Psychomotor Learning

-cognitive part -a schema that contains a procedural rule that organizes the kind & sequence of actions performed

coordinated muscular movement

Theories/Frameworks of skill acquisition

theory of skill acquisition by Simpson

-Simpson -where learner merely identifies the need to perform a particular skill in response to perceptual clues

-Simpson -when learner is ready to act

-Simpson -when skill is performed immediately after a demonstration

-Simpson -when skill has started to become habitual

-Simpson -characterized by an accurate & efficient performance of skill

-Simpson -when skill has been so well internalized that it can be adapted for different contexts & situations

-Simpson -involves creative development of new psychomotor skills

theory of skill acquisition by Fits & Posner

3 phases in Fits & Posner's model of skill acquisition

-Fits & Posner -when skill is being learned

-Fits & Posner -when performance is becoming skilled

-Fits & Posner -when skill has become entirely automatic & can be carried out without thinking about it

-Dreyfus -right adherence to taught rules or plans: 'context free elements" -little situational perception

-Dreyfus -situational perception growing but still limited

-Dreyfus -coping w/ crowdedness (pressure) -now sees actions at least partially in terms of longer-term goals -conscious deliberate planning & problem solving

-Dreyfus -see situations holistically -see what is most important in a situation -uses intuition and 'know-how'

-Dreyfus -no longer relies on rules, guidelines

Miller's triangle

prototype in how to teach skills

6 RCS recommended skill teaching protocol (CVV PFC)

5 supporting psychomotor learning (CVV PF)

-put learning skill into cognitive & attitude context -explain importance, relevance & usefulness

-skill is demonstrated & explained at same time -break down into components

-novice practices the skill

-relies on skills of facilitator to give help & guidance to novices -empathize with learners -reward positive actions

-occurs after practice -allows learner to demonstrate to facilitator that they have achieved a specific level of required competence

-constitutes independent practice -means that learner can routinely perform skill w/out error in real-life contexts

-learners should see whole skill carried out from start to finish -w/out verbal explanation

-where theory & practice come together -to perfect or master skills -to have an opportunity for observation -to refine problem-solving, decision-making, & critical thinking skills

-to gain organization & time management skills -to develop cultural competence -to become socialized in the clinical lab

-gain work experience rather than to achieve educational objectives -novices r given too much responsibility -evaluated more than taught

instructors accompany grps (8-12 learners) to a clinical agency & assign them to patients

2 preceptorship models

-preceptorship model -student is taught & supervised by a practicing nurse -educator oversees process & indirectly supervises student

-preceptorship model -Clinical Teaching Associate & educator work hand in hand to teach students

-increase clinical experience for students -expose more of realities of work world -allows students to learn from practitioners

-orientation occurs -brief students -ask questions about ass -discuss & plan on pt's care

-follows preconferences -combinations of strategies (retdem) -like a checklist

-effective teaching techniques -supported by Social cognitive theory -observe nurses as they perform skills they usually cannot perform

-effective teaching techniques -grp of learners + instructor -visit pts -to expose learners to additional nursing situations

-effective teaching techniques -to attend endorsements -a way to learn uniqueness of nursing communication -means of professional socialization

-effective teaching techniques -must learn how to use varied technological tools required for pt care -PDAs, Nightingale Tracker System

-effective teaching techniques -written agreement bet instructor & a learner

-effective teaching techniques -clinical journals -promote active learning & reflective practice -built on theory of Constructivism

ongoing feedback given to learner throughout learning experience

summary evaluation given at end of learning experience

learner is compared to a reference group

-compares learner with well defined performance criteria -individualized