Teaching a Skill
Learning Outcomes
1. Identify
contexts of care where teaching skills may be utilised by nursing
staff.
2. Be able
to discuss and provide for suitable learning environments.
3. Analyse
elements of a skill.
4. Formulate
a lesson plan which includes evaluation.
Introduction
What skills may be taught in nursing practice
What are the optimising features of environment,
situation, personalities for teaching a skill
Lesson planning
Consider, time,
teacher activity, student activity, aids
Arouse student interest in first few minutes
For a new topic give relevant background and objectives
- students should not be wondering what they are supposed to learn
When the new work is a continuation - review lower order
work before starting, usually by asking questions
Focus attention ready to expand the cognitive framework
Development of teaching and learning
Demonstration -
you go through the skill
Explanation -
go over key points - reinforce with question and answer
Practice -
As soon a possible under teacher supervision - this should integrate the sub-tasks with the overall skill
Assessment -
Once the skill is acquired it should be assessed, if the required level has not been attained the skill should be
re-assessed after a further period of practice
Conclusion -
A time to consolidate learning - summarise and emphasise, introduction to the next area of learning may be given to improve orientation
Teaching a Motor Skill
1. Demonstrate
in its entirety, as a fully integrated set of operations, with clear
commentary,
and no mistakes.
2. Break
skill down into its parts, and demonstrate and explain each part.
3. Practice
under supervision.
4. Feedback
on performance.
5. Testing.
Learning to DO something
Involves:
Understanding what you are trying to achieve Purpose
Procedures or rules to memorise Procedures
Manual skills or reflex skills which need to be
practised Practice
Learning from written instructions
Read - right through before you start
Check - all materials and tools are available
Look - at any diagrams which indicate
different stages in the process
Learning from a demonstration
Watch carefully
Which hand etc. - When sight/touch involved - How
tools, materials are held
Ask Questions - to clarify
Key points - noted
Preparation
Mentally -
go through the sequence
Get the feel - of materials and tools
Decisions - know when to make them
Starting
Start - as soon as possible after watching
Don’t hurry - it’s more important you Get it right!
as
its difficult to unlearn
Practise - as often as possible at the beginning until its
Automatic
Motor Skills
Motor skills are learned capabilities comprising a
co-ordinated sequence of
movements or motor responses usually involving rapidity,
accuracy, smoothness of
bodily movement.
Learning motor skills involves the senses and brain as
well as the muscles -
Psychomotor skills.
Learning a skill is based on progression through 4
overlapping stages:
1. Cognitive
Phase Learner attempts to
understand the general requirements
of
the task.
2. Fixation
Phase Learner acquires
appropriate patterns of response and
eliminates
inadequate movements.
3. Automation
Phase Acts done “automatically”
and dependence on external cues
from the environment is reduced.
4. Attitude Learner adopts the
appropriate attitude.
Skills
For each skill listed give some background cognitive or
affective prerequisite lower order concepts
For one of the listed skills and prepare a set of
written instructions to carry it out
Use of nebulisers and Inhalers
Use of syringe Drivers
Passing a naso-gastric
tube
Carrying out oral hygiene
Stoma care
Removal of clips/staples/sutures
Bed making and arrangement of pillows and care of
mattresses
Hygiene needs - bed bathing, shaving - hair and nails
Setting up and maintaining skin traction
Application and care of plaster of paris
Application of bandages
Care of Anti-Embolic Stockings
Giving eye care/medication
BM recording and urinalysis
Giving suppositories and enemas
Conveen care
Collection of MSU
Giving injections
Application of tubigrip and steri-strips
Catheter care
Bladder washouts
Tracheostomy care
Hair washing of “bedfast” patient