CLINICAL PRACTICE LESSON PLAN

(RPP-PK)

Arfiana
 TObjective learning

College student able to:

1. Understand Clinical practice
provisions RPP preparation
2. Understanding the components of
RPP Clinical Practice
3. Develop RPP Clinical Practice
 DEFINITION RPP-PK
is the clinical practice plan learning activities for
one or more meetings, Which was developed
from the syllabus of clinical practice to guide
learning activities and assessment of learners in
achieving Basic competencies.
 CONDITIONS RPP-PK

1. Penyusunan RPP-PK done on early clinical practice

activities.
2. preparation of RPP-PK need to apply principle-2 adult
learning to be implemented in activity praktik, So that
students acquire an effective learning experience in
developing attitudes, knowledge, and skills appropriate
to the learning objectives that have been set.
3. Every clinical instructor shall prepare the RPP-PK.
4. RPP development-PK can be done by preceptor
independently or in groups,
 KOMPONEN RPP-PK
Courses : ............... ..
SKS : ............... ..
Semester / Prodi : ............... ..
Name preceptor : ............... ..
Time / day / date / hour : ............... ..
meeting : .............
Competence : ..................
Learning objectives : ............ ..
Learning materials :……………..
Learning methods : ………….
Steps Activity learning :
Step activity Media, Tools /
materials
preceptor College student

preliminary
Core
 KOMPONEN RPPK

Reference: ...............
appraisal : Assessment techniques, assessment
instruments
Appendix: - Material
- Observation sheet / check list maneuvers

Prepared by :
.............................
 Information : Learning objectives

1. Merupakan more detailed descriptions

of the indicators of achievement of
competencies.
2. Formulated based on basic
competence
3. Using the operational work that can be
observed or measured, including the
realm of attitudes, knowledge, and
skills,
 Learning Objective
Formulation of learning objectives contain components
audience, behavior, condition and Degree (A B C D),
that is:
1. audience = learners;
2. behavior = Change in behavior learners which is
expected accomplished after participating in
learning;  refers to the basic competence
3. condition = Prerequisites and conditions that must
be provided so that the learning objectives are
achieved;
4. Degree = Size of the rate / level of ability to be
achieved learners
FORMULATION EXAMPLE LEARNING OBJECTIVES
(Component A, B, C, D)

condition behavior
audience

Sfter demonstration of palpation Leopold,

learners can do palpation of Leopold with
right

Degree
 Information :
Step-step Learning Activities
1. Activities Introduction:
-Supervising condition learning atmosphere
sightly
-Discussing competencies that have been studied
previously associated with the competencies that
will be studied now (apersepsi)
- Deliver the competence to be achieved and the
benefits in their daily lives
- Delivering overview of the material and activities
that will be done
-Menyampaikan valuation techniques that will be
done.
,
2. Core Activities :
DIISI with activities to be carried out systematically
MHS and mentors.

3. Closing Activities :
- Marouses a summary / conclusion
- Reflection thd activities that have been
implemented
- Merencanakan follow-up activities if necessary
-Menyampaikan lesson plan at its next meeting
 Evaluation of Learning Clinic

• Evaluation: continuous process ttg

collection and interpretation of
information to assess the decision that was
made dlm instructional systems design.
• Evaluation of clinical practice mrp
mendptkan process information to make
an assessment of thd performance or
ability of learners in clinical settings
• Not only do thd evaluation of learning
 domain Ratings

• cognitive domainfocus on the ability of

PD For use abstract and factual knowledge
(theoretical concepts) in practice. Ev
kemamp PD In order to solve and make
decisions MLL eg analysis process with a
focus on creativity and skill.
• affective domain  2 dg related aspects:
dlm PD behavior practices and behaviors
thought kritis.Dinilai consistency of
behavior to the value specified.
 4 aspects of performance
assessment at the clinic
1. Social skills: working dg peers and self-
awareness (inner self)
2. Communication skills: speaking and
listening; reading and writing
3. Skill practice: the use of tools; aseptic
techniques; drug delivery
4. The ability to take decisions: kebid care;
management; pendkesh
 Social Skills
• Dg same ability to interact with the other
person
• Hub between mns, hub between kelomp,
interplay, and feedback
• Dg work colleagues = responsible and
dependable collapsible  understand,
interact and get along better under all
circumstances dg
• 3 domains: 1. empathy: realize,
understand, appreciate the feeling of
 Self-awareness
• Intra-personal = inner self
• Can express feelings, can live and work
independently, strong and have a sense of
trust and confidence diridlm revealed
gagayan
• 5 Components of self-awareness:
1.Self-awareness
2.assertive
3.autonomy
4.self-esteem
5.Self-actualization
 communication skills
a. Clear and concise
b. The ability to speak and listen
c. Kataarti treasury denotative and
connotative
d. Pause and a chance to speak
e. Time and relevance
f. joke
 Information : appraisal
Assessment forms can be:
-Oral Test: eg responsiveness
-Written Test: do essays case
- Assignment: eg make a case report
-Test practice / performance: perform
maneuvers, or care
Assessment instruments:
Example: response assessment form, the
written test questions, tasks assessment sheets,
observation sheets, etc.
 DUTY

Individual tasks memb• • stronger RPP-

PK with different topics.
Duties collected on Monday March 16
Maximum 2020 at 15.00. Addressed to
lecturers Arfiana
 Seminar RPP-PK

Shape 8 each group presenting 1 RPP-

PK with different topics,
RPP-PK which are already be gathered
will be presented time seminar
implemented on schedule, date March
18th 2020.