Year two students were purposively selected for the study as they made the most use of the clinical skills laboratory. Future research should be conducted on the impact and outcomes of the clinical skills laboratory training on students.
THE STUDY
- Introduction and Background to the Study
- Study Context: The clinical skills laboratory at the Private Nursing School
- Setting of the clinical skills laboratory at the Private Nursing School
- The aim of the clinical skills laboratory
- Objectives of the clinical skills laboratory
- The participants in the clinical skills laboratory
- Activities of the clinical skills laboratory
- Monitoring and evaluation of the clinical skills laboratory
- Problem Statement
- Research Aim
- Research Questions
- Research Objectives
- Significance of the study
- Research Conceptual Framework
- CDC Evaluation framework
The clinical skills laboratory is located in the Private School of Nursing building on the ground floor. One of the main activities of the clinical skills laboratory is the demonstration of clinical skills by clinical facilitators.
Engage stakeholders
20 students who attended the school, the clinical facilitators involved in the practical aspects of the students' education and the management team.
Describe the program
Focus on the evaluation design (Research Design)
For the purpose of this evaluation, a process evaluation was conducted, based on the second conceptual research model for this research, namely the Process Evaluation Model developed by Hawe et al.
Gather credible evidence (Data Collection)
Justify conclusions (Analysis and Discussion of Results)
This is described in the Data Analysis and Discussion section of the report (see Chapter 4).
Ensure use and share lessons learned
Process Evaluation Model
These authors further state that continuity of evaluation in a program is necessary to assess whether the quality of the program has deteriorated in standard or whether standards are maintained. Since the School of Nursing's clinical skills laboratory is already underway, the needs assessment, program planning and implementation part of the cycle has already been completed.
Definition of Terms
Operational Definition: One who is enrolled in or attending a Private School of Nursing. Use cases Operational definition: clinical laboratory use cases during the review months (number of students x number of laboratory use days) Private nursing.
Dissertation outline
It can also be referred to as the reproduction of the essential features of a real life situation (Medley and Claydell, 2005). Operational Definition: Satisfaction was defined as Strongly Agree or Agree with positive statements regarding the support and equipment of the Clinical Laboratory.
LITERATURE REVIEW
- Introduction
- What is a clinical laboratory?
- Difference between simulated practice of skills and simulation
- Functions of the clinical skills laboratory
- Perceptions of clinical skills laboratories and learning
- Evaluations of clinical skills laboratories
- Conclusion
Although Lasaster (2007) and Good (2003) state that the clinical skills laboratory is very beneficial to the users, it makes a valid point that. In these articles, the evaluation study was not conducted on all aspects of the clinical skills laboratory.
RESEARCH METHODOLOGY
Setting
Research approach and Design
Polit and Beck (2004) contribute to this discussion by stating that an evaluative research design aims to find out how well a specific program is running. The purpose of an evaluation research design is to answer practical questions, for example: Should a new program be adopted or should an existing program be discontinued? It is further broken down by these authors who state that “process evaluation” is a type of evaluation research conducted for the purpose of improving a new or ongoing program.
The evaluation design consisted of four parallel steps that converged information about the quality of the clinical skills laboratory into a process evaluation.
Population and sample
- Study 1: Quantitative survey for students (population and sampling)
- Study 3: A quantitative audit using a check-list to rate the quality and availability of the
- Study 4: A quantitative audit using a spreadsheet to record the usage (population and
The population used represents the users of the clinical skills laboratory and has sufficient power to measure phenomena. These students who started their training in March-June 2011 were selected due to the fact that they made the most use of the clinical skills laboratory. They also had experience of working in the clinical skills laboratory and would be able to answer the research question.
All equipment found in the clinical skills laboratory (n = 104) was included in the audit.
Data collection tools
- Study 1: Quantitative survey questionnaire for students
- Study 2: A semi- structured interview with opened ended questions for the clinical
- Study 3: A quantitative audit check-list for rating the equipment
- Study 4: A quantitative spreadsheet to audit and calculate usage records
- Validity and reliability of tools
The tool was developed by the researcher based on a similar tool used in a private nursing school and included all the equipment in the clinical skills laboratory. Data on skills lab use were collected by the researcher by recording clinical skills lab use diaries over a six-month period in a quantitative spreadsheet (see Appendix 4 to view the usage spreadsheet used). Records for the use of the clinical skills laboratory are kept at the Private Health School and are accessible from the database. The researcher was not part of the clinical moderators department and had no influence on the results collected.
The researcher conducted a pilot study to evaluate the tool and obtain feedback from participants.
Data collection procedure [CDC Step 4 (Gather credible evidence)]
- Study 1: Quantitative survey of students
- Study 2: Semi-structured interviews for clinical facilitation staff
- Study 3: Auditing equipment
- Study 4: Calculating clinical skills laboratory usage
The clinical facilitators were placed in a classroom in the Private Nursing School (KZN) and were asked a series of questions by the researcher using the interview schedule. The equipment was examined and evaluated by the researcher and a second colleague from the Private Nursing School. The second colleague was instructed by the researcher on how to evaluate the equipment prior to the evaluation.
The use of the clinical skills laboratory data was collected by the researcher by viewing the record of use of the skills laboratory over a period of six months.
Data analysis plan [CDC Step 5 (Justify conclusions)]
- Study 1: Analysis of student questionnaires
- Study 2: Semi- structured interviews using open ended questions
- Study 3: Equipment check-list to evaluate the quality of the equipment
- Study 4: Calculation of clinical skills laboratory usage
See Appendix 4 for the tool used to collect data for laboratory use of clinical skills. Once the data had been collected by the researcher, they were manually analyzed word by word and searched for themes. An assessment of the equipment was carried out and then the equipment was evaluated using a checklist and an ordinary rating scale for functionality.
Data were captured in a spreadsheet that reflected the number of students using the clinical skills laboratory on a monthly basis and the number of occasions of use.
Ethics
Participants were informed that withdrawing from the study would not affect their relationship with the researcher or their lecturers or the college. Additionally, the researcher in this study did not link a specific response or behavior to a particular research participant. The researcher was completely honest with the students and clinical facilitators in this study (Appendix 6 and 7).
At the time of the study, the researcher was employed at the Private School of Nursing as a lecturer for the basic program.
DATA PRESENTATION AND ANALYSIS
Introduction
Measurement of students satisfaction
- Students’ perceptions of the availability and quality of resources in the laboratory
- The students’ overall perceptions of the organisation of learning in the laboratory
Equipment: PEN 1 and PEN 2 students reported that they used the equipment found in the clinical skills laboratory during the demonstration and practice sessions. However, less than a third of participants (26 students, 26.8%) felt that there was sufficient equipment available in the clinical skills laboratory. 69 students (43.3%) stating that the equipment found in the clinical skills laboratory was in working condition.
Learning from peers was perceived positively, with the majority of students agreeing that it takes place in the laboratory.
Clinical facilitators’ evaluations
- Explain the role and aim of the clinical skills laboratory?
- Explain the role of the clinical facilitator
- Explain the organisation and planning for each clinical session
- Discuss the equipment available in the clinical skills laboratory
- Recommendations from Clinical Facilitators
The role of the clinical facilitator is to facilitate students in the clinical skills laboratory and in the hospitals as they perform skills.”. One of the suggestions is to purchase more modern equipment in the clinical skills laboratory so that students can experience the simulation of a hospital environment. The main purpose of the clinical facilitator was to assess students and mentor students in both the clinical setting and the clinical skills laboratory.
There is sufficient stock of equipment in the clinical skills laboratory and most of the equipment was in good working order.
Evaluation of equipment
The main objective of the clinical skills laboratory was to provide a space where demonstrations, lectures, role plays by students and learning how to perform a clinical skill could take place. It partially works. Some particles. The limbs were not whole and the doll was falling apart. Vascular arm. Partially functional. Part of her. The veins were damaged, but the arm was still usable.
Wooden wagon (3) Partially working Part of it The wheels on one wooden wagon were broken and the other wagon had a broken tray.
Usage of the clinical skills laboratory over a six month period
- Usage occasions
- Type of usage for demonstrations
- Process of usage observed
Data were collected using the logs of the groups that attended the practice blocks during the six-month period. 90 The total number of student use cases in the clinical skills laboratory during the six-month period was 3910 student use cases with an average of 651.7 students. The reason why the use of the clinical skills lab decreases in December is because most of the simulations are also done by students.
Many of these procedures require the use of manikins and equipment from the clinical laboratory.
DISCUSSION, RECOMMENDATIONS AND CONCLUSION
- Introduction
- Is the clinical skills laboratory reaching its target group?
- Are participants satisfied with the clinical skills laboratory?
- Are the materials and components of the clinical skills laboratory of good quality?
- Are the activities of the clinical skills laboratory being implemented?
- Is the clinical skills laboratory effective in terms of increasing knowledge, skills and
- Limitations of the study
- Recommendations
- Conclusion
The clinical skills lab contains equipment for students to use and learn. It should also be noted that clinical facilitators view the clinical skills laboratory as a traditional demonstration room. The majority of students (87.6%) strongly felt that their confidence levels increased after the demonstrations and exercises in the clinical skills laboratory.
In general, the clinical facilitators and the students who used the clinical skills laboratory were satisfied with the course of the program.
The clinical skills lab: A cost-effective site for teaching skills to third-year medical students. Using the Human Patient Simulator to Teach Clinical Judgment Skills in a Baccalaureate Nursing Program.
APPENDICES
Questionnaire for students
I feel that I am able to perform a particular skill after practicing it in the clinical laboratory. I believe that the quality of equipment in the clinical laboratory is in good condition. I felt more anxious because I was taking on new skills in the clinical field for the first time.
I feel that I have the confidence to carry out the clinical task in the clinical field once I am competent.
Interview for clinical facilitators
Do you think that the CSL in the private nursing school provides all the necessary equipment and processes to facilitate learning and the integration of practical and theoretical elements. What do you think about the role of CFs to supervise students in the clinic? What recommendations/suggestions can you offer regarding the CSL operation (equipment, staffing, timing, etc...) to improve the simulation experience.
Equipment and Usage check-list
Large saucer bowl 1 Large saucer bowl 2 Large saucer bowl 3 Large saucer bowl 4 Large saucer bowl 5.
Usage spread sheet
Ethical clearance
Informed sheet document for participants
Your refusal to participate will not result in any penalty or loss of benefits to which the participant is otherwise entitled, and you may terminate participation at any time without penalty. Administrator: Ms P Ngwenya Email: [email protected] Chair: Email: Prof D R Wassenaar c/o [email protected].
Informed consent document for participants
137 If you agree to participate, you will receive a signed copy of this document and a participant information sheet, which is a written summary of the research. I had the opportunity to ask any questions about participating in the study.
Editors Report
