Module 8 Skills_revised in health care setting

skills in health care

1. Facilitate the Development of Healthcare Delivery Skills

2. Objectives Describe the process of developing competency (knowledge, attitude and skills) in learners List the steps of competency development Use competency-based learning tools List attributes of a good coach Introduce and demonstrate a skill Facilitate skills practice and give feedback 2

3. Developing Skills, Knowledge and Attitude 3 Presented, discussed, applied, reinforced, assessed Described, demonstrated, practiced, assessed Modeled, explored, revised, assessed COMPETENCIES Knowledge Skills Attitudes

4. Competencies (skills) Proficiency Demonstrate or break down skill Practice and feedback Learner can perform accurately and independently Use assessment tool Acquisition Learner can perform efficiently Can make appropriate clinical decisions Competency 4

5. Steps to Develop Competencies (Skills) 5 Let’s take a look at Figure 8-2.

6. Examples of Skill Practice Methods Role plays Simulations Video, photograph or computer exercises Case studies Projects Work with real patients 6

7. For Every Competency (skill)… Use and assessment tool Demonstrate correct behaviors Provide coaching and supportive feedback during practice 7

8. Competency-Based Learning Tools Presents the individual steps in a standardized way Aim to help students learn the correct steps and the correct sequence of steps Helps to measure students’ progress in learning as they gain confidence 8 What are some examples of tools?

9. How are Checklists Developed? 9

10. How are the checklists used? Students can follow the steps while someone demonstrates Pairs of students can work together to practice Students can observe each other and give feedback Before, during, and after clinical practice sessions, use as a reference Students can assess themselves or peers 10

11. A Good Coach… Is proficient in the area being taught Supports learners Facilitates learning Is self-aware Provides specific feedback COACH 11

12. Demonstration: Whole-Part-Whole Approach Demonstrate the whole procedure from beginning to end Isolate or break down the procedure or activity into parts and allow practice of the individual parts of the procedure Demonstrate the whole procedure again and then allow students to practice it from beginning to end 12

13. Remember to . . . Always demonstrate the skills correctly Interact with the students Use equipment and materials correctly Use a learning tool for complicated skills 13

14. Psychomotor Skills Require repetition Done step-by-step Require use of some type of model for practice Assessment tools provide guidance on step-by-step completion Clinical Decision Making Skills are addressed later 14

15. Communication Skills Pay attention to non-verbal communication during demonstrations Build on basic communication skills Active listening Clear language Concise information Check understanding Use role plays for demonstration Use behavior modeling 15

16. Addressing Attitudes Teach attitudes through formal courses Attitudes influenced through observation of role models & behavior modeling influences attitudes Values clarification exercises (scenarios, discussions and role plays) help learners self-assess Clinical practice provides excellent opportunities 16

17. Summary Skill development requires: demonstration, practice, feedback Let’s review the steps in the job aid on Page 8–21 paying attention to: Step 1—Introduce and demonstrate Step 2—Practice with feedback 17