9 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.
Student Self-Assessment: How I will prepare to enhance my competence and confidence?
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…what 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.