Unit -3 Teaching A practical Skill

 Introduction to Session:
The trainer should commence the session with his/her brief introduction. It is important for the
trainees to have a clear picture of the training topic being covered in the session. It is usually done
through a presentation made by using different presentation software i.e. Prezi, Microsoft Power
Point etc. Trainees are able to understand the background of the specific topic and they will be able
to relate it with themselves.

 Aims & Learning Outcomes:

Needless to mention that the purpose, need of training & its possible outcomes should be
communicated to the trainees with the commencement of the session. How the training is beneficial
for them in long run & how they can further use it in their daily life (either professional or personal).
Trainees feel more attracted and interested in the session when they realize that they are actually
going to learn or acquire a skill. Students are mostly interested when they know this particular skill or
session will help them grow in the race of professional world. So the audience is important, if the
target audience is based on students they are more likely to be interested in technical skills which will
make them competitive and same is the case for on-job professionals.

 Group Introductions:
Demonstrating the skill in practical goes along with the theoretical explanation. So it is important to
have both in the session i.e. Theory & Practical If the target audience is large in number then they can
be divided into different groups for the practical. All groups will have the equal opportunity to learn a
practical skill, teach the skill & observe or facilitate and then give the feedback accordingly. Like, one
group will act as the one to train/ teach and others will act as the group who is learning and the other
one will observe both. The group should consist of people who aren’t familiar with each other or
friends as it will give the participants the feeling of being in comfort zone. If they are being kept out
of their comfort zone, interacting with others whom they are not familiar or friends with, will be
more useful in terms of training as everyone tend to behave differently in and out their comfort zone.

 Ice-breakers:
Icebreaking is an essential element to proceed with the session further. It is important that trainer
make him/herself familiar with the trainees because most of the time audience is seeing him/her for
the first time so it is difficult to get evident response quickly. Firstly, as a trainer, make the audience
feel comfortable with your presence. Activities may include guessing your name or age or any other
fun related questions. Once you feel the ice has been broken go ahead with the introduction &
session. There are variety of people who will be sitting in audience carrying different traits & nature.
There will be those who will be extroverts and there will be those with their introvert nature who will
hardly communicate with the trainer. There will be those with low self confidence who willingly will
avoid participating in front of anyone. So considering the above variety of participants it is very
crucial for trainer to make the environment free & moderate for every kind of participant.
  Teaching a clinical/ practical skill using a 4 stage approach:

The training journey (the overview of the whole session)

Models
Training Journey
1. Awareness
First there is the awareness of the existence of a knowledge or skill – this awareness may be raised
by self recognition of a gap in knowledge or through interaction with others. A teacher should be able
to help a learner recognise their needs and identify how these should be met.
2. Acquisition
The acquisition of new knowledge or skills can be done in a number of ways and this should suit the
learning style of the learner whilst always remembering that patient care comes first. For example
learning could be achieved informally through colleagues, during tutorial time, in discussion in small
groups, through e-learning or by a formal teaching course.
3. Development
The trainee then develops their knowledge and ability to perform the skill. This requires four ‘R’
words which help develop a cycle of learning: Reflection, Rehearsal, Repetition and Review. The
teacher can support this by encouraging the learner to reflect upon what they are doing, providing
the opportunities for rehearsal and repetition and regularly reviewing progress. But remember that
practice does not make perfect – it makes permanent. Only perfect practice makes perfect
performance. One description of this calls this ‘deliberate practice’. This is activity that’s explicitly
intended to improve performance that reaches for objectives just beyond one’s level of competence,
provides feedback on results and involves high levels of repetition.
4. Mastery
Eventually the teacher’s review concludes that the learner has mastered the skill and is able to do
this independently. They should also have reached a stage where they can teach others. It should be
remembered that once a skill is learned it will become rusty and potentially dangerous if there is not
ongoing practice and repetition.
5. Adaptability
Once we have learned one skill it then becomes possible to adapt it to other skills. For example once
we can take a blood sample, it becomes easier to learn how to gain intravenous access for a drip.

Conscious - competence learning model

There is always required a great concentration in executing a specific skill even if we know how to
demonstrate or perform the skill we still lack in its execution just because we do not pay enough
concentration or focus. Training session should demonstrate the participants how they can focus and
concentrate and execute that particular skill which they have just learned in a session. This stage of
competency model known as conscious is normally what people normally go through in their daily
lives. Let’s say everyone knows about time management but how many of us actually able to
implement it? We all know it but we lack focus and there have been trainings on time management
even for working professionals too. It also measures the success of the session.
 Models - Conscious Competence Learning Model
A second but parallel model of the journey from novice to expert is depicted in the Conscious-
competence framework which consists of four stages.
1 Unconscious Incompetence (UI)
The person is unaware of the existence of the skill and therefore of its relevance to the role they are
performing. This typically is true of new learners but there is a danger that established
professionals/patients remain unaware of changes in practice whilst thinking they are competent.
2 Conscious Incompetence (CI)
The person becomes aware of the existence of the skill and how it could be used to enhance their
knowledge and improve their working practice. They then aim to acquire that skill.
3 Conscious Competence (CC)
The person acquires the skill and reaches a level where they are comfortable performing the skill and
can perform it consistently to a reasonable standard. Because it requires concentration of thought
this can lead to a rather robotic performance or loss of focus if other things happen. At times this
means that there can be a temporary loss of competence when working under pressure or having to
multitask.
4 Unconscious Competence (UC)
The person has acquired a level of performance that enables them to perform the skill with little
mental effort, it has become second nature and often intuitive. The person who has reached this
stage is not necessarily the best teacher of a skill as they no longer need to think about the actions
they are performing and therefore may have difficulty in articulating all the aspects of the skill to a
novice.

 Four-staged approach
1. Facilitator demonstrates – no commentary
Trainer will demonstrate the particular skill related performance without any verbal interaction with
the trainees so that they properly and closely observe what they are being shown. It can be shown in
the form of presentation, video or play role.

2. Facilitator demonstrates – with commentary

After demonstrating, trainer will perform the skill again in front of trainees and this time he/she will
interacting with them verbally by explaining how it was done in video and how he/she is performing
it right now. Participants will have many questions so try to limit them to the subject only to keep
them focus.

3. Facilitator demonstrates – learner commentates

Demonstrate the subjected skill once again but now this time ask any trainee to give the commentary
as they have also seen the demonstration for three times so they must have been familiar with it. It
will also give them sense of responsibility. If you have enough time in the training to call each and
every trainee for practice and commentary then go for it.
 4. Learner demonstrates – learner commentates
Lastly, the trainees will be responsible for both demonstration and commentary. They will perform
and commentate both and it will help to assess that what they have understood from the earlier
demonstration and explanation. Are they able to perform the skill at same expertise level as the
Trainer or how close their practice/demonstration or learning is. If have enough time call all trainees
one by one and ask them to demonstrate and commentate. At the end, give time to trainees to ask
any of the questions related to the topic form you. They will still have few questions.

 Putting practical skills teaching into practice:

Discussion is necessary. Ask the trainees that why they think they need this skill and now when they
have learned it, how will they remain in touch & practice and how will they apply it practically.
Discuss with trainees if there is any need of handout, notes, video clips, lab for practical,
presentations material etc. its better if any of these things are provided to trainees which they will
relate to training and their learning will not confined to the few hours session only. Provide them
flipchart and ask them to write their opinion.

 Evaluation/ reflection
o Main learning points
Ask the trainees to write in a chart in simplified point what they have learned from this
session. Ask them to show it up so that you can evaluate their learning.
o Changes in practice
Tell them how they can practice differently as practice varies from person to person.
Communicate them what you know about it that how they can bring changes in their
practice.
o Additional learning needs
Learning is a continuous process. It is important to tell the trainees that the learning isn’t
limited to today’s session only but they need to keep themselves updated in this regard.
There can be update/modification in version/ way of practice in coming months or years so
they should remain vigilant and in touch with topic and market releases related to it. Also,
what other skills they can learn themselves by learning this skill in training session. Open the
door of additional learning to the trainees.

Unit 3: Handout

Feedback template

Practice giving non judgemental, specific and descriptive feedback.

What was done well?

What needs development and worked on?

What are the options for change? Agreed action plan