Supporting clinical skills developments

Hilton, Penny; Pollard, Carol

doi:10.7748/ns2004.05.18.35.31.c3608

Cited by 12 publications

(10 citation statements)

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“…Many of these steps belonged to the category Management of Equipment. All the students correctly performed steps concerning preparation of equipment and tourniquet handling (1,6,8,13,25,32). All the students correctly assessed and selected a vein (7,27) in the category Assessment of a Vein.…”

Section: Correct Performancementioning

confidence: 99%

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Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

Ravik

Havnes

Bjørk

2014

JNEP

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Background: It is assumed that practical skills learned through simulation can be transferred to the clinical setting, but little is known about students' skill performance on real patients after simulation-based learning. The literature shows that newly qualified nurses lack proficiency in skill performance, implying that transfer of learning is challenging. The aim is to explore practical skill transfer from skill centre to clinical setting.Method: A qualitative descriptive observational study of five undergraduate nursing students practicing peripheral venous cannulation (PVC) in the skills centre and clinical setting. Performances were compared using content analysis.Findings: There were similarities and differences in the students' performance accuracy in the skills centre and the clinical setting. Many steps were performed correctly, though some were performed incorrectly, and several were not performed or not relevant to perform in either setting. Practicing on a mannequin and on actual patients gave different learning opportunities. Practicing on a mannequin gave the students the opportunity to perform most of the PVC steps even if the vein was missed. When students missed the vein on real patients, they had to terminate the attempt, with no opportunity to perform subsequent steps of the skill.Conclusion: Low-fidelity simulation was found both to be effective, as it provided familiarity with equipment used in the clinical setting, and inadequate due to lacking opportunity to discern differences encountered in the clinical setting. The simulation must be improved to ensure that students learn what is needed for safe practice on real patients in the clinical setting.

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Section: Correct Performancementioning

confidence: 99%

“…[5][6][7] Marshburn et al [7] claimed in their study that only 8% of newly qualified nurses were comfortable performing all the skills and procedures needed in a clinical setting. Starting an intravenous line was the skill nurses felt least comfortable in performing.…”

Section: Introductionmentioning

confidence: 99%

Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

Ravik

Havnes

Bjørk

2014

JNEP

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“…During the 1980s, nurse education institutions believed the development of psychomotor skills would be best achieved during clinical placements (Hilton and Pollard 2004). However, the use of clinical skills laboratories now plays a key role in the teaching and learning strategies of clinical skills.…”

Section: Aim Of the Sessionmentioning

confidence: 99%

Teaching students in the classroom and clinical skills environment

Dix

Hughes

2005

Nursing Standard

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This article demonstrates that careful planning and management can help to ensure effective learning for pre-registration students during theory and practical skills teaching. It highlights two lesson plans with intended learning outcomes, one for a didactic teaching session and the other for a psychomotor clinical skills session. The article identifies a variety of teaching and learning strategies that could be adopted. These keywords are based on the subject headings from the British Nursing Index. This article has been subject to double-blind review. For related articles and author guidelines visit the online archive at www.nursing-standard.co.uk and search using the keywords.

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“…Preparation for entry to practice is important and must include clinical skill development, but the question remains as to how that development is best accomplished. Although there is a substantial amount of literature that discusses when and where clinical preparation should take place (Bjork, 1999; Hilton & Pollard, 2004; Su, 2005), there remains little consensus or evidence of which pedagogical approaches can facilitate the development of students' nursing knowledge and transfer of that knowledge to clinical practice. The financial costs associated with clinical preparation are high, whichever form that preparation takes.…”

Section: Introductionmentioning

confidence: 99%

“…There is an embedded assumption in most of the relevant literature that skill laboratories or practice classrooms are an important component in clinical skill preparation (Godden & Forsyth, 2000; Scott, 2001; Hilton & Pollard, 2004). These on‐campus facilities aim to simulate health‐care settings and allow students to rehearse clinical skills, surrounded by the artifacts of clinical environments.…”

Section: Introductionmentioning

confidence: 99%

Are laboratories useful fiction? A comparison of Norwegian and Australian undergraduate nursing skills laboratories

Wellard

Heggen

2010

Nursing & Health Sciences

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Drawing on the findings from studies in Australia and Norway that explored the use of laboratories in the preparation of nursing students for entry to practice, this article identifies the pedagogical challenges for the undergraduate education of nurses. The findings from both countries are compared and, in spite of distinct differences in the level of financial investment, there are striking similarities between the ways in which laboratories are used in the two countries. The laboratories were designed to predominately represent acute care hospital environments. The participants demonstrated a high level of commitment and strongly held beliefs in the laboratory as a safe place to facilitate self-paced learning and as an environment where students can practice until they become competent and confident. However, at the same time, there was a striking lack of evidence to support these views. The participants in both countries reported a common approach to instruction: a process of teacher demonstration, followed by student repetition and practice. Variability in students' motivation also was reported and the participants especially expressed concern for those students with a low level of interest in the basic skills associated with personal care. The possibilities and limitations of using skill laboratories as part of the practical preparation for nursing are discussed, using the metaphor of laboratories as "fiction".

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Supporting clinical skills developments

Cited by 12 publications

References 0 publications

Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

Exploring nursing students’ transfer of peripheral venous cannulation from skills centre to the clinical setting

Teaching students in the classroom and clinical skills environment

Are laboratories useful fiction? A comparison of Norwegian and Australian undergraduate nursing skills laboratories

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