Clinical Coach Standardisation Meeting August 2011.

Slides:



Advertisements
Similar presentations
This is a subject-based presentation for you as PV to adapt to your subject. The subject content at present is English for Speakers of other Languages.
Advertisements

Objectives Explain the purpose of the RIME feedback method.
CDI Module 10: A Review of Effective Skills Training
Goal Setting and Self Assessment: Teaching Lifelong Learning Skills Stacy Potts, MD Allison Hargreaves, MD.
Module 1: Teaching functional skills – from building to applying skills 0 0.
Quality Education for a Healthier Scotland Pharmacy Introduction to The Pharmacy Vocational Training Scheme Stages 2,3 and 4 August 2013.
Workplace-based Assessment. Overview Types of assessment Assessment for learning Assessment of learning Purpose of WBA Benefits of WBA Miller’s Pyramid.
Mary Ann Cordeau PhD, RN. From participating in this presentation the participant should be able to: Define assessment and validation as they relate to.
Types and Purposes of Assessment Mathematics Assessment and Intervention.
Enhancing situated learning: apprenticeship in learning departments Jeroen Onstenk ) INAP, Beijing, May 2011.
DED 101 Educational Psychology, Guidance And Counseling
Teaching a clinical skill Anne Pegram March 2014.
The Role of the Clinical Skills Laboratory in Preparing Students for the Real World of Practice Catherine E. Houghton October 2007 Supervisor: Dr. Dympna.
Planning, Instruction, and Technology
Understanding Learning in Fieldwork T.Y, LEE Fieldwork Coordinator (BSW) City University of Hong Kong.
Formulating objectives, general and specific
Wandsworth Lifelong Learning
Session Two Facilitation of Learning in the Clinical Environment 03/09/2015Facilitation of learning in the clinical environment 1.
Taxonomies of Learning Foundational Knowledge: Understanding and remembering information and ideas. Application: Skills Critical, creative, and practical.
Managing Learning and Knowledge Capital Human Resource Development: Chapter 12 Workplace learning Copyright © 2010 Tilde University Press.
Foundations of Educating Healthcare Providers
Evidence based research in education Cathy Gunn University of Auckland.
26 TH ACADEMIC COUNCIL ST APRIL 2015 Breakout session Group C “EXPERIENTIAL LEARNING”
1 Rachel Yudkowsky MD MHPE Simulation for Patient Safety Slideset 2 Designing instructional programs with simulation.
MOCHAKI N.W NURSE EDUCATOR LIMPOPO COLLEGE OF NURSING.
Simulation Activity for Subcutaneous Injection Education of Nursing Students Jennifer A. Ross.
CIPD Foundation Level Certificate in Learning & Development Practice Delivering learning & development activities.
ASSESSMENT IN EDUCATION ASSESSMENT IN EDUCATION. Copyright Keith Morrison, 2004 PERFORMANCE ASSESSMENT... Concerns direct reality rather than disconnected.
What Our Students Need Most The 7 Fundamental Conditions of Learning.
Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing.
DR. OLFAT SALEM L. MONA AL-ASEERI NURSING ADMINISTRATION & EDUCATION DEPT. Principles of Learning and Teaching Course.
Quality Education for a Healthier Scotland Multidisciplinary Role of the Instructor in Supporting Learning.
Teaching a Practical Skill
Managing Performance. Workshop outcomes, participants will: RACMA Partnering for Performance 2010 Understand benefits of appropriate performance management.
Unit 1 – Preparation for Assessment LO 1.1&1.2&1.3.
What is independent learning and what are the benefits for students?
ROLE-PLAY AS A TEACHING METHOD
Human Resource Management, 4th Edition © Pearson Education Limited 2004 OHT 8.1 To survive in the global economy, organisations must: be flexible be competitive.
Developing learner competency in the clinical environment GRACE Session 3 GRACE Program.
Performance-Based Assessment Authentic Assessment
WHO Global Standards. 5 Key Areas for Global Standards Program graduates Program graduates Program development and revision Program development and revision.
How to Improve Care Approaches Using Cognitive Apprenticeship Emily O. Egerton, MEd., PhD. Geriatric Grand Challenge Institute Advanced Curriculum Workshop.
INSTRUCTIONAL OBJECTIVES
COACHING. Coaching focuses on partnering with families. This is a shift from the expert telling parents what to do in a top down fashion to a coach who.
Clinical Evaluation: Concepts and Processes Copyright 2008 by The Health Alliance of MidAmerica LLC.
“Teaching”…Chapter 11 Planning For Instruction
TERM 2. SESSION 3. EVALUATION AND ASSESSMENT – summative and formative THE REFLECTIVE PRACTITIONER THE CUSTOMER’S PERSPECTIVE.
Knowledge is fixed and need only to transfer from teacher to students is based on constructive and transformation process through learning process Learning.
CDIO: Overview, Standards, and Processes (Part 2) Doris R. Brodeur, November 2005.
Clinical Learning Dr Muhammad Ashraf Assistant Professor Medicine.
School practice Dragica Trivic. FINDINGS AND RECOMMENDATIONS FROM TEMPUS MASTS CONFERENCE in Novi Sad Practice should be seen as an integral part of the.
Teaching a psychomotor skill Orla OReilly. Learning outcomes To explain what is meant by the term psychomotor skill To review the phases involved in teaching.
Monitor and Revise Teaching. ObjectivesObjectives Describe how to monitor teaching List ways to contribute to broader evaluations Explain how to review.
Workplace Learning and the Applicability of Cognitive Apprenticeship Model in Internal Medicine Ward Rounds Dr Muhammad Tariq, FRCP (Lon.) FRCP (Edin.),
Kate Perkins for the Ithaca Group. Setting the scene  Where has the CSfW come from?  What is it for? Who is it for? The framework  Skill Areas  Developmental.
Competencies and consequences … choices to make April
A conceptual framework is described as a group of concepts broadly defined and systematically organized to provide a focus, rationale, and tool for the.
Level 3 Sport.
Supporting students Educating students on clinical placement: refresher training session CRP, March 2017.
The New York State Core Body of KNowledge
Innovative measures in teaching
The Role of Humane Education in Achieving Lasting Behaviour Change
Facilitating Learning
Competency Based Learning and Development
The future: the full spectrum of simulation
What is independent learning and what are the benefits for learners?
A Review of Effective Teaching Skills
Coach beginner or novice participants to develop fundamental motor skills SISSSCO202.
Chapter 5 Patient and Family Teaching
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES. The American Psychological Association put together the Leaner-Centered Psychological Principles. These psychological.
Presentation transcript:

Clinical Coach Standardisation Meeting August 2011

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?

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

Practical Skills in Veterinary Nursing Technical Animal care and welfare First Aid Preparation & administration of medication Diagnostic procedures Clinical Care Procedures Equipment prep & maintenance Professional Communication Team Working Teaching Conduct Business Staff Management Stock Control Reception Duties Payments Estimates Health & Safety

How do we learn?

Kolb’s Experiential Learning Cycle Concrete Experience (Doing) Reflective Observation Abstract Conceptualisation (Learning from experience) Active Experimentation (Putting into practice what has been learned)

Blooms Taxonomy Imitation Manipulation Precision Articulation Naturalisation Psychomotor (Practical Skills)

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 CompetentProficientExpert

Conscious Competence Model and its Professional Application Reflective Competence Unconsciously Incompetent Consciously Incompetent Consciously Competent Unconsciously Competent Expert Confidently Incompetent

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

Teaching a skill Stage 1 Demonstration of skill at normal speed with little/no explanation. Stage 2 Repetition 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.

Acquisition of skills in Veterinary Nursing College Work- based

Why is work based learning important?

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

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

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

Assessment formats Does NPL Shows How (College & Practice) Practical exams Knows How (College) Written assessment - assignments Knows (College) Written assessment – MCQ’s

Assessment of practical skills must be……. Feasible Credible Have educational impact Defensible Supported by body of evidence in the literature Acceptable to all stakeholders

Any Questions?