Clinical Skills Building to Enhance Students Application of Learning
Presentation
Overview
Overview
Description
Title: Clinical Skills Building to Enhance Students Application of Learning
Problem/Purpose: Nurse Practitioner graduates have knowledge, skills, and abilities that are essential to autonomous clinical practice (National Organization of Nurse Practitioner Faculties, n.d.). In a large southeastern university hybrid DNP program, we conducted on-campus clinical skill building sessions with students rotating in small groups throughout the day. Students applied learning in a safe, non-judgmental environment, through simulation, teach and return demonstrations, and case study presentations from faculty. This has many positive impacts for faculty and students, including increasing confidence and improving their clinical skills and understanding (El Hussein & Favell, 2022). In this presentation, we will discuss pre-session resources, interactive sessions and how they are valuable to a student’s learning. Nurse practitioners must learn population-focused core competencies to build knowledge and provide primary care (Want et al., 2022). Sessions focused on active learning with pediatric and pelvic examinations, lab interpretation, suturing, and incision and drainage.
Pediatric Simulation Health history, physical examination, and differential diagnosis of the newborn is a specific process requiring a unique skillset for advanced practice registered nursing students. Supported by elements from the Healthcare Simulation Standards of Best Practice (2021), Family Nurse practitioner (FNP) students engaged in an advanced practice pediatric simulation case (pre-brief, active scenario, and debrief) revolving around the management of a 4-day-old neonate with jaundice and breastfeeding concerns. Learners participated in small groups aimed at collecting subjective and objective data from the mother of a newborn (standardized patient) and neonatal mannikin. This was followed by active learner engagement in a rigorous simulation debrief centered on advanced health assessment, diagnosis, and treatment of the newborn with physiologic hyperbilirubinemia.
Pelvic Exams FNP’s often practice in women's health and in care of the pregnant woman. This women's health pelvic exam session included resources for students to review before the on-campus skills day, including videos of conducting a pelvic exam and specimen collection techniques. A group of no more than six students and one faculty member used the female pelvic manikin to identify female anatomy and employ demonstration and return demonstration of speculum use, the proper collection of specimens such as a pap smear, sexually transmitted infection screening, preparing a wet mount, and practice bimanual examination.
Lab Interpretation Ordering laboratory testing and analyzing lab values is an essential role for the FNP. The lab interpretation session utilized case studies commonly seen in primary care that placed the student in the scenario. Students had to determine which labs were relevant to order based on the patients presenting concern and exam findings, interpret the labs, and develop a plan based on the results using evidence-based practice recommendations.
Suturing The purpose of this station was to teach students proper techniques for minor laceration repair using simple interrupted sutures, as well as wound care and follow up considerations. During their precepted clinical experiences, FNP students often do not have the opportunity to learn or master skills such as suturing. Students reviewed material prior which included a training video, review of the procedure, and other treatment considerations (antibiotic usage, wound care, and follow up). To simulate human tissue, students practiced suturing using pigs’ feet. The faculty demonstrated the procedure first, then intentionally lead students though each step, checking student technique and ensuring mastery of each step prior to moving forward and practicing the full suture procedure. Two faculty rotated between students to assist and correct technique.
Incision & Drainage A common procedure for FNPs to perform is incision and drainage of simple abscesses. This on-campus session included group discussion, faculty demonstration, and applied learning. Discussion resolved around indications for I&D, causative agents for abscesses, and review of treatment considerations such as antibiotic choice, culturing, and follow-up. Contraindications and potential complications were also a part of the group discussion. The faculty demonstrated the proper technique using a simulated abscess of a chicken thigh injected with Greek yogurt. The students were then given a chance to practice this procedure several times, with two faculty members observing and providing feedback on their technique.
Conclusion We aim to present the development and implementation of our on-campus intensive teaching and learning sessions which were created for our doctoral Family Nurse Practitioner (FNP) students. These teaching sessions, focused on skills and health supervision across the lifespan, were successfully conducted with high feasibility and ease of administration using group discussion, applied learning, and hands-on practice.
