the role of the clinical skills laboratory in preparing students for the real world of practice...
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The Role of the Clinical Skills Laboratory in
Preparing Students for the Real World of Practice
Catherine E. Houghton
October 2007Supervisor: Dr. Dympna Casey
Aim of the Presentation
Exploration of previous research Aim of the research in progress Interpretivism Case study design Challenges
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”
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)
The Function of the CSL
Simulated Learning Simulated Models Standardised Patients Computer-based Simulation
Audio Visual Recording
Skills assessment (i.e. OSCE)
Simulated Models
Low-fidelityModerate fidelityHigh Fidelity
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
Computer based Simulation
Higher Satisfaction and self-efficacy
? Improve ability to demonstrate skill
Penfield Virtual Hospital Authentic World
Audio-Visual Recording
Benefits Immediate Analysis and FeedbackRecognise own mistakes
Distracting, anxiety, behaviour modification
OSCE (Objective Structured Clinical Examination)Positive
Feedback and reflection Motivation to learn
Dependent on assessors’ subjectivity
Cause of Anxiety
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
Disadvantages of CSL Teaching
Student Anxiety
Comparison with reality of clinical setting Needs context ? Learning opportunities in clinical area ? Learn non-evidence based methods
Methodological Issues
2020Other Health
Professionals
3111Medical & Nursing
Research
5032511Total
171151Medical Research
281189Nursing Research
TotalTriangulationQuantitative Qualitative
Methodological Issues
Criticism of the primarily positivist approach
? use of OSCE to determine the effectiveness of CSL teaching
Level of education
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 staff’s perceptions of undergraduate clinical skills teaching.
Research Process
Phase 1 Visit all the 13 Nursing Centres Criteria for Selection of 4 Sites
Gain Access
Phase 2 Pilot phase
Phase 3Data Collection
observation, interviews, documentary sources
Phase 4 Cross-case/Within Case Analysis
Interpretivist Paradigm
Nature of the world as it exists
Subjectivity
Multiple realities
Emic and Etic perspective
Multiple Case Study Research
Natural context
Emic Perspective
Flexibility
Exploratory
Embedded
Instrumental
Multiple
Challenges
Gaining Access
Ethical Issues
Semesters/Timetables
Thank You
Catherine Houghton
Department of Nursing and Midwifery Studies
Aras Moyola
NUI Galway
Ireland