDOUT 1 FOR INFORMATION ON Conscious – Competence Learning Model FOR THIS SLIDE Alternative model relating to the journey from unskilled to skilled and is set in the context of the stages of learning a new skill. Signpost to Unit 3: Handout 1 (second page) The Conscious-competence framework consists of four stages. Seek whether the group is familiar with this model or if anyone would like to describe or give an example of a stage Unconscious Incompetence (UI) - The person is unaware of the complexity of the skill. This typically is true of new learners but there is a danger that established professionals/patients remain unaware of changes in practice but thinking they are competent. Conscious Incompetence (CI )- The person becomes aware of the complexity of the skill, their knowledge and skill deficiency and their learning needs to gain knowledge and improve their working practice. They then aim to acquire that skill. Conscious Competence (CC) - The person acquires the skill and reaches a level that they are comfortable performing the skill and can perform it consistently to a reasonable standard. Because it requires concentration of thought this can lead to a rather robotic performance or loss of focus if other things happen and multitasking leads to temporary loss of competence with a particular skill. Practice is the most important way to move to next stage. Unconscious Competence (UC) - The person has acquired a level of performance that enables them to perform the skill with little mental effort, it has become second nature. The person who has reached this stage is not necessarily the best teacher of a skill as they no longer need to think about the actions they are performing and therefore may have difficulty in articulating all the aspects of the skill to a novice. Can be vulnerable to complacency. The most effective teacher should be in the zone of the learner and once awareness has been raised this would typically be in CI in early learners and CC in those who are more established. The teacher should think through the processes involved in performing the skill and articulate this comprehensively and accurately to a learner. Could use example of learning to drive to describe the four stages

Teaching a practical skill Four Staged Approach Demonstrate the skill with no words Demonstrate and explain what you are doing The learner explains what you should do as you follow their instructions The learner performs the skill whilst explaining to you what they are doing Slide 3.5 Ask why stage 1? and discuss the need for total concentration without the interruption of language particularly for visual learners. You can go through a demonstration with a volunteer but it may not be necessary as long as you keep an eye on what participants are doing in the practical session after the presentation. Note that they need to think about the skill before ( note pre preparation) Note that stage 3 is often the time for sorting out difficulties and asking questions Common comments – that come up when doing the exercise. Need to acknowledge that many forget stage one in the rush to teach. Never say something will be easy to learn – if the learner fails it is even worse. For something intuitive stage 2 can trip teachers up. It is good to have fun learning! We can assume (wrongly) that if we’ve mastered a skill that adaptability will come naturally. In real life not all who can take blood can adapt to put up a drip. Not all who are expert at tying knots can braid hair!