A model to teach concomitant patient communication during psychomotor skill development

Nicholls, Delwyn; Sweet, Linda; Müller, Amanda; Hyett, Jon

doi:10.1016/j.nedt.2017.09.004

Cited by 10 publications

(8 citation statements)

References 41 publications

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“…They suggested psychomotor skills be taught first, enabling students to develop solid understanding of the skills and the likely sensory elements patients will experience. As students become proficient in psychomotor skills, and the burden on their working memory lessens, they can practice the communication skills required to describe to patients the steps involved in different psychomotor skills and what patients will likely feel or hear (Nicholls et al, 2018). Students in our study appeared to learn in a similar manner;…”

Section: How To Teach Fundamental Carementioning

confidence: 68%

“…Previous research has highlighted similar trends, with students even at second-and third-year finding it difficult to integrate communication and psychomotor skills (Kneebone et al, 2002). Whilst there is limited evidence on how to teach concomitant psychomotor and fundamental care skills, Nicholls et al (2018) argued that psychomotor and communication skills be taught separately to avoid M A N U S C R I P T…”

Section: How To Teach Fundamental Carementioning

confidence: 94%

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Embedding fundamental care in the pre-registration nursing curriculum: Results from a pilot study

Feo

Donnelly

Frensham

et al. 2018

Nurse Education in Practice

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International evidence suggests nursing is not providing fundamental care consistently or adequately, resulting in poor outcomes for patients and healthcare systems. One possible reason for this inadequate care delivery is nursing education, with fundamental care often implicit or invisible in nursing curricula. To understand how best to teach fundamental care to pre-registration (pre-licensure) students, we developed and piloted a six-week intervention that incorporated into the first-year curriculum a more explicit focus on fundamental care. A conceptual fundamental care framework was used to guide students' learning, and clinical skills sessions were structured to reinforce the framework's conceptual understanding and enable students to practice delivering fundamental care in an integrated manner. The intervention's impact was explored via a pre-post survey and focus groups. The survey demonstrated that the intervention did not affect students' ability to identify patients' fundamental care needs; however, focus groups showed the intervention assisted students in understanding the complexity of fundamental care and its importance to patients' experiences. The pilot provides preliminary evidence on the importance of embedding fundamental care into nursing curricula early and explicitly, and emphasising the integrated nature of such care, particularly through structured debriefs, consistent terminology, and opportunities for students to experience care as a patient.

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Section: How To Teach Fundamental Carementioning

confidence: 68%

Section: How To Teach Fundamental Carementioning

confidence: 94%

Embedding fundamental care in the pre-registration nursing curriculum: Results from a pilot study

Feo

Donnelly

Frensham

et al. 2018

Nurse Education in Practice

View full text Add to dashboard Cite

show abstract

“…In front of a patient, educators must exercise discretion and caution about what and how much information they share about practise performance with the learner. Pedagogical approaches on how best to do this have been described 51 . The use of staff members enables practice on an authentic human body without the need for censored communication (but can lead to conflict if pathology is identified) and should be used with caution.…”

Section: Discussionmentioning

confidence: 99%

“…Pedagogical approaches on how best to do this have been described. 51 The use of staff members enables practice on an authentic human body without the need for censored communication (but can lead to conflict if pathology is identified) and should be used with caution. Simulation offers the learner the ability to learn sub-parts of the larger skill, with increasing complexity, also referred to as scaffolding.…”

Section: Stage Twomentioning

confidence: 99%

A survey of Australian sonographer psychomotor teaching practices

Nicholls

Sweet

Hyett

et al. 2020

Australas J Ultrason Med

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Objective: To report on the findings of a survey of sonographer skill-teaching practices in Australia using the SonoSTePs tool. Method: A cross-sectional survey of all qualified sonographers registered with the Australian Sonographer Accreditation Registry. Results: The 528 responses showed the use of a two-step skill-teaching approach to teach scanning skills and the incorporation of additional instructional practices to support a learner's initial acquisition of scanning skills, which include: providing coaching and guidance as the skill is practised; performing physical guidance; providing immediate error correction; and providing end-task feedback. Based on our findings, sonographer skill-teaching practices fall short of best pedagogical approaches. Conclusion: There is a pressing need to identify the optimal pedagogical approaches to teach complex psychomotor scanning skills. Research is required to ensure that the scanning skills are taught efficiently and that the pedagogical approaches to teach scanning skills foster the learner's long-term retention of the skill. There is also an accompanying need for sonographers involved in teaching scanning skills to have knowledge of the motor-learning theories and principles related to teaching a complex psychomotor skill.

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“…Practicum aims to increase the conceptual understanding and students' psychomotor skills Millar & Abrahams (2009). Generally, research on psychomotor is conducted in health education, especially nursing Lopes et al (2019), Rourke (2019), Nicholls et al (2018). Supported by the opinions of Hofstein & Lunetta (2004), science learning is less successful if it is not supported by the practical activities.…”

Section: Introductionmentioning

confidence: 99%

Psychomotor Skills of Pre-service Teachers of Natural Science on Melde’s Experiment in Guided Inquiry Learning

Sartika

Shofiyah

2020

IJORER Int. J. Recent Educ. Res.

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This research aimed to describe the psychomotor skills of pre-service teachers of natural science on Melde’s Experiment through guided inquiry learning. Psychomotor skills were assessed by observation during students conduct the Melde’ s experiment. This research method used was descriptive quantitative in which the authors described the research variables from the collected data. The study was conducted on a pre-service natural science teacher who learns the Optic and Geometry Course. The data analysis uses descriptive statistical. The results showed that the psychomotor skills of pre-service teachers of natural science are categorized as very good in manipulation, good in precision and articulation; fair in imitation and naturalization domain. The lowest category of psychomotor indicators is naturalization. Naturalization is doing related activities according to the skills that are owned, a sample designing experiment with different variables. Different variables with the module make the prospective teacher’s students think hard to create the experimental draft, consequently, the experimental design and findings are not equal to the theory. Further research is expected to have a learning model that is capable of training better psychomotor skills.

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A model to teach concomitant patient communication during psychomotor skill development

Cited by 10 publications

References 41 publications

Embedding fundamental care in the pre-registration nursing curriculum: Results from a pilot study

Embedding fundamental care in the pre-registration nursing curriculum: Results from a pilot study

A survey of Australian sonographer psychomotor teaching practices

Psychomotor Skills of Pre-service Teachers of Natural Science on Melde’s Experiment in Guided Inquiry Learning

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