10 Lab Practical Video: A Critique Activity
Welcome to the Lab Practical chapter. There are three OBJECTIVES for this section and ASSIGNMENT
- Discuss each of the criteria on the lab practical rubric as each relates to patient safety.
- Critique selected elements of a lab practical demonstration.
- Identify preparation strategies for a lab practical that would increase student success and decrease student anxiety.
Let’s, as always, start at the end. For this section, that will require you to first read the lab practical rubric. Although you can simply read it here for now, you will want to print it out: You will be taking notes on it as you critique the following videos AND submitting it to me in lab.
Rubric – Link to print the PDF – PT100S Lab Practical Rubric
Link to the Lab Practical Student Rubric Student PT100S Lab Practical Rubric
| Category | Score | Competent | Acceptable | Unacceptable | Failure |
|---|---|---|---|---|---|
| Communication
Introduces self Gives clear instructions |
Appropriately Introduces self to patient. Explains to mock patient what to expect for session; asks permission before beginning activities. Uses layman’s terms in a voice that is appropriate in volume. Makes eye contact with patient. Exhibits appropriate verbal and nonverbal communication throughout. (3) |
Introduction and explanations adequate, but incomplete or unclear at times. Appears comfortable with communication but makes a 1-3 errors. Uses jargon infrequently. Volume may be too loud or too soft. (2) | Introduction and explanations inadequate. Uses jargon frequently. (1) | Introduction and explanations inadequate. Uses jargon frequently. Minimal interaction with patient. Exhibits overall lack of comfort with communication. Volume inappropriate. (0) | |
| Professionalism | Demonstrates maturity and confidence in skills. Executes entire patient scenario with poise and self-assurance. (3) | Demonstrates maturity through most of session. Some lack of confidence noted. (2) | Cures required for student to demonstrates maturity through most of session. Lack of confidence noted. (1) | Demonstrates lack of maturity and confidence much of the time. Unprofessional in language or mannerisms. (0) | |
| Safety Awareness Must score 3 to pass exam |
Able to correctly recognize, perform and verbalize all safety precautions (3) | Demonstrates questionable understanding of safety precautions. Unable to recognize safety issues without cues. (0) | |||
| Infection Control | Correctly performs and maintains infection control procedures throughout the entire session without cues. (3) | Able to self-correct any lapses in infection control before said lapse impacts mock patient. (2.5) | Requires cue to correct lapses in infection control process – before patient contact (1) | Violates infection control procedures. (0) | |
| Body Mechanics | Correctly applies the principles of body mechanics without cues. (3) | Able to self-correct any lapses applying the principles of body mechanics before lapse involves mock patient. (2.5) | Requires cue to correct lapses in body mechanics (1) | Violates principles of body mechanics during patient care (0) | |
| Positioning of mock patient | Correctly positions mock patient to assure: Patient comfort Patient privacy and Freedom from pressure areas Without cues. (3) |
Able to self-correct any lapses positioning patient prior to leaving patient in a given position. (2.5) | Requires cue to correct lapses positioning patient prior to leaving patient in each position (1) |
Does not self-correct lapses positioning patient prior to leaving patient in a given position. (0) | |
| Vital Signs | Correctly takes and records requested vital signs of mock patient without cues. (3) | Able to self-correct any lapses that occur while taking and recording requested vital signs of mock patient. (2.5) | Requires cue to correct lapses while taking and recording requested vital signs of mock patient. (1) | Unable to correctly take and record requested vital signs of mock patient. (0) |
|
| Transfers | Correctly instructs, demonstrates, positions and guards mock patient during requested transfer without cues. (3) | Able to self-correct any lapses that occur while instructing, demonstrating, positioning and guarding a mock patient during requested transfer without cues. (2.5) | Requires cue to correct lapses while instructing, demonstrating, positioning and guarding a mock patient during requested transfer without cues. (2) | Unable correctly instruct, demonstrate, position and guard a mock patient during requested transfer without cues. (0) | |
| Gait | Correctly performs the following without cues: 1. Chooses correct AD 2. Instructs, demonstrates the correct gait pattern to match weight bearing status 3. Guards mock patient for requested gait activity. (3) |
Able to self-correct any lapses performing the following without any compromise to patient safety. 1. Chooses correct AD 2. Instructs, demonstrates the correct gait pattern to match weight bearing status 3. Guards mock patient for requested gait activity. (2.5) |
Requires cue to correct lapses while performing the following without any compromise to patient safety. 4. Chooses correct AD 5. Instructs, demonstrates the correct gait pattern to match weight bearing status 6. Guards mock patient for requested gait activity. (2) |
Unable to perform the following thus compromising patient safety. 1. Chooses correct AD 2. Instructs, demonstrates the correct gait pattern to match weight bearing status 3. Guards mock patient for requested gait activity. (0) |
Total Score: ______/27.
90% (24/27) required, with all lab skills in bold being passed, to successfully complete this practical.
Comments: (will be shared from instructor)
Student Self-Assessment: How I will prepare to enhance my competence and confidence.
27 Total points: 90% (24/27) required to pass practical: All lab skills in bold must be passed to pass the practical exam.
Now we can begin. To complete this activity, have your rubric with you (as well as a notepad). As you view each of these video snippets from a lab practical demonstration, please note elements that are well done and “Competent” as well as elements that are not. Using your rubric to guide your critique, you will arrive at a ‘grade’ for the demonstration based on the notes you took along the way. At the end of the rubric, you will find a section for your comments as the ‘instructor’. Here you explain your rationale for the ‘grade’ based on the notes you took: Describe what went well as well as what may have not and how it could have gone better. The final section is for your reflection: Here you will share how you will be preparing for your practical to enhance your competence and confidence now that you have seen what it (in large part) looks like.
Video 1
Video 1: In this snippet above, we see a demonstration of the very beginning of a lab practical. The instructor welcomes the student and provides the student with the case history for the mock patient the student will be working with. The student is permitted time to read the case, make any notes they need to as well as ask the instructor clarifying questions. Once the student feels ready, they can begin the next part of the practical. As you view this these actors, refer to the first two criteria on your rubric. Is this student competent…acceptable…? Make you comments as if this student was your student: Provide feedback to reinforce the positive and help them improve where they need to.
Video 2
Video 2: In this video below, we see the student meet the mock patient. This is a time for you, as the student, to observe your environment, your patient’s posture and positioning as well as begin to make a plan for your treatment. As always, begin to think of where you want to end the session and work it backwards. Regarding this student’s introduction: Use your first two criteria to critique her performance. What works well, what may you have done differently?
Video 03
Video 03: More information
Video 04
Video 4: As you observe this section of the demonstration below, you will still refer to the first two criteria, but now you will expand your critique to include Safety, Infection Control, Body Mechanics and Positioning. Follow the same format as above for this section. What suggestions might you have…would kudos might you share…?
Video 05
Video 5: In this section we see the student completing the vital sign assessment. You will be asked to take any or all of the following: Heart Rate, BP and Respiration Rate. You will also ask about pain (Location, range, type/description, etc.). If you patient’s case scenario describes that the patient has nausea, please include that in your pre-treatment patient interview.
Video 06
Video 06 Introduction
Video 06: Finally, we see the patient at the end of the session (after they have completed their gait training). You can observe that the patient is positioned in a way to assure comfort. To accomplish this goal, you will need to consider their Dx, PMH and Co-morbidities. For example, do they have orthopnea? Do they have any areas of skin breakdown? Did the PT Plan of Care direct that one of the LEs being elevated? If you patient is not comfortable after you complete the session, you will need to modify/adapt their position to achieve proper patient comfort. This is an important point not only here, but in the clinic. Remember, our patient’s often want to please us or impress us, so unless we ask (in a comfortable manner) will we learn if if they are comfortable.
