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Adapted from PPT developed by Jhpiego corporation. Available at: http://www.reproline.jhu.edu/english/5tools/5presgrp/ctschpt8/cts8pg.htm Managing Clinical Practice Name of presenter Prevention of Postpartum Hemorrhage Initiative (POPPHI) Project PATH Objective 9-1 After completing this session, the participant will be able to manage the clinical practice portion of a clinical skills course. Enabling Objectives 9-2 • Show respect for clients’ rights during clinical training • Identify and plan for opportunities for learning • Consider the importance and purposes of pre- and post-clinical practice meetings • Supervise learners during clinical practice • Coach learners during clinical practice Protect Clients’ Rights #1 • Right to bodily privacy • Confidentiality 9-3 • Informed about the role of each person involved in their care • Client’s permission should be obtained before having a clinician-in-training observe, assist with or perform any procedures Protect Clients’ Rights #2 9-4 • A mentor should be present during any client contact • A mentor must be careful how coaching and feedback are given during practice with clients • Clients should be chosen carefully to ensure that they are appropriate for clinical training Planning for Clinical Learning #1 • Develop a plan for each clinic day. • Place learners in different areas at the clinical site: 9-5 • Delivery room – learners can perform AMTSL, examination of the placenta, help initiate breastfeeding, and monitor the woman and baby during at least the first hour postpartum. • Recovery room (room for monitoring the woman and baby during the first six hours postpartum) - learners can monitor the woman and baby during the first six hours postpartum. • Practice on anatomical models (any learners that were not found competent on an anatomical model must do so before practicing on clients) • Discuss learning objectives and the number of learners to expect with the ward staff and learners. Planning for Clinical Learning #2 9-6 • Choose clients carefully and develop a system for assigning learners to each client—the client chosen should be appropriate for the clinical training purposes identified. • Include other learning areas that impact client care, including but not limited to infection prevention practices, ordering and storage of uterotonic drugs, and client flow. • Prepare additional activities for the learners for times when there are few or no clients in the clinic. • Participants may complete learning exercises in the Learner’s Notebook • Participants may work together on anatomic models Strategies for in the Clinic #1 • The mentor must actively monitor the skills each participant is able to practice, and with what frequency. • To maximize the clinical experience: 9-7 • Mentors must be flexible and constantly alert to learning opportunities as they arise in the clinic. • Learners should be encouraged to watch for learning opportunities in the clinic. • Supplement the work done with clients with case studies and role plays. Pre-Clinical Practice Meeting 9-8 Items covered should include: • The learning activities for the day. • Any scheduling changes that may be needed. • Learners’ roles, responsibilities, work assignments, and rotation schedule for that day. • Special assignments to be completed that day. • The topic for the post-clinical practice meeting. • Questions related to that day’s activities or from previous days if they can be answered. Post-Clinical Practice Meeting Items covered should include: • Review the day’s learning objectives and assess progress toward their completion. • Present cases seen that day. • Respond to clinical questions. • Plan for the next clinical session. 9-9 • Conduct additional practice with models if needed. • Review and discuss case studies, role plays, or assignments that have been prepared in advance by the learners. Goal of supervision during clinical practice 9-10 • Supervision of learner activities is important to ensure that: • Each learner receives appropriate and adequate opportunities for skill practice • Learners do not disrupt the efficient provision of services within the clinic or interfere with staff and their duties • The care provided by each learner does not harm clients or place them in an unsafe situation Clinical Supervision 9-11 • Turn to pages 45-46 in the Mentor’s Guide where supervision in the clinical area is discussed. • Take turns reading the guidelines for supervising clinical practice found in the Mentor’s Guide The Feedback Session 9-12 • The learner should first identify personal strengths and the areas where improvement is needed • Next, the AMTSL mentor should provide specific, descriptive feedback that includes suggestions of not only what, but how, to improve • Finally, the learner and the AMTSL mentor should agree on what will be the focus of the practice session, including how they will interact while they are with the client Positive Feedback During the Procedure • Keep the feedback restrained and low-key • Too much praise may cause the client to wonder 9-13 • Positive feedback can be conveyed by facial expression and tone of voice rather than words, and still be highly effective Corrective Feedback During the Procedure #1 9-14 • Often a look or hand gesture can be as effective as words and less worrisome to the client • Simple suggestions to facilitate the procedure can be made in a quiet, direct manner • To help a learner avoid making a mistake, the AMTSL mentor can calmly ask a simple, straightforward question about the procedure Corrective Feedback During the Procedure #2 • Be prepared to calmly step in and take over the procedure at a moment’s notice 9-15 • The best approach to providing corrective feedback is to minimize the need for it by conducting effective practice sessions in the classroom Summary 9-16 1. What are the goals for supervising learners during clinical practice? 2. When should corrective feedback be provided when a learner is applying a new skill on a client? 3. Where can you place learners in the clinical area to reduce crowding and ensure that all learners have quality clinical experiences? 4. Why is it important to have a brief meeting before each clinical day? 5. Why is it important to have a brief meeting at the end of each clinical day? 9-17 Do you feel ready to supervise learners in the clinical area?
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