The Role of the Clinical

Skills Laboratory in
Preparing Students for the
Real World of Practice
Catherine E. Houghton
October 2007
Supervisor: Dr. Dympna Casey

Aim of the Presentation

Exploration of previous research
Aim of the research in progress
Interpretivism
Case study design
Challenges

Changes in Nurse Education

emphasis on theory/decreased

emphasis in skills learning

In clinical setting:

More rapid patient turnover

Increased high dependency patients
Shortage of qualified practitioners

physical structure supporting the

new academic structure

How does the CSL facilitate this

statement?
During the course of their education,
students are expected to acquire
knowledge, incorporate critical
thinking and psychomotor skills,
develop self-confidence in their
abilities, and then transfer this
knowledge to the clinical setting
(Childs and Sepples, 2006)

The Function of the CSL

Simulated Learning

Simulated Models
Standardised Patients
Computer-based Simulation

Audio Visual Recording

Skills assessment (i.e. OSCE)

Simulated Models
Low-fidelity
Moderate fidelity
High Fidelity

Standardised Patients
Coached to present a patient

problem accurately
Increased levels of judgement,

performance and communication skills

Same outcome as real patients

? Reliability of SP feedback

Computer based Simulation

Higher Satisfaction and self-efficacy
? Improve ability to demonstrate skill
Penfield Virtual Hospital
Authentic World

Audio-Visual Recording
Benefits
Immediate

Analysis and Feedback

Recognise own mistakes
Distracting, anxiety, behaviour

modification

OSCE (Objective Structured

Clinical Examination)
Positive
Feedback and reflection
Motivation to learn
Dependent on assessors

subjectivity

Cause of Anxiety

Benefits of CSL Teaching

Gain confidence
Motivation to learn
Student Satisfaction
Safe environment to practice skills
Patient Safety
Communication Skills
Interprofessional Learning
Improvement on traditional methods

Disadvantages of CSL Teaching

Student Anxiety
Comparison with reality of clinical

setting

Needs context
? Learning opportunities in clinical area
? Learn non-evidence based methods

Methodological Issues
Qualitative Quantitative Triangulation Total
Nursing Research

18

28

Medical Research

15

17

Medical & Nursing

Research

Other Health
Professionals

Total

11

25

50

Methodological Issues
Criticism of the primarily positivist

approach

? use of OSCE to determine the

effectiveness of CSL teaching

Level of education

Research Aims

To analyse the teaching strategies used in Irish

Clinical Skills Laboratories
To investigate the factors which influence how
student nurses use their learned skills in the
practice setting.
To examine student nurses perceptions of the
methods used to teach clinical skills in the
laboratory.
To explore qualified clinical and CSL staffs
perceptions of undergraduate clinical skills
teaching.

Research Process
Phase 1
Visit all the 13 Nursing Centres
Criteria for Selection of 4 Sites
Gain Access

Phase 2
Pilot phase

Phase 3
Data Collection
observation, interviews, documentary sources

Phase 4
Cross-case/Within Case Analysis

Interpretivist Paradigm
Nature of the world as it exists
Subjectivity
Multiple realities
Emic and Etic perspective

Multiple Case Study Research

Natural context

Exploratory

Emic

Embedded

Perspective

Instrumental
Flexibility
Multiple

Challenges
Gaining Access
Ethical Issues
Semesters/Timetables

Thank You
Catherine Houghton
catherine.houghton@nuigalway.ie
Department of Nursing and Midwifery Studies
Aras Moyola
NUI Galway
Ireland