Curationis 33 (2): 51-59Most educational institutions that offer health related qualifications make use of clinical skills laboratories. These spaces are generally used for the demonstration and assessment o f clinical skills. The purpose o f this paper is to share our experi ences related to the revitalization o f skills training by introducing the skills lab method at the School of Nursing (SoN), University of the Western Cape (UWC). To accom modate the contextual changes as a result of the restructuring o f the higher educa tion landscape in 2003, the clinical skills training programme at UWC had to be reviewed. With a dramatic increase in the student numbers and a reduction in hospi tal beds, the skills lab method provided students with an opportunity to develop clinical skills prior to their placement in real service settings. The design phase centred on adopting a skills training methodology that articulates with the case-based approach used by the SoN. Kolb's, experiential learning cycle provided the theoretical underpinning for the methodology. The planning phase was spent on the development o f resources. Eight staff members were trained by our international higher education collaborators who also facilitated the training o f clini cal supervisors and simulated patients. The physical space had to be redesigned to accommodate audio visual and information technology to support the phases o f the skills lab method. The implementation o f the skills lab method was phased in from the first-year level. An interactive seminar held after the first year o f implementation provided feedback from all the role players and was mostly positive. The results of introducing the skills lab method include: a move by students towards self-directed clinical skills development, clinical supervisors adopting the role o f facilitators of learning and experiential clinical learning being based on, amongst others, the stu dents' engagement with simulated patients. Finally, the recommendations relate to tailor-making clinical skills training by using various aspects o f teaching and learning principles, i.e. case-based teaching, experiential learning and the skills lab method.
English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed by critical pedagogy decentered whiteness in the curriculum, while creating needed opportunities for students and faculty to engage in cross-racial dialogue about systemic racism.
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