A model to teach concomitant patient communication during psychomotor skill development

Delwyn Nicholls, Linda Sweet, Amanda Muller, Jon Hyett

Research output: Contribution to journalReview article

2 Citations (Scopus)

Abstract

Many health professionals use psychomotor or task-based skills in clinical practice that require concomitant communication with a conscious patient. Verbally engaging with the patient requires highly developed verbal communication skills, enabling the delivery of patient-centred care. Historically, priority has been given to learning the psychomotor skills essential to clinical practice. However, there has been a shift towards also ensuring competent communication with the patient during skill performance. While there is literature outlining the steps to teach and learn verbal communication skills, little is known about the most appropriate instructional approach to teach how to verbally engage with the patient when also learning to perform a task. A literature review was performed and it identified that there was no model or proven approach which could be used to integrate the learning of both psychomotor and communication skills. This paper reviews the steps to teach a communication skill and provides a suggested model to guide the acquisition and development of the concomitant -communication skills required with a patient at the time a psychomotor skill is performed.

Original languageEnglish
Pages (from-to)121-126
Number of pages6
JournalNurse Education Today
Volume60
DOIs
Publication statusPublished - Jan 2018

Keywords

  • Cognitive load
  • Communication skill
  • Integrated task practice
  • Patient-centred care
  • Procedural task
  • Psychomotor skill
  • Teaching model

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