The value of guided studies in clinical skills teaching [Poster]

Hawker, Clare ORCID: https://orcid.org/0000-0002-2410-9647 2009. The value of guided studies in clinical skills teaching [Poster]. Presented at: Third International Clinical Skills Conference, Prato, Italy, 1-4 July 2009. p. 128.

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Abstract

This poster will establish the value of using guided studies to enable students to explore the knowledge base of specific clinical skills. Guided studies were introduced to encourage students to use an evidence-based approach to care and to promote development of skills for lifelong learning. Critical thinking, lifelong learning and maintaining competency are paramount in the delivery of safe nursing care (NMC 2008) and can only be achieved by student engagement and independence in learning (Hoffman 2008). Students access the appropriate guided study via a dedicated virtual learning site at Cardiff University prior to the session in the clinical skills laboratory. The aim, therefore, is that students approach each clinical skills session equipped with some knowledge and understanding of the evidence base. All guided studies are similar in format. They direct students to access information and the relevant evidence base using a range of sources, this is often a significant barrier to evidence based care (Leasure, Stirlen and Thompson 2008). Students are required to answer questions and consider scenarios which are used to promote a holistic context and a problem solving approach. The poster will outline the advantages and disadvantages of using guided studies in clinical skills teaching. It will also discuss how this approach facilitates best use of the Clinical Skills Laboratories. A preliminary evaluation of has explored the value of guided studies from a student perspective, their effectiveness in preparing students for both skills sessions and clinical practice, and the implications of students’ failure to complete the guided study. It was intended that the findings of this evaluation would inform recommendations for their future development and use. The evaluation found that student engagement is variable for a variety of reasons including accessibility to necessary resources, mismatch between projected and actual completion time, and volume of concurrent study demands

Item Type:	Conference or Workshop Item - unpublished
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Healthcare Sciences
Last Modified:	19 Aug 2026 10:29
URI:	https://orca.cardiff.ac.uk/id/eprint/126430

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