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Teaching Psycho Motor Skills

Teaching Psycho Motor Skills

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Published by rovimosh

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Published by: rovimosh on May 20, 2011
Copyright:Attribution Non-commercial


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Teaching Psychomotor Skills
Debra Darosa, PhDNorthwestern University 
Teaching Psychomotor SkillsThe COACH Model
C = Clear Performance Model
Demonstrate the new skill before asking learners to do it
Be sure your demonstration is performed according toapproved standards
Verbally explain each step in the process while youdemonstrate it
Demonstrate the skill in a role play or by using modelsbefore demonstrating with patients if possible
Make sure all learners are positioned to see thedemonstration
In the demonstration, use materials, equipment and asetting similar to what is available to your learners
During the demonstration, encourage learners to askquestions
Ask learners questions such as “What should I do next?”or, “What would happen if…” to keep their interest andtest their understanding
O – Openness to Learning
Help learners to relax by getting to know them informallybefore introducing new skills
Make it easy for learners to acknowledge that they lackknowledge or skill
Familiarize learners with the staff and setting where theyare to practice
Show sensitivity to learners’ natural feelings of fear andanxiety when learning new skills
Do not belittle or make light of learners when they make amistake
Acknowledge that you are still learning and trying toimprove your skills
A = Assess Performance
Ask learners to assess their own strengths andweaknesses in performing the skills
Use a checklist or observation guide to give writtenfeedback on learner performance
Clearly state or show and end product clarifyingexpectations and outcomes before they practice
When giving feedback, point out things learners are doingwell and offer suggestions for improvement
Provide specific feedback as soon as possible after learner is observed
Make sure the learners do not practice the procedureusing incorrect technique
Encourage learners to take personal responsibility for problems – never blame the patient or others
Communicating with Learners
Encourage mutual, two-way communication with learners
Initiate conversations and ask questions to help learnersresolve their concerns
Develop a full understanding of the problems beforehelping to solve them
Request learners opinions before expressing yours
Emphasize problem solving rather than blaming people
Help learners find their own solutions
Encourage learners to suggest better ways of doingthings
At least once during the teaching session, ask learners toevalute the training and suggest improvements
Help and Follow Up
At the end of training ask each learner to identify the skillshe or she needs to practice further 
Make sure each learner has a plan for continuing topractice and apply the skills after learning

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