training skills for health care providers: learner's...

Training Skills for Health Care Providers

Learner’s Guide

Revision of the ModCAL® for Training Skills and the Training Skills Learning Resource Package was made possible in part through support provided by the Maternal and Child Health Division, Office of Health, Infectious Diseases and Nutrition, Bureau for Global Health, U.S. Agency for International Development, under the terms of the Leader with Associates Cooperative Agreement GHS-A-00-04-00002-00. The opinions herein are those of the authors and do not necessary reflect the views of the U.S. Agency for International Development. Additional support for this revision was received through Cooperative Agreement Number 5U62PS322428-05 from the U.S. Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the CDC.

Jhpiego Corporation is an international, non-profit health organization affiliated with The Johns Hopkins University. For more than 36 years, Jhpiego has empowered front-line health workers by designing and implementing effective, low-cost, hands-on solutions to strengthen the delivery of health care services for women and their families. By putting evidence-based health innovations into everyday practice, Jhpiego works to break down barriers to high-quality health care for the world’s most vulnerable populations. www.jhpiego.org Published by: Jhpiego Corporation Brown’s Wharf 1615 Thames Street Baltimore, Maryland, 21231-3492, USA

Copyright and Usage Information Jhpiego is pleased to make these valuable materials available for public health purposes for use in building training skill capacity. Jhpiego encourages the use of these materials for such purposes. The materials may not be modified or adapted in any manner, nor may they be used, reproduced, distributed, displayed or exploited for any party’s commercial advantage, profit or monetary gain. If you download multiple copies or share files, please notify Jhpiego at [email protected]. The contents of the Web-based ModCAL for Training Skills application, the flash drive format and the Training Skills for Health Care Providers reference manual, guides, presentation materials and related documentation are protected by U.S. and international copyright laws. Any publication or distribution of the electronic or paper-based materials for the permitted purposes must include Jhpiego’s copyright notice and an acknowledgment of Jhpiego as the source of the materials. Users may not falsify or delete any copyright management information such as the title of the material, author attributions, copyright notice, proprietary designations, trademarks or other identifying information and material contained in a file that is downloaded. © Jhpiego Corporation, 2010. All rights reserved. Jhpiego and ModCAL are registered trademarks of Jhpiego Corporation. September 2010

TABLE OF CONTENTS

WELCOME! ............................................................................................................... 1

INTRODUCTION........................................................................................................ 4 Course Goal ....................................................................................................................... 4 Course Syllabus ................................................................................................................. 5 Qualification........................................................................................................................ 9 How to Work with the Facilitator ....................................................................................... 10

THE CO-TRAINING EXPERIENCE ......................................................................... 11 Before Co-Training: Preparation....................................................................................... 11 During Co-Training: Practice and Feedback .................................................................... 12 After Co-Training: Getting the Support You Need ............................................................ 13

GROUP-BASED PRACTICE—GUIDANCE AND MATERIALS.............................. 14 Instructions for Presentations and Demonstrations.......................................................... 14 Model Session Schedule .................................................................................................. 15 Group-Based Practice Session Evaluation....................................................................... 20

GENERIC TOOLS.................................................................................................... 21 Individualized Learning Plan............................................................................................. 21 Sample Trainer’s Notes or Session Plan Format ............................................................. 23

PRACTICE AND ASSESSMENT TOOLS ............................................................... 24 Candidate Clinical Training Skills Portfolio ....................................................................... 24 Checklists for Effective Facilitation, Demonstration and Coaching Skills ......................... 25 Training Performance Standards Tools............................................................................ 29

September 2010

Training Skills for Health Care Providers Learner’s Guide – 1

WELCOME! Welcome—trainers, clinical preceptors, faculty members, skilled health care providers—to the Training Skills Course. You have been selected to attend this exciting new course, which combines:

A self-paced, interactive knowledge update through ModCAL®) (Modified Computer-Assisted Learning) for Training Skills, if a “blended learning” approach is being used (see Box, page 2); followed by

Practice with individual coaching by the course facilitator (a master trainer) in the context of one of the following training scenarios:

Immediately co-train a clinical skills course with an experienced trainer who is qualified to mentor candidate clinical trainers. This option provides the learner the opportunity to immediately apply new skills and be mentored and assessed for qualification.

Attend group-based practice and then co-train a course. In some programs, learners may practice in a group-based session before co-training a skills course. This option will include the knowledge update (if ModCAL was not used) and offers the learner opportunity for practice before proceeding to co-training.

As a learner and candidate clinical trainer, you will continually be assessed throughout the course in a variety of ways. Ultimately, once you have completed the practice component of the course, the facilitator will determine if you have achieved the essential core competencies to become a qualified clinical trainer.

A Word about Terminology In the context of the Training Skills Course Learner’s and Facilitator’s Guides: The facilitator, trainer or mentor/coach is the master trainer who is conducting the Training

Skills Course. Candidate clinical trainers, clinical trainers or learners are the individuals attending the

Training Skills Course. Skills course participants or participants are the people whom the candidate clinical

trainers/learners will train in the co-training experience and future clinical skills courses.

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2 – Learner’s Guide Training Skills for Health Care Providers

What Is Blended Learning? Innovative, technology-supported learning tools and methods can be mixed with more traditional training approaches to increase the efficiency and effectiveness of a learning event—the ultimate goal being to minimize the amount of time providers must spend away from the job, in a group-based learning activity. This “mix” of training approaches is called “blended learning” and can be constructed many different ways. It can be a formal learning arrangement—such as a computer- or Web-based program to be completed—or more informal, such as through relationships, conversations, self-study and independent research. ModCAL for Training Skills was designed precisely to work as part of a blended learning approach. Clinical skills courses may also benefit through use of this approach, when possible and appropriate. If ModCAL for Training Skills is part of your training package, decision-makers in the sponsoring program/organization have determined that this approach is appropriate in the context of this particular Training Skills Course—that is: There is a need—Customers have demanded training efficiencies or to shorten training; Resources are available—Necessary technologies and equipment, as well as people who

know how to use them, are available; Learners are deemed willing and able to commit to self-paced learning—Although

independent learning is a hallmark of adult learning theory, this remains a serious consideration; and

Learners have the experience and technical competency needed to be successful using this approach.

CONTENTS OF THE PACKAGE The learners’ Training Skills Course Welcome Package may include:

A flash drive containing ModCAL, the computer-assisted portion of the Training Skills Course.

This Training Skills Learner’s Guide, which includes key information about the course, the course syllabus and a range of tools that you’ll need to navigate through this course—such as an individual learning plan form and generic training performance standards. (Note: These and other tools/handouts may also be printed from the “Resources” section of ModCAL.)

The Training Skills Manual, which contains the essential content covered in ModCAL. This document will serve as a valuable reference both during the course and when you are conducting future clinical training courses.

The relevant clinical learning resource package. This package provides the clinical content for your training skills practice sessions (the co-training component) of the Training Skills Course. (Some learners may already have their packages, in which case none will be enclosed.)

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HOW TO GET STARTED 1. Briefly review the Learner’s Guide, paying special attention to the

Introduction—especially the syllabus.

2. Review the “Course Overview” module on the ModCAL/flash drive.

A few tips for using the ModCAL/flash drive: Depending on your computer settings, the flash drive may not automatically open. If it doesn’t,

click on the flash drive and then the ModCAL.exe file to start the program. To move between presentations, hover over and click on the “Open” tab on the left-hand side

of the screen.

3. Set aside time to complete the ModCAL component of the Training

Skills Course. Here are the eight modules, each of which will take about 45 minutes to complete:

Module One: Principles of Training

Module Two: Effective Facilitation Skills

Module Three: Developing Competency

Module Four: Facilitating in the Classroom

Module Five: Facilitating in the Clinic

Module Six: Assessing Competency

Module Seven: Supporting the Learner

Module Eight: Managing Training

Final Knowledge Assessment

Enjoy the course!

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INTRODUCTION The Training Skills Course is delivered through a combination of ModCAL, if applicable, and individual coaching by the course facilitator. This Learner’s Guide includes materials that you may need for the Training Skills Course, which may be completed in one of several different ways. Some key attributes of the Training Skills Course are as follows:

You receive the knowledge update through interactive modules on the computer (i.e., ModCAL) or in a group-based classroom setting.

You observe demonstrations of skills during the interactive modules on ModCAL, if applicable, followed by additional demonstrations and practice under the guidance of the facilitator.

Assessment of learning is ongoing and conducted at your own pace; although when using ModCAL, you may be assigned a date by which it must be completed.

The final knowledge assessment is completely computer-based when you use ModCAL (print-based in a group-based class setting), whereas skills assessment is done individually and in-person by a qualified trainer.

COURSE GOAL The goal of this course is to prepare proficient service providers to be competent clinical trainers who are qualified to conduct competency-based clinical skills courses. The desired core competencies required of qualified clinical trainers are to be able to:

Train skills course participants in new competencies, or reinforce existing ones

Coordinate training activities in collaboration with other staff

Implement group-based training, using a “blended learning approach” when indicated

Document and report training activities conducted

Provide post-training, transfer-of-learning support

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COURSE SYLLABUS Course Components The Training Skills Course is designed to help you become a clinical trainer or a more effective trainer, and may also be used for clinical preceptors or faculty members. As described below, there are three components to the Training Skills Course. These components may occur in combination with one another or as individual events. You must complete all three of the following components in order to be qualified as a clinical trainer:

Standardization of a clinical skills and knowledge update. You will learn a standardized approach to performing the required clinical competencies (including skills, knowledge and attitudes needed) that you will be training others to perform. You will practice these competencies through simulations and with actual clients. This skills standardization and knowledge update may be conducted before or in combination with ModCAL.

Provision/demonstration of training skills. New information on effective training and training skills is also provided through ModCAL or a group-based course.

Practice in conducting clinical skills training, as well as coaching and assessment. Soon after completing the ModCAL component of the course, you will co-train one or more clinical skills courses under the guidance of the facilitator. At this time, the facilitator will provide coaching and assess your training skills.

What Is Skills Standardization and Why Is It Important? Through skills standardization as a prerequisite to the Training Skills Course, you will learn a particular way to perform the clinical skills (e.g., male circumcision, management of postpartum hemorrhage) that will form the basis of your co-training experience. Through this process: • Your and other learners’ performance of these skills is observed and evaluated, by the

facilitator or another qualified trainer, in relation to “standardized” checklists (developed and validated by a group of experts) that make complex skills easy to master, outlining the essential steps involved in a given skill in the correct sequence;

• Differences between your practices and the checklists are identified and discussed; and • Action is taken (e.g., technical updates, practice with anatomical models, role plays) to

address any gaps between actual performance and the desired competencies.

Although skills standardization can be implemented in a variety of ways, its goal is always the same—to ensure that candidate clinical trainers are “on the same page” about how to teach skills.

As final assessment occurs during the co-training experience, learners are considered candidate clinical trainers until they have: (1) conducted one or more clinical skills courses, and (2) been evaluated by the facilitator and determined to be competent—and thus are qualified clinical trainers.

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Learning Objectives For ModCAL for Training Skills For each of the eight content modules, there are several learning objectives, as listed below:

1. Principles of competency-based training

Describe the concept and key components of competency-based training

Compare the different definitions of competency and describe types of competency domains

Analyze how competencies determine learning activities and assessment methods

Describe the theories that support competency-based training

Describe how to positively influence group process

Describe a variety of competency-based training approaches

2. Effective facilitation skills

Describe how to create a positive learning environment

Describe the facilitation process

Describe basic facilitation techniques: – Techniques to introduce an activity – Questioning techniques – Use of audiovisual aids – Feedback skills – Techniques to summarize an activity

Describe organizational skills used by effective trainers 3. Developing competency

Describe the process of developing competency in learners

List attributes of a good coach

Outline the process for providing individual feedback

Describe tips for developing knowledge, skills and attitudes in learners

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4. Facilitating in the classroom

Define the classroom

Describe how to facilitate a variety of learning activities

Identify key considerations for effective use of: – Presentations – Large and small group activities – Simulated practice and structured observations

5. Facilitating in the clinic

Describe the importance of consistency between classroom and clinic learning experiences

Describe the roles of individuals involved in clinical practice

Explain ways to maximize learning opportunities in the clinical setting

Discuss ways to protect the rights of the client

List ways to ensure a humane clinical learning environment

Describe tips for promoting competency development in the clinical setting

Outline effective use of pre- and post-clinical practice meetings

Describe how to document learning experiences

6. Assessing competency

Use assessment results to guide training

Describe a variety of assessment tools and how they are used

Determine learner qualification using assessment tools

Select appropriate interventions to apply when learners are unable to demonstrate competency

7. Supporting learners

Describe the relationship between training and performance improvement

Describe the process and factors involved as learners move from competency to proficiency

Outline trainer responsibilities to support transfer of learning before, during and after training

Describe activities during training that support the learner post-training

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Describe the range of roles for the trainer in supporting learners after training

8. Managing training

Describe the process of conducting a training course—before, during and after

Outline the process for preparing clinical practice sites and preceptors

Describe general planning and logistical issues

Describe post-training tasks

Explain roles a trainer may play in coordinating training For Co-Training After you complete ModCAL, you will be provided with practice and co-training opportunities. The type of practice and co-training in which you participate will vary depending on your program. The objectives of the co-training experience are for you to:

Demonstrate effective facilitation, coaching and demonstration skills

Demonstrate the ability to coach and supervise skills course participants in simulated and clinical situations

Demonstrate the ability to conduct a clinical skills course

Learning Materials for the Training Skills Course ModCAL for Training Skills

Reference manual: Training Skills for Health Care Providers, Jhpiego Corporation (Third Edition, September 2010)

Courseware: Training Skills for Health Care Providers—Facilitator’s Guide and Learner’s Guide, Jhpiego Corporation (September 2010)

Required clinical learning package: reference manual, course notebooks/guides for participants and trainers. You will use the relevant clinical skills LRP for your practice activities.

Learner Selection Criteria Health care providers must meet several important selection criteria prior to beginning their careers as clinical trainers. These include:

Proficiency—Clinical trainers must be a proficient provider of the services that they are training new providers to perform. Proficient providers have moved beyond entry-level competency and have fully integrated their knowledge, skills and attitudes in their grasp of

September 2010


subject matter and in actual practice. Proficient providers are experts in their field.

Motivation—Clinical trainers must have passion and commitment toward preparing the next generation of health care providers.

Opportunity—Clinical trainers needs organizational support and commitment to provide the enabling environment, time, equipment/supplies and other resources needed to be successful in their role.

Methods of Assessment The assessment tool for the ModCAL for Training Skills component

is a final knowledge assessment (administered via ModCAL). Passing of this exam is required before the co-training experience.

Assessment tools used during practice and co-training include:

Checklists for effective facilitation, demonstration and coaching skills

Self-assessment tools: – Individual learning plan – Clinical training skills portfolio – Training performance standards

QUALIFICATION During your co-training experience, the facilitator will decide if you are qualified and ready to train independently. Qualification is a statement by a training body that you have met the requirements of the course. Qualification does not imply certification; you may only be certified by an agency qualified to do so. The decision about qualification is based on achievement in three areas:

Knowledge—Learner’s score on the ModCAL final knowledge assessment that equals or exceeds the recommended pass score

Skills—Determination by a qualified trainer of learner’s competency in performing facilitation, clinical demonstration and coaching skills

Practice—Self-assessment of performance, as documented in the learner’s clinical training skills portfolio; trainer’s assessment of performance, reviewing the portfolio and using training performance standards tools

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HOW TO WORK WITH THE FACILITATOR When you begin the training skills course, there will be a facilitator and contact person available to you for questions. You may have opportunities to meet with the facilitator as you work through ModCAL and other components of the course, as well as after you complete the course. The facilitator will be available to:

Answer questions and provide guidance as needed as you work through the computer modules

Demonstrate effective classroom and clinical training skills when appropriate

Provide guidance, coaching and feedback as you practice classroom and clinical training skills during a course

Evaluate your classroom and clinical training skills and determine when you are qualified as a clinical trainer

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THE CO-TRAINING EXPERIENCE The co-training experience provides you with the opportunity to co-train a course with the mentoring and support of the facilitator. You will be supported during your co-training experience in preparing for and conducting a clinical skills course—as well as afterward, if you have any questions or concerns. This section provides specific guidance on what to do before, during and after the co-training experience, including how to use the tools contained in this package.

BEFORE CO-TRAINING: PREPARATION In preparation for your co-training experience, complete the following tasks:

Review the training performance standards related to the TRAINER tasks (focus on Tools 4 to 7). Also read the verification criteria and self-assess to determine whether or not you meet each of the related trainer standards. Identify the top five to seven performance standards you think you need to improve upon. Document these in your individual learning plan to identify your learning priorities for your co-training experience.

Meet with your facilitator to prepare for the co-training experience. Before co-training, the master trainer who will be mentoring you (the course facilitator) should meet with you to review your learning plan and prepare you for co-training. Depending on your level of experience, you may participate in some practice sessions and receive feedback before co-training.

Participate in a meeting to coordinate roles. Before training, you will meet with the facilitator who will be mentoring you during your co-training experience, and any other candidate clinical trainers with whom you will be co-training. During this meeting you will:

Work with the group to identify who will be responsible for what is involved in planning and preparation. Clarify your role in training. Use the workshop preparation checklist if needed (see “Resources” section of ModCAL).

Review the course materials and model course outline and decide who will facilitate which sessions.

Share your individual learning plan and learning priorities for the experience.

Review the “Managing Training” module of ModCAL or the Training Works! document (also included in the “Resources” section of ModCAL).

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Participate in planning for clinical practice. Based on the decisions made in the meeting, participate in any clinical site visits or clinical preparation as agreed upon. Managing clinical practice effectively is one of your most important tasks as a candidate clinical trainer.

Practice the related clinical skill(s). You will have participated in a skills standardization activity, but be sure that you are comfortable with the related clinical skills and familiar with the related assessment tools.

Note: Be sure to check out the “Resources” section of the ModCAL for Training Skills, which contains a wide range of training tools that can aid in planning and managing a course, such as: a workshop preparation checklist to help you ensure that logistics are addressed, sample warm-ups and energizers you can use to keep skills course participants engaged, and sample training data forms for training-related information you will need to collect. It also includes the full range of handouts/tools included in the Learner’s Guide.

DURING CO-TRAINING: PRACTICE AND FEEDBACK Be an active learner. Your co-training experience is the time to

actively seek out learning opportunities and additional responsibilities. During the preparation meeting, the group will agree upon certain norms and expectations; hold to these during training. Typically, these norms address issues such as practicing effective time management, addressing suggestions for improvement, and clarifying roles and responsibilities. Commit to seeking out feedback and moving toward independent practice as a clinical trainer.

Participate in end-of-the-day meetings. During these meetings, each agenda item for that day is discussed and the peer-to-peer feedback and feedback from the facilitator will be shared. You or the designated discussion leader will facilitate the feedback process. This time is also used to plan for the next day’s activities.

Assess your progress. Use your individualized learning plan and training performance standards to self-assess your progress and performance. Look for new learning opportunities and ways to increase your independence as a trainer.

Participate in the qualification process. You are expected to use the clinical training skills portfolio to determine whether you feel you have mastered the expected core competencies by the end of your co-training experience. Use it also to document relevant experiences and identify future goals for your development as a clinical trainer. While the facilitator makes the final decision, as an adult learner, your self-assessment is an important factor in the decision about qualification.

September 2010


AFTER CO-TRAINING: GETTING THE SUPPORT YOU NEED By definition, the coaching experience ends when the course is completed and you have been determined to be a qualified clinical trainer. However, most programs have some type of support/follow-up or means of contacting their training staff if you have any questions or concerns. Actively participate in any type of support or follow-up activities that may available, as these will help to ensure that your practices remain consistent with what you learned in the course.

September 2010


GROUP-BASED PRACTICE—GUIDANCE AND MATERIALS

This section contains information and tools you will need if you are attending group-based practice sessions prior to co-training.

INSTRUCTIONS FOR PRESENTATIONS AND DEMONSTRATIONS Preparing for Presentations Review the presentation you have selected or been assigned.

Read the section of the reference manual that relates to your presentation.

Review the slides for your presentation.

Prepare trainer’s notes or a session plan that include the following:

Objectives

Your plan on how to introduce the topic (remember—not much time!)

Notes, either in the reference manual or somewhere else, on points you want to cover during the presentation

Notes on any activities you want to include

Any reminders about audiovisual or other supplies needed

How you plan to summarize (remember—not much time!)

Review the checklist on PRESENTATION skills to remind yourself of skills to use during your short presentation.

Take a deep breath and relax. We are all here to practice together and learn!

Preparing for and Conducting Demonstrations Review the demonstration or coaching you have selected or were

assigned.

Review the skills checklist for what you will be demonstrating or coaching.

Review the demonstration checklist if you are assigned to demonstrate a skill.

Review the coaching skills if you are assigned to demonstrate coaching. Keep in mind you will only need to demonstrate coaching for the section assigned (during or afterward).

Remember you are demonstrating DEMONSTRATION or COACHING training skills in a certain area, not focusing on the skill itself. Use the checklists to help you plan and practice.

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Ask for any volunteers you will need for your coaching or demonstration. The group will serve as the “audience” for whom you are demonstrating.

When demonstrating coaching skills, provide volunteers (the person acting as your skills course participant) with instructions about what they should do “right” or “wrong.” If demonstrating coaching, the “participant” should do some things right, and some things wrong.

Providing Feedback 1. Each learner should have a copy of the related Training Skills

checklist to use during observation.

2. Provide everyone with a sufficient number of slips of scrap paper. Each observer should write down at least three things done well and two suggestions for improvement. Remember that feedback should be specific. If it was “good,” why was it good? What made it good? If improvements are needed, what exactly needs to be changed? Comments may be kept anonymous.

3. Remember that you are providing feedback on effective training skills, not on clinical content.

4. Agree as a group that after each presentation, learners will be asked to state three things they did well and then offer several suggestions for how they could improve.

5. The facilitator will also collect the slips of paper and spend about three to five minutes reviewing common themes and comments and then give the feedback to the learner.

MODEL SESSION SCHEDULES The schedules presented provide a model plan of the group-based training that may be delivered. It suggests appropriate learning activities, resources and materials that the facilitator may use to meet the learning objectives. There are two schedules included:

A three-day schedule for group-based practice for learners’ who have completed ModCAL for Training Skills. This schedule focuses mostly on providing practice and feedback since most content has been provided using ModCAL.

A five-day schedule for group-based transfer of knowledge and skills and practice for learners who have not completed ModCAL.

The facilitator may incorporate different learning activities or make other modifications to the schedule to better fit the unique situation of a particular setting/country or the specific needs of a group of learners.

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y: P

rese

nta

tio

ns

E

ach

lear

ner

will

pre

sent

a 1

5-m

inut

e ill

ustr

ated

lect

ure

and

rece

ive:

F

eedb

ack

from

lear

ners

F

eedb

ack

from

trai

ners

(V

ideo

tape

pre

sent

atio

ns fo

r an

alys

is if

pos

sibl

e.)

Dis

cuss

ion

: R

epre

sent

ativ

es fr

om e

ach

of th

e tw

o gr

oups

hig

hlig

ht th

ings

gen

eral

ly d

one

wel

l and

thin

gs

that

nee

d im

prov

emen

t. R

evie

w o

f th

e d

ay’s

act

ivit

ies

PM

(3

hour

s)

Act

ivit

y: C

ontin

ue tr

aini

ng s

kills

pra

ctic

e D

iscu

ssio

n:

Rep

rese

ntat

ives

from

eac

h gr

oup

high

light

thin

gs

gene

rally

don

e w

ell a

nd th

ings

that

nee

d im

prov

emen

t. D

emo

nst

rati

on

: D

emon

stra

te th

e us

e of

clin

ical

dril

ls/c

linic

al

sim

ulat

ions

to d

evel

op c

linic

al d

ecis

ion-

mak

ing

skill

s R

evie

w o

f th

e d

ay’s

act

ivit

ies

PM

(3

hour

s)

Rev

iew

of

“Co

nd

uct

ing

a C

linic

al S

kills

C

ou

rse”

P

rese

nt

pla

n f

or

trai

ner

dev

elo

pm

ent

Co

urs

e su

mm

ary

Co

urs

e ev

alu

atio

n

Clo

sin

g c

erem

on

y

Rea

din

g a

ssig

nm

ent:

Rev

iew

cha

pter

s on

Fac

ilita

tion

of T

rain

ing

and

Fac

ilita

ting

in th

e C

lass

room

; pre

pare

for

skill

s pr

actic

e

Rea

din

g a

ssig

nm

ent:

Rev

iew

cha

pter

s on

Con

duct

ing

a S

kills

C

ours

e an

d F

acili

tatin

g in

the

Clin

ic

18 –

Lea

rner

’s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L S

CH

ED

UL

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

: 5

DA

YS

, 10

SE

SS

ION

S

DA

Y 1

D

AY

2

DA

Y 3

A

M (

4 h

ou

rs)

Wel

com

e an

d o

pen

ing

act

ivit

ies

W

elco

me

and

open

ing

Par

ticip

ant i

ntro

duct

ions

W

orks

hop

over

view

(go

als,

obj

ectiv

es, s

ched

ule)

R

evie

w o

f cou

rse

mat

eria

ls

Par

ticip

ant e

xpec

tatio

ns a

nd n

orm

s

Id

entif

icat

ion

of le

arni

ng g

oals

R

evie

w o

f the

trai

ning

ski

lls c

ours

e LR

P a

nd

sele

ctio

n of

topi

cs fo

r cl

assr

oom

pre

sent

atio

n an

d sk

ills

dem

onst

ratio

n

Intr

od

uct

ion

to

th

e T

rain

ing

Ski

lls C

ou

rse

Pre

sent

atio

n/di

scus

sion

: Rev

iew

key

con

cept

s C

hap

ter

1: C

ompe

tenc

y-B

ased

Tra

inin

g

Pre

sent

atio

n/di

scus

sion

: Rev

iew

key

con

cept

s

AM

(4

ho

urs

) A

gen

da

Rec

ap C

hap

ters

1–3

C

hap

ter

4: C

ompe

tenc

y A

sses

smen

t and

Qua

lific

atio

n

S

mal

l gro

up p

rese

ntat

ions

F

eedb

ack

and

disc

ussi

on

Ch

apte

r 5:

Con

duct

ing

Clin

ical

Ski

lls C

ours

e: A

n O

verv

iew

C

hap

ter

6: F

acili

tatin

g in

the

Cla

ssro

om

Pre

sent

atio

n/di

scus

sion

: Rev

iew

key

con

cept

s

Pre

par

atio

n

AM

(4

ho

urs

) A

gen

da

Rec

ap a

ctiv

ity:

Ch

apte

rs 4

–6

Ch

apte

r 6

(co

nt.)

: Add

ition

al G

uida

nce

in th

e C

lass

room

C

linic

al d

ecis

ion-

mak

ing

and

clin

ical

sim

ulat

ions

T

each

ing

clin

ical

dec

isio

n-m

akin

g

S

mal

l gro

up p

ract

ice

in u

sing

clin

ical

sim

ulat

ions

C

hap

ter

6 (c

on

t.): A

dditi

onal

Gui

danc

e in

the

Cla

ssro

om

Tra

iner

dem

onst

ratio

n of

dem

onst

ratio

n an

d co

achi

ng s

kills

S

kills

dem

onst

ratio

n

C

linic

al s

imul

atio

n

C

oach

ing

durin

g sk

ill d

evel

opm

ent

Par

ticip

ants

pre

pare

a s

kills

dem

onst

ratio

n an

d co

achi

ng

durin

g cl

inic

al p

ract

ice

role

pla

ys

LU

NC

H

LU

NC

H

LU

NC

H

PM

(3

ho

urs

) E

ner

giz

er

Ch

apte

r 2:

Fac

ilita

tion

Pre

sent

atio

n/di

scus

sion

: Rev

iew

key

con

cept

s

Sm

all g

roup

wor

k (a

udio

visu

al a

ids

addr

esse

d he

re)

Pra

ctic

e ba

sic

faci

litat

ion

skill

s

Ch

apte

r 3:

Com

pete

ncy

Dev

elop

men

t

P

rese

ntat

ion/

disc

ussi

on: R

evie

w k

ey c

once

pts

S

mal

l gro

up a

ctiv

ity

Ass

ign

pre

sen

tati

on

s

Rev

iew

of

the

day

’s a

ctiv

itie

s

PM

(3

ho

urs

) E

ner

giz

er

Ch

apte

r 6

(co

nt.

): F

acili

tatin

g in

the

Cla

ssro

om

Effe

ctiv

e fa

cilit

atio

n:

Sm

all g

roup

s ro

tate

and

pra

ctic

e pr

esen

tatio

ns in

sm

all

grou

ps (

peer

to p

eer

and

trai

ner

rota

ting

feed

back

us

ing

chec

klis

t) u

sing

mat

eria

ls fr

om th

e cl

inic

al L

RP

G

rou

p d

iscu

ssio

n:

Sum

mar

ize

thin

gs d

one

wel

l and

ar

eas

for

impr

ovem

ent

Ass

ign

dem

on

stra

tio

n o

r co

ach

ing

pra

ctic

e R

evie

w o

f th

e d

ay’s

act

ivit

ies

PM

(3

ho

urs

) E

ner

giz

er

Co

nti

nu

e ac

tivi

ty:

Par

ticip

ants

per

form

dem

onst

ratio

n of

a

skill

or

coac

hing

dur

ing

clin

ical

pra

ctic

e R

evie

w o

f th

e d

ay’s

act

ivit

ies

Rea

din

g a

ssig

nm

ent:

Rev

iew

Tra

inin

g S

kills

M

anua

l Cha

pter

s 1–

6

Rea

din

g a

ssig

nm

ent:

Rev

iew

Tra

inin

g S

kills

Man

ual

Cha

pter

s 7–

8 R

ead

ing

ass

ign

men

t: R

evie

w T

rain

ing

Ski

lls M

anua

l C

hapt

ers

9–10

19 –

Lea

rner

’s G

uid

e Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

MO

DE

L S

CH

ED

UL

E F

OR

TR

AIN

ING

SK

ILL

S G

RO

UP

-BA

SE

D P

RA

CT

ICE

5 D

AY

S, 1

0 S

ES

SIO

NS

(C

ON

T.)

DA

Y 4

D

AY

5

A

M (

4 h

ou

rs)

Ag

end

a an

d o

pen

ing

act

ivit

y R

ecap

act

ivit

y: C

omm

on th

ings

don

e w

ell/a

reas

for

impr

ovem

ent;

revi

sit i

ndiv

idua

l lea

rnin

g pl

ans

Gro

up

dis

cuss

ion

: S

umm

ariz

e th

ings

don

e w

ell a

nd

area

s fo

r im

prov

emen

t C

hap

ter

7: A

dditi

onal

Gui

danc

e on

Fac

ilita

ting

in th

e C

linic

al S

ettin

g M

od

ule

8:

Pla

nnin

g fo

r a

Ski

lls C

ours

e

AM

(4

ho

urs

)

Ag

end

a an

d o

pen

ing

act

ivity

; Rec

ap o

f Ch

apte

rs 7

–10

Pro

vid

e kn

ow

led

ge

asse

ssm

ent

resu

lts

Syn

thes

is a

ctiv

ity:

Dem

onst

rate

faci

litat

ion

skill

s R

evie

w o

f ke

y p

oin

ts

LU

NC

H

LU

NC

H

P

M (

3 h

ou

rs)

En

erg

izer

C

hap

ter

9: M

anag

ing

Pro

blem

s T

hat M

ay A

rise

durin

g th

e C

linic

al S

kills

Cou

rse

Ch

apte

r 10

: P

ost-

Cou

rse

Act

iviti

es

En

d o

f th

e co

urs

e q

ues

tio

nn

aire

A

ssig

n s

ynth

esis

act

ivit

ies

Rev

iew

of

the

day

’s a

ctiv

itie

s

PM

(3

ho

urs

) R

evie

w p

lan

fo

r tr

ain

er d

evel

op

men

t P

lan

nin

g f

or

you

r fi

rst

cou

rse:

Rev

iew

of

Ch

apte

r 5

and

sm

all g

rou

p a

ctiv

itie

s Q

ual

ifyi

ng

par

tici

pan

ts

Wo

rksh

op

eva

luat

ion

C

losi

ng

su

mm

ary

C

losi

ng

cer

emo

ny

September 2010


GROUP-BASED PRACTICE EVALUATION

(To be completed by Learners) Please indicate your opinion of the course components using the following rate scale:

5–Strongly Agree 4–Agree 3–No Opinion 2–Disagree 1–Strongly Disagree

COURSE COMPONENT RATING

1. The individual learning plan helped me focus my study and practice.

2. The classroom sessions were adequate for learning classroom presentation and clinical demonstration skills.

3. The learner presentation/demonstration sessions were helpful.

4. There was sufficient time scheduled for planning the classroom presentations and clinical demonstrations.

5. I am now confident in planning for a training course.

6. I am now confident in creating a positive learning climate.

7. I am now confident in using basic effective facilitation skills.

8. I am now confident in delivering interactive presentations.

9. I am now confident in using assessment tools.

10. I am now confident in demonstrating clinical skills and coaching skill development.

11. I am now confident in managing the clinical practice part of a clinical skills course.

12. I am now confident in conducting a clinical training course.

ADDITIONAL COMMENTS (use reverse side if needed)

1. What topics (if any) should be added (and why) to improve the course?

2. What topics (if any) should be deleted (and why) to improve the course?

September 2010


GENERIC TOOLS

This section contains tools you will use to identify your learning needs either before a co-training experience or before a group-based practice course, followed by a co-training experience.

INDIVIDUALIZED LEARNING PLAN

Learner: Facilitator: Date: _____________ Instructions: In the form on the following page, for each of the qualified trainer competencies (first column), self-assess your level of competency (fourth column) for each of the related training skills (third column)—according to the scale below. The related tools and training performance standards (PS) are listed to guide you in your self-assessment (second column). Next, in collaboration with your facilitator, identify a plan for developing competency in the related skills (fifth column). Following discussion of your progress and the plan associated with each competency, your facilitator will initial it, signifying her/his agreement.

Level of Competency Scale

Low = Acquiring competence. Candidate trainer needs practice and coaching.

Mod = Somewhat competent. Candidate trainer is knowledgeable and can perform some skills independently.

High = Competency achieved. Candidate trainer can independently provide beginning-level training services.

22 –

Lea

rner

’s G

uid

e

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

TR

AIN

ING

CO

MP

ET

EN

CY

R

EL

AT

ED

P

ER

FO

RM

AN

CE

S

TA

ND

AR

D

TR

AIN

ING

SK

ILL

L

EV

EL

OF

CO

MP

ET

EN

CE

LO

W

M

OD

H

IGH

LE

AR

NE

R’S

PL

AN

FO

R

DE

VE

LO

PIN

G C

OM

PE

TE

NC

Y

Tra

ins

lear

ners

in n

ew

com

pete

ncie

s, o

r re

info

rces

ex

istin

g on

es

Impl

emen

ts g

roup

-bas

ed

trai

ning

, usi

ng a

ble

nded

le

arni

ng a

ppro

ach

whe

n in

dica

ted

Too

l 5, P

S 1

–14

Too

l 6, P

S 1

–3

Too

l 6, P

S 9

Fac

ilita

tes

lear

ning

usi

ng p

rese

ntat

ions

F

acili

tate

s le

arni

ng u

sing

gro

up a

ctiv

ities

D

emon

stra

tes

Psy

chom

otor

, clin

ical

de

cisi

on-m

akin

g an

d co

mm

unic

atio

n sk

ills

Ass

esse

s de

velo

pmen

t of c

ompe

tenc

y

Coo

rdin

ates

trai

ning

in

colla

bora

tion

with

oth

er s

taff

Too

l 4, P

S 3

–5

Too

l 2, P

S 5

T

ool 1

, PS

1–1

1 T

ool 4

, PS

2

Too

l 2, P

S 1

0 T

ool 2

, PS

2

Pla

ns fo

r tr

aini

ng w

ith tr

aini

ng te

am

Par

ticip

ates

in p

artic

ipan

t sel

ectio

n E

nsur

es a

vaila

bilit

y of

res

ourc

es n

eede

d fo

r tr

aini

ng

Pre

pare

s fo

r bl

ende

d le

arni

ng a

ctiv

ities

w

here

app

ropr

iate

M

onito

rs tr

aini

ng a

nd a

dapt

s st

rate

gies

as

need

ed

Par

ticip

ates

in fi

nanc

ial m

anag

emen

t of

trai

ning

Doc

umen

ts a

nd r

epor

ts

trai

ning

act

iviti

es c

ondu

cted

T

ool 2

, PS

3

Mai

ntai

ns r

ecor

ds o

f tra

inin

g E

valu

ates

effe

ctiv

enes

s of

trai

ning

Pro

vide

s po

st-t

rain

ing

tran

sfer

-of-

lear

ning

sup

port

T

ool 7

, PS

1–3

R

evie

ws

part

icip

ant i

ndiv

idua

l lea

rnin

g pl

ans

Coo

rdin

ates

with

sup

ervi

sor/

man

ager

to

crea

te a

pos

itive

lear

ning

env

ironm

ent

September 2010


SAMPLE TRAINER’S NOTES OR SESSION PLAN FORMAT

DATE VENUE SESSION NUMBER DURATION

Topic: (related objective from the course)

Session objectives: By the end of this session, learners will be able to:

Methods and Activities Materials/Resources

Intro/Activity Presentation/Discussion Activity Summary

Self-Review/Evaluation (key points from session, what worked/what did not, modifications for next session, etc.):

September 2010


PRACTICE AND ASSESSMENT TOOLS These tools will be used during practice and for assessment either during a co-training experience or during a group-based practice course, followed by a co-training experience.

CANDIDATE CLINICAL TRAINING SKILLS PORTFOLIO The learner’s clinical training skills portfolio is intended to capture your self-reflections on your strengths and weaknesses as a trainer, documenting evidence that you have developed the core competencies needed to be a qualified trainer.

Drawing from your individual learning plan, describe the areas that you believe that you need to focus on MOST during your period of mentored training. What assistance do you need MOST from your training mentor?

For each skills course conducted, describe:

Training successes—What worked well and why?

Training challenges and steps taken to overcome them

Include a training performance checklist, as shown below. (Exhibit L-1).

Exhibit L-1. Competency Self-Assessment and Verification

COMPETENCY ACHIEVED COMPETENCY

MENTOR VERIFICATION

Train learners in new competencies, or reinforce existing ones

Yes No Yes No

Coordinate training in collaboration with other staff

Yes No Yes No

Implement group-based training, using a blended learning approach when indicated

Yes No Yes No

Document and report training activities conducted

Yes No Yes No

Provide post-training transfer-of-learning support

Yes No Yes No

September 2010


CHECKLISTS FOR EFFECTIVE FACILITATION, DEMONSTRATION AND COACHING SKILLS

Criteria for satisfactory performance by the learner are based on the knowledge, attitudes and skills set forth in the reference manual and practiced during training. In preparing for formal evaluation by the trainer(s), learners can familiarize themselves with the content of the checklist by critiquing each other’s facilitation, demonstration and coaching skills.

Satisfactory: Performs the step or task according to the standard procedure or guidelines

Unsatisfactory: Unable to perform the step or task according to the standard procedure or guidelines

Not Observed: Step, task or skill not performed by learner during evaluation by trainer

When determining competence, the judgment of a skilled trainer is the most important factor. Thus, in the final analysis, competence carries more weight than the number of observations. Because the goal of this training is to enable every learner to achieve competency, additional training or practice may be necessary. When you believe, as a qualified trainer, that the learner has achieved the necessary skills, place your initials (e.g., “PJ”) in the corresponding column in the last row of the checklist.

September 2010


Checklist for Effective Facilitation Skills

Place an “S” in case box if task/activity is performed satisfactorily, an “” if it is not performed satisfactorily, or “N/O” if not observed.




Skilled delivery of a learning activity: If you, as a qualified trainer, believe that the learner has achieved competency, place your initials (e.g., “PJ”) in the corresponding column.

Learner: Date Observed:

CHECKLIST FOR EFFECTIVE FACILITATION SKILLS

STEP/TASK OBSERVATIONS

1. Presents an effective introduction.

2. States the objective(s) as part of the introduction.

3. Asks questions of the entire group.

4. Targets questions to individuals.

5. Uses learners’ names.

6. Provides positive feedback.

7. Responds to learners’ questions.

8. Follows trainer’s notes and/or a personalized reference manual.

9. Maintains eye contact.

10. Projects voice so that all learners can hear.

11. Moves about the room.

12. Uses audiovisuals effectively.

13. Presents an effective summary.

Skilled delivery of facilitating a learning activity or presentation

September 2010


Checklist for Clinical Demonstration Skills





Skilled delivery of a clinical demonstration: If you, as a qualified trainer, believe that the learner has achieved skills needed to train providers in the service delivery site, place your initials (e.g., “PJ”) in the corresponding column.


CHECKLIST FOR CLINICAL DEMONSTRATION SKILLS


1. States the objective(s) as part of the introduction.

2. Presents an effective introduction.

3. Arranges demonstration area so that learners are able to see each step in the procedure clearly.

4. Communicates with the model or client during demonstration of the skill/activity.

5. Asks questions and encourages learners to ask questions.

6. Demonstrates or simulates appropriate infection prevention practices.

7. When using model, positions model as an actual client.

8. Maintains eye contact with learners as much as possible.

9. Projects voice so that all learners can hear.

10. Provides learners opportunities to practice the skill/activity under direct supervision.

Skilled delivery of a clinical demonstration

September 2010


Checklist for Clinical Coaching Skills





Skilled delivery of coaching: If you, as a qualified trainer, believe that the learner has skills needed for practice in the service delivery site, place your initials (e.g., “PJ”) in the corresponding column.


CHECKLIST FOR CLINICAL COACHING SKILLS


BEFORE PRACTICE SESSION

1. Greets learner and reviews previous performance when applicable.

2. Works with the learner to set specific goals for the practice session.

DURING PRACTICE SESSION

1. Observes the learner, providing positive reinforcement or constructive feedback (when necessary for client comfort or safety) as s/he practices the procedure.

2. Refers to the checklist or performance standards during observation.

3. Records notes about learners’ performance during the observation.

4. Is sensitive to the client when providing feedback to the learner during a clinical session with clients.

AFTER PRACTICE FEEDBACK SESSION

1. Reviews notes taken during the practice session.

2. Greets the learner and asks to share perception of the practice session.

3. Asks the learner to identify those steps performed well.

4. Asks the learner to identify those steps where performance could be improved.

5. Provides positive reinforcement and corrective feedback.

6. Works with the learner to establish goals for the next practice session.

Skilled delivery of coaching

September 2010


TRAINING PERFORMANCE STANDARDS TOOLS These performance standards provide a general summary of the key areas to address for successful training programs. Here are some tips on how you can use them.

Review the standards beforehand to identify your learning needs related to training.

Periodically assess your progress in standards or areas that are new to you or more difficult for you.

Self-assess to determine whether you feel you have achieved the desired objectives.

As shown in Exhibit L-2 below, each tool focuses on performance standards related to a different area of trainer roles and responsibilities. Exhibit L-2. Use of Performance Standards Tools

STANDARDS AREA TIPS FOR USE

Tool 1: Infrastructure, Equipment and Supplies

Use this tool for a brief review of needed inputs for training

Tool 2: Training Management Use this tool to get an overview of the different components of a successful training system

Tool 3: Trainer Development Use this tool for an overview of the recommended process for trainer development

Tool 4: Training Planning/ Preparation

Use this tool to help you plan and prepare for your courses

Tool 5: Classroom Training Use this tool to help you facilitate learning activities of any kind

Tool 6: Clinical Demonstration, Practice and Coaching

Use this tool to help you effectively facilitate your learners’ skill development—through demonstration, coaching, continual assessment and feedback

Tool 7: Transfer of Learning (TOL)

Use this tool to help remind you of tips to ensure learning transfers into the workplace

All tools In the “Observation” columns in each performance standard tool, mark a “Y” for Yes, “N” for No or “N/A” for Not Applicable.

30 –

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

NO

TE

S

Ob

serv

e th

at t

he

site

has

cle

an, f

un

ctio

nin

g, w

ell-

lit a

nd

wel

l-m

ain

tain

ed:

Iden

tifie

d cl

inic

al p

ract

ice

site

Tra

inin

g ha

ll w

ithin

wal

king

dis

tanc

e to

clin

ical

pra

ctic

e si

te (

or tr

ansp

orta

tion

to tr

ansf

er p

artic

ipan

ts fr

om c

lass

room

to c

linic

al p

ract

ice

site

)

Spa

ce fo

r de

mon

stra

tion

for

clin

ical

pra

ctic

e

Tra

inin

g co

ordi

natio

n ro

om n

ear

the

trai

ning

hal

l

Are

a fo

r te

a an

d lu

nch

brea

ks

Hos

tel/h

otel

/sta

y ar

rang

emen

t

Sec

ured

sto

rage

spa

ce fo

r m

odel

s, e

quip

men

t, tr

aini

ng s

uppl

ies

and

book

s

1.

Th

e tr

ain

ing

sit

e h

as t

he

bas

ic

infr

astr

uct

ure

set

up

to

su

pp

ort

clin

ical

tra

inin

g.

Inve

rter

(po

wer

-con

vert

ing

devi

ce)

for

coor

dina

tion

room

and

cla

ssro

om

Ob

serv

e th

at t

he

site

has

sp

ace

for

pra

ctic

e ei

ther

in o

r n

ear

the

trai

nin

g

hal

l an

d:

Is s

et u

p ac

cord

ing

to c

linic

al tr

aini

ng c

ondu

cted

Is la

rge

enou

gh to

acc

omm

odat

e 3–

5 st

uden

ts a

t a ti

me

Has

a p

ract

ice

sche

dule

pos

ted

if ne

eded

Is lo

ckab

le

2.

Th

e tr

ain

ing

sit

e h

as s

pac

e fo

r si

mu

lati

on

s u

sin

g m

od

els.

Has

rel

evan

t job

aid

s an

d IE

C m

ater

ials

31 –

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

NO

TE

S

Ob

serv

e th

e to

ilet

faci

litie

s:

Are

cle

an a

nd fu

nctio

nal

Loca

ted

clos

e to

the

trai

ning

hal

l

Hav

e ru

nnin

g w

ater

Hav

e so

ap a

nd s

oap

dish

Hav

e m

irror

Are

wel

l-ven

tilat

ed

3.

Th

e tr

ain

ing

sit

e h

as a

to

ilet

nea

r th

e tr

ain

ing

hal

l.

Hav

e lo

ckab

le d

oors

Ob

serv

e th

e cl

assr

oo

m h

as:

Whi

tebo

ard

with

sta

nd o

r w

all m

ount

ed

LCD

pro

ject

or in

wor

king

con

ditio

n

Com

pute

r (la

ptop

/des

ktop

) w

ith a

ll w

ires

to c

onne

ct to

LC

D p

roje

ctor

Pro

ject

ion

scre

en

Vid

eo c

onfe

renc

e eq

uipm

ent (

if th

e si

te is

a v

ideo

conf

eren

ce c

ente

r)

TV

DV

D p

laye

r

Pen

(U

SB

) dr

ive

Flip

cha

rt e

asel

Air

cond

ition

ers/

fans

/coo

lers

4.

Th

e si

te h

as t

he

bas

ic

clas

sro

om

eq

uip

men

t an

d

furn

itu

re t

o s

up

po

rt t

rain

ing

.

Pot

able

wat

er

Ob

serv

e th

ere

are

suff

icie

nt

sup

plie

s an

d m

ater

ials

to

su

pp

ort

at

leas

t 3

trai

nin

g c

ou

rses

:

Flip

cha

rt p

aper

Flip

cha

rt m

arke

rs

Whi

tebo

ard

mar

kers

Par

ticip

ant p

aper

, pen

and

fold

er s

ets

5.

Th

ere

are

adeq

uat

e su

pp

lies

to c

on

du

ct t

rain

ing

ses

sio

ns.

Tap

e or

pin

s to

han

g up

flip

cha

rts

32 –

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

NO

TE

S

Ver

ify

by

inte

rvie

win

g o

r re

view

ing

rec

ord

s th

at d

uri

ng

th

e la

st c

ou

rse:

All

part

icip

ants

rec

eive

d a

refe

renc

e m

anua

l

All

part

icip

ants

rec

eive

d a

part

icip

ant h

andb

ook

All

part

icip

ants

rec

eive

d co

pies

of t

he p

rese

ntat

ion

grap

hics

6.

Th

e tr

ain

ing

sit

e h

as e

no

ug

h

trai

nin

g m

ater

ials

du

rin

g t

he

cou

rse.

All

trai

ners

had

ref

eren

ce m

anua

l, pa

rtic

ipan

t han

dboo

k an

d tr

aine

r no

tebo

ok/fa

cilit

ator

gui

de

Exa

min

e tr

ain

ing

mat

eria

ls f

or

at le

ast

two

dif

fere

nt

trai

nin

g c

ou

rses

an

d

veri

fy t

hat

th

ey in

clu

de

the

follo

win

g:

Ref

eren

ce m

anua

l/mod

ules

Tra

iner

not

eboo

k/fa

cilit

ator

gui

de

Par

ticip

ant h

andb

ook

Pre

sent

atio

n gr

aphi

cs (

Pow

erP

oint

pre

sent

atio

ns)

elec

tron

ical

ly a

vaila

ble

Clin

ical

ski

lls v

ideo

tape

/VC

D/D

VD

Req

uire

d an

atom

ic m

odel

s

Rec

ord-

keep

ing

and

repo

rtin

g fo

rm r

elev

ant t

o th

e se

rvic

e de

liver

y of

the

skill

s be

ing

impa

rted

as

appr

oved

in th

e st

ate

7.

Th

e tr

ain

ing

org

aniz

ing

bo

dy

has

su

ffic

ien

t te

ach

ing

/ le

arn

ing

mat

eria

ls t

o c

on

du

ct

clin

ical

tra

inin

g.

Oth

er te

achi

ng a

ids

incl

udin

g jo

b ai

ds

Ob

serv

e th

at t

he

follo

win

g m

ater

ials

are

ava

ilab

le f

or

par

tici

pan

ts a

nd

tr

ain

ers

to u

se:

A s

et o

f tra

inin

g m

ater

ials

for

each

trai

ning

bei

ng c

ondu

cted

at t

he s

ite

8.

Th

e tr

ain

ing

bo

dy

has

late

st

add

itio

nal

ref

eren

ce m

ater

ials

re

leva

nt

to t

he

trai

nin

gs

con

du

cted

.

H

and

hygi

ene

supp

lies

(run

ning

wat

er, s

oap,

soa

p di

sh, i

ndiv

idua

l tow

els)

Ob

serv

e th

e cl

inic

al p

ract

ice

site

are

a in

th

e h

osp

ital

or

oth

er c

linic

al

faci

lity

for

par

tici

pan

ts t

o s

ee t

hat

:

The

clin

ic p

ract

ices

are

the

sam

e st

anda

rds

of s

ervi

ces

as c

over

ed in

the

trai

ning

Clin

ic is

big

eno

ugh

to a

llow

par

ticip

ants

to o

bser

ve/p

rovi

de s

ervi

ces

The

re a

re e

noug

h su

pplie

s to

allo

w p

artic

ipan

ts to

pra

ctic

e sk

ills

The

clin

ical

pra

ctic

e ar

ea is

sim

ilar

to w

here

the

part

icip

ants

wor

k

9.

Th

e cl

inic

al p

ract

ice

area

is

con

du

cive

fo

r cl

inic

al s

kills

p

ract

ice.

The

sta

ff ar

e re

cept

ive

of p

artic

ipan

ts c

omin

g fo

r cl

inic

al p

ract

ice

33 –

To

ol 1

: In

fras

tru

ctu

re, E

qu

ipm

ent

and

Su

pp

lies

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

NO

TE

S

The

clin

ical

pra

ctic

e ar

ea is

with

in 3

0 m

inut

es o

f the

trai

ning

site

Tra

nspo

rtat

ion/

esco

rt is

ava

ilabl

e fo

r ni

ght d

uty

or s

hift

Ob

serv

e O

R a

sk t

he

trai

nin

g c

ou

rse

par

tici

pan

ts t

hat

ho

stel

/ho

tel/s

tay

arra

ng

emen

t:

Is c

lean

Is s

afe

for

wom

en to

sta

y

Is e

noug

h fo

r al

l out

-sta

tion

part

icip

ants

at o

nce

if ro

oms

are

shar

ed b

y tw

o pa

rtic

ipan

ts

Has

atta

ched

toile

t and

bat

hroo

m

Has

a m

osqu

ito b

ed n

et o

r re

pelle

nt

10. T

he

ho

stel

/ho

tel/s

tay

arra

ng

emen

ts a

re a

deq

uat

e.

Is w

ell-v

entil

ated

Ob

serv

e if

th

e st

ore

ro

om

/sto

rag

e sp

ace

has

:

Lock

ing

door

Ade

quat

e sp

ace

for

supp

lies

She

lves

for

sort

ing

and

stor

ing

diffe

rent

trai

ning

mat

eria

ls

Vis

ible

sig

n in

/out

she

et

Vis

ible

rou

tine

inve

ntor

y sh

eet t

hat i

s co

mpl

eted

11. T

he

trai

nin

g b

od

y h

as a

d

esig

nat

ed lo

ckin

g s

tore

ro

om

/sto

rag

e sp

ace

for

mo

del

s, e

qu

ipm

ent,

tra

inin

g

sup

plie

s an

d b

oo

ks.

Cab

inet

s fo

r lo

ckin

g tr

aini

ng s

uppl

ies

and

equi

pmen

t (on

e pe

r co

urse

)

T

OO

L 1

: IN

FR

AS

TR

UC

TU

RE

, EQ

UIP

ME

NT

AN

D S

UP

PL

IES

11

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

34 –

To

ol 2

: Tr

ain

ing

Man

agem

ent

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 2

: T

rain

ing

Man

agem

ent

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, N

A

Y/N

, N

A

NO

TE

S

Ob

serv

e if

th

ere

is/a

re:

Reg

ular

mee

tings

bet

wee

n tr

aini

ng c

oord

inat

or a

nd c

linic

al s

ites

man

agem

ent s

taff

(Adm

inis

trat

or, C

hief

Med

ical

S

uper

inte

nden

t/Sup

erin

tend

ent i

n C

hief

, and

trai

ners

)

Reg

ular

mon

thly

mee

tings

bet

wee

n tr

aini

ng c

oord

inat

or a

nd tr

aine

rs

A m

eetin

g of

the

trai

ning

coo

rdin

ator

and

trai

ners

a w

eek

befo

re tr

aini

ng

1.

Th

e tr

ain

ing

bo

dy

trai

nin

g

acti

viti

es a

re w

ell-

coo

rdin

ated

.

A h

ospi

tal t

rain

ing

team

mee

ting

befo

re a

nd a

fter

each

trai

ning

eve

nt w

hen

rele

vant

Ob

serv

e if

th

e tr

ain

ing

bo

dy:

Fol

low

s an

y es

tabl

ishe

d fin

anci

al p

roce

dure

s to

sup

port

clin

ical

trai

ning

s

Rev

iew

s th

e pa

st tr

aini

ng e

vent

rel

ated

to p

artic

ipan

ts to

con

firm

that

:

– A

ll pa

rtic

ipan

ts r

ecei

ved

per

diem

and

trav

el e

xpen

ses

as p

er th

e st

ate

rule

s

– T

here

are

rec

eipt

s of

all

paym

ents

mad

e

– T

he fi

nanc

ial t

rans

actio

ns h

ave

been

ent

ered

in r

equi

red

docu

men

tatio

n

– P

artic

ipan

ts w

ere

paid

on

time

– T

he e

xpen

ditu

re r

epor

t is

sent

to th

e hi

gher

aut

horit

ies

as p

er

guid

elin

es fo

r th

e tr

aini

ng c

ours

e

Rev

iew

the

last

trai

ning

eve

nt to

con

firm

that

:

– A

ll tr

aine

rs w

ere

paid

hon

orar

ium

as

per

any

guid

elin

es

– T

here

are

rec

eipt

s of

all

paym

ents

mad

e to

the

trai

ners

2.

Th

e tr

ain

ing

bo

dy

has

go

od

fi

nan

cial

sys

tem

s an

d

man

agem

ent.

– T

he fi

nanc

ial t

rans

actio

ns h

ave

been

ent

ered

in th

e bo

ok o

f acc

ount

s by

trai

ning

eve

nt

35 –

To

ol 2

: Tr

ain

ing

Man

agem

ent

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N,

NA

Y

/N,

NA

N

OT

ES

– P

aym

ents

wer

e m

ade

with

in a

wee

k af

ter

trai

ning

.

The

re is

a r

ecor

d of

pen

ding

pay

men

ts to

par

ticip

ants

, tra

iner

s or

oth

er

vend

ors

as a

ppro

pria

te

The

tota

l tra

inin

g ex

pens

e is

with

in th

e bu

dget

app

rove

d fo

r th

e tr

aini

ng

Dis

cuss

with

the

trai

nin

g s

ite c

oo

rdin

ato

r an

d o

bse

rve

the

reco

rds

to s

ee if

:

The

re is

a fi

le fo

r ea

ch tr

aini

ng c

ours

e/ba

tch

Eac

h fil

e co

ntai

ns tr

aini

ng r

epor

t inc

ludi

ng:

– T

itle

of th

e tr

aini

ng c

ours

e

– T

he d

ates

of t

rain

ing

– N

ames

of t

he tr

aine

rs

– T

he li

st o

f par

ticip

ants

– T

he a

gend

a fo

r th

e tr

aini

ng

– P

artic

ipan

t’s r

egis

trat

ion

form

s as

req

uire

d

– A

brie

f des

crip

tion

of tr

aini

ng in

clud

ing:

ass

essm

ent a

nd e

valu

atio

n of

pa

rtic

ipan

ts; a

nd a

ny s

igni

fican

t eve

nt th

at tr

aine

rs w

ant t

o re

port

.

3.

Th

e tr

ain

ing

bo

dy

has

ad

equ

ate

reco

rd-k

eep

ing

sy

stem

s.

– T

rain

ing

eval

uatio

n fo

rms

com

plet

ed b

y th

e pa

rtic

ipan

ts

Ob

serv

e if

:

The

re is

an

annu

al tr

aini

ng p

lan

The

cop

y of

the

plan

is s

ent t

o an

y st

akeh

olde

rs a

s re

quire

d

The

re is

a q

uart

erly

trai

ning

cal

enda

r th

at s

how

s st

art a

nd e

nd d

ates

for

all

cour

ses

4.

Tra

inin

g b

od

y h

as a

n a

nn

ual

tr

ain

ing

pla

n a

nd

qu

arte

rly

trai

nin

g c

alen

dar

.

A c

opy

of th

e qu

arte

rly tr

aini

ng c

alen

dar

is s

ent t

o an

y st

akeh

olde

rs a

t the

be

ginn

ing

of e

ach

quar

ter

as r

equi

red

Rev

iew

th

e p

arti

cip

ants

reg

istr

atio

n f

orm

s, o

r d

iscu

ss w

ith

th

e tr

ain

ing

co

ord

inat

or

or

trai

ner

s th

at:

Par

ticip

ant s

elec

tion

crite

ria a

s de

scrib

ed in

the

trai

ning

mat

eria

ls a

re

follo

wed

5.

Par

tici

pan

t se

lect

ion

cri

teri

a ar

e fo

llow

ed f

or

all t

rain

ing

s.

Mor

e th

an 9

0% o

f par

ticip

ants

met

the

sele

ctio

n cr

iteria

in th

e la

st 3

trai

ning

s

36 –

To

ol 2

: Tr

ain

ing

Man

agem

ent

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N,

NA

Y

/N,

NA

N

OT

ES

Th

rou

gh

rev

iew

of

trai

nin

g r

eco

rds,

ob

serv

e if

:

At l

east

1 tr

aine

r w

as a

lway

s av

aila

ble

durin

g cl

assr

oom

and

clin

ical

pr

actic

e

6.

Cla

ss s

ize

and

tra

iner

su

pp

ort

is

ap

pro

pri

ate.

Tra

inin

g ba

tch

does

not

exc

eed

as p

er th

e re

com

men

datio

ns in

cou

rse

sylla

bus

Inte

rvie

w t

he

trai

nin

g c

oo

rdin

ato

r an

d t

rain

ing

sta

ff a

nd

rev

iew

ad

min

istr

ativ

e d

ocu

men

ts t

o f

ind

ou

t if

:

The

re is

sta

ndar

dize

d fo

rmat

to a

sses

s tr

aine

r pe

rfor

man

ce

Tra

iner

per

form

ance

is m

easu

red

on a

reg

ular

bas

is, a

t lea

st o

nce

a ye

ar

Ass

essm

ents

are

per

form

ed u

sing

a s

tand

ardi

zed

form

at

Fee

dbac

k to

trai

ners

incl

udes

par

ticip

ant e

valu

atio

n fo

rms

7.

Tra

iner

per

form

ance

as

sess

men

t is

reg

ula

rly

con

du

cted

.

Tra

iner

s pe

riodi

cally

hav

e re

fres

her

trai

ning

(ev

ery

3 ye

ars)

Ob

serv

e/re

view

rec

ord

s m

ater

ials

or

gu

idel

ines

to

det

erm

ine

if:

Req

uire

men

ts fo

r le

arne

rs to

“pa

ss”

each

cou

rse

are

outli

ned

in tr

aini

ng

mat

eria

ls

Cle

ar s

teps

if a

par

ticip

ant d

oes

not m

eet p

assi

ng r

equi

rem

ents

exi

st in

gu

idel

ines

or

trai

ners

’ too

ls

8.

Par

tici

pan

t co

urs

e co

mp

leti

on

re

qu

irem

ents

are

kn

ow

n b

y p

arti

cip

ants

an

d t

rain

ers.

The

type

of c

ertif

icat

e th

at p

artic

ipan

t will

rec

eive

and

con

ditio

ns fo

r is

suin

g ce

rtifi

cate

s ar

e ou

tline

d in

mat

eria

ls o

r tr

aine

rs’ t

ools

Th

rou

gh

th

e re

cord

rev

iew

s, o

bse

rve

that

:

Cou

rse

com

plet

ion

requ

irem

ents

are

exp

licitl

y st

ated

and

par

ticip

ants

in

form

ed o

f req

uire

men

ts

All

part

icip

ants

who

hav

e re

ceiv

ed c

ertif

icat

es d

urin

g th

e la

st tr

aini

ng h

ave

met

thes

e re

quire

men

ts

9.

Co

urs

e co

mp

leti

on

re

qu

irem

ents

are

met

bef

ore

an

y p

arti

cip

ant

can

be

cert

ifie

d.

Par

ticip

ants

who

hav

e no

t met

cer

tific

atio

n re

quire

men

ts a

re p

rovi

ded

with

ad

ditio

nal p

ract

ice

and

asse

ssm

ent o

ppor

tuni

ties

37 –

To

ol 2

: Tr

ain

ing

Man

agem

ent

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N,

NA

Y

/N,

NA

N

OT

ES

Th

rou

gh

inte

rvie

ws

wit

h t

rain

ers

and

by

revi

ew o

f ad

min

istr

ativ

e re

cord

s,

ob

serv

e th

at c

linic

al t

rain

ing

is m

on

ito

red

fo

r ef

fect

iven

ess:

Sta

ndar

dize

d co

urse

eva

luat

ion

form

is u

sed

Tra

iner

s an

d tr

aini

ng c

oord

inat

or m

eet t

o re

view

cou

rse

eval

uatio

n fo

rms

at th

e en

d of

trai

ning

to g

et p

artic

ipan

ts’ f

eedb

ack

on tr

aini

ng

10. T

he

clin

ical

tra

inin

g is

ro

uti

nel

y m

on

ito

red

fo

r ef

fect

iven

ess.

Cou

rse

eval

uatio

n fe

edba

ck th

at r

equi

res

actio

n is

res

olve

d an

d do

cum

ente

d

T

OO

L 2

: T

RA

ININ

G B

OD

Y M

AN

AG

EM

EN

T

10 S

TA

ND

AR

DS

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

38 –

To

ol 3

: Tr

ain

er D

evel

op

men

t Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

Tool

3: T

rain

er D

evel

op

men

t

TR

AIN

ING

SIT

E (

NA

ME

, PL

AC

E)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, NA

Y/N

, NA

NO

TE

S

Ver

ify

by

inte

rvie

win

g t

he

in-c

har

ge

staf

f o

r tr

ain

ers:

Clin

ical

trai

ners

:

– H

ave

com

plet

ed a

clin

ical

ski

lls s

tand

ardi

zatio

n co

urse

– A

re p

rofic

ient

in r

elev

ant c

linic

al c

ompe

tenc

ies

– S

ucce

ssfu

lly c

ompl

eted

a tr

aini

ng s

kills

cou

rse

– C

o-tr

aine

d in

itial

cou

rses

and

bee

n qu

alifi

ed b

y m

aste

r tr

aine

r

Mas

ter

trai

ner

s:

– S

ucce

ssfu

lly c

ompl

eted

at l

east

a tr

ansf

er-o

f-tr

aini

ng c

ours

e

1.

Th

e tr

ain

ing

bo

dy

follo

ws

trai

ner

dev

elo

pm

ent

pat

hw

ay.

– C

o-tr

aine

d a

trai

ning

ski

lls c

ours

e

Ver

ify

by

inte

rvie

win

g t

he

in-c

har

ge

staf

f th

at:

The

re is

doc

umen

tatio

n of

clin

ical

trai

ners

by

each

clin

ical

trai

ning

are

a

The

clin

ical

trai

ners

are

use

d in

rot

atio

n

The

re is

a c

linic

al tr

aine

r pe

rfor

man

ce e

valu

atio

n pl

an

2.

Th

e tr

ain

ing

bo

dy

man

ages

tr

ain

ers

app

rop

riat

ely.

The

re is

a s

yste

m to

pro

vide

feed

back

to c

linic

al tr

aine

rs o

n th

eir

perf

orm

ance

Rev

iew

wit

h t

he

trai

ner

if:

Par

ticip

ants

com

plet

e tr

aine

r ev

alua

tion

form

s fo

r ev

ery

trai

ning

The

re is

a m

echa

nism

in p

lace

to r

evie

w tr

aine

r pe

rfor

man

ce a

nd

part

icip

ant f

eedb

ack

The

re is

doc

umen

tatio

n of

trai

ners

ava

ilabl

e by

type

of t

rain

er (

Qua

lifie

d vs

. Mas

ter)

3.

Th

ere

is a

rec

ord

of

trai

ner

d

evel

op

men

t ac

tivi

ty.

The

trai

ner

atte

nds

tech

nica

l upd

ates

/ref

resh

er tr

aini

ng

39 –

To

ol 3

: Tr

ain

er D

evel

op

men

t Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

AY

/N, N

AN

OT

ES

Inte

rvie

w t

he

trai

ner

s to

fin

d o

ut

if t

hey

:

Pro

vide

clin

ical

ser

vice

s re

late

d to

trai

ning

on

a re

gula

r ba

sis

Hav

e ac

cess

to te

chni

cal i

nfor

mat

ion

thro

ugh

a lib

rary

, sug

gest

ed b

ooks

, C

Ds

and/

or v

ideo

s re

late

d to

are

as o

f tra

inin

g

Hav

e ac

cess

to c

ompu

ters

(de

skto

p/la

ptop

)

4.

Th

e tr

ain

ing

bo

dy

has

fac

ility

fo

r tr

ain

er d

evel

op

men

t.

Hav

e ac

cess

to a

n In

tern

et c

onne

ctio

n

T

OO

L 3

: T

RA

INE

R D

EV

EL

OP

ME

NT

4

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

40 –

To

ol 4

: Tr

ain

ing

Pla

nn

ing

/Pre

par

atio

n

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 4

: T

rain

ing

Pla

nn

ing

/Pre

par

atio

n

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, NA

Y

/N, N

A

NO

TE

S

Inte

rvie

w t

he

trai

nin

g c

oo

rdin

ato

r to

en

sure

th

at t

he

follo

win

g w

ere

acco

mp

lish

ed b

efo

re t

rain

ing

:

Tra

iner

s an

d o

ther

sta

ff:

– T

he tr

aine

rs fo

r th

e co

urse

wer

e in

form

ed a

nd b

ooke

d

– S

taff

in th

e cl

inic

al a

rea

wer

e in

form

ed a

bout

trai

ning

dat

es

– T

he a

ccou

ntan

t was

info

rmed

abo

ut th

e da

tes

of tr

aini

ng

– A

ny g

uest

pre

sent

ers

wer

e id

entif

ied

and

info

rmed

Su

pp

lies

and

log

isti

cs:

– S

tatio

nery

mat

eria

ls w

ere

orde

red

and

proc

ured

– A

nato

mic

al m

odel

s w

ere

proc

ured

– T

he in

stru

men

ts a

nd e

quip

men

t for

cla

ssro

om p

ract

ice

wer

e pr

ocur

ed

– T

rain

ing

mat

eria

ls w

ere

orde

red

and

proc

ured

– A

udio

visu

al a

ids

wer

e bo

oked

– T

he c

ertif

icat

e pr

otot

ype

was

pre

pare

d fo

r re

view

– D

ieta

ry n

eeds

, tra

vel a

nd tr

ansp

orta

tion,

lodg

ing

and

per

diem

w

ere

prep

ared

for

1.

Th

e tr

ain

ing

bo

dy

pro

vid

es

adeq

uat

e p

rep

arat

ion

fo

r a

trai

nin

g c

ou

rse.

– T

rans

port

atio

n to

the

clin

ic s

ite w

as a

rran

ged

(if n

eede

d)

41 –

To

ol 4

: Tr

ain

ing

Pla

nn

ing

/Pre

par

atio

n

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Inte

rvie

w t

he

trai

nin

g c

oo

rdin

ato

r to

ver

ify

that

:

Gui

danc

e ex

ists

for

cond

uctin

g bl

ende

d le

arni

ng c

ours

es

Ele

ctro

nic

cont

ent i

s m

ade

avai

labl

e at

leas

t 3 w

eeks

bef

ore

trai

ning

Par

ticip

ants

are

pro

vide

d w

ith g

uida

nce

via

docu

men

t or

grou

p-ba

sed

sess

ion

on h

ow to

com

plet

e th

e el

ectr

onic

con

tent

Par

ticip

ants

are

pro

vide

d w

ith a

per

son

to c

onta

ct fo

r te

chni

cal a

nd

cont

ent q

uest

ions

Par

ticip

ants

are

con

tact

ed to

ens

ure

they

rec

eive

d th

e el

ectr

onic

co

nten

t and

are

abl

e to

acc

ess

it

Par

ticip

ants

are

pro

vide

d w

ith fo

llow

-up

visi

ts o

r ca

lls to

ens

ure

they

ha

ve c

ompl

eted

the

cont

ent b

efor

e an

y pr

actic

e an

d m

ento

ring

activ

ities

occ

ur

2.

Th

e tr

ain

ing

bo

dy

pre

par

es f

or

ble

nd

ed le

arn

ing

act

ivit

ies

app

rop

riat

ely.

A p

olic

y or

gui

delin

e de

scrib

es w

hat t

o do

if p

artic

ipan

ts a

rriv

e fo

r a

prac

tice

or m

ento

ring

activ

ity a

nd h

ave

NO

T c

ompl

eted

the

requ

ired

cont

ent

Inte

rvie

w th

e tr

ain

ers

to v

erify

that

pri

or

to c

on

du

ctin

g tr

ain

ing

they

:

Rev

iew

any

exi

stin

g tr

aini

ng n

eeds

ass

essm

ent i

nfor

mat

ion

avai

labl

e

Rev

iew

the

cour

se s

ylla

bus,

cou

rse

sche

dule

and

cou

rse

outli

ne

Rev

ise

cour

se s

ched

ule

and

outli

ne b

ased

on

trai

ning

nee

ds

info

rmat

ion

avai

labl

e w

hen

indi

cate

d

Ass

ign

topi

cs/s

essi

on to

indi

vidu

al tr

aine

rs a

s ne

eded

.

Rev

iew

con

tent

mat

eria

ls a

nd p

repa

re fo

r ea

ch s

essi

on to

be

deliv

ered

.

Rev

iew

and

upd

ate

pres

enta

tion

grap

hics

as

appr

opria

te.

Vis

it cl

assr

oom

to c

onfir

m a

vaila

bilit

y of

the

audi

ovis

uals

and

pow

er

supp

ly.

Mee

t with

clin

ical

sta

ff an

d m

anag

emen

t.

3.

Th

e tr

ain

ers

pre

par

es f

or

a tr

ain

ing

co

urs

e to

en

sure

tr

ain

ing

mee

ts a

ny

iden

tifi

ed

trai

nin

g n

eed

s.

Ens

ure

that

clie

nt s

ched

ulin

g is

arr

ange

d w

ith c

linic

sta

ff or

m

anag

emen

t as

need

ed.

42 –

To

ol 4

: Tr

ain

ing

Pla

nn

ing

/Pre

par

atio

n

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Rev

iew

th

e re

cord

s to

ver

ify:

Par

ticip

ant i

nvita

tion

lette

rs w

ere

sent

at l

east

3 w

eeks

bef

ore

the

trai

ning

The

num

ber

of in

vita

tions

is c

onsi

sten

t with

the

cour

se s

ylla

bus

reco

mm

enda

tions

Th

e in

vita

tio

n le

tter

:

– In

clud

es c

ours

e go

als

and

dutie

s

– S

tate

s th

at p

artic

ipan

ts s

houl

d ar

rive

the

day

befo

re th

e tr

aini

ng

4.

Par

tici

pan

t in

vita

tio

ns

incl

ud

e es

sen

tial

info

rmat

ion

an

d

arri

ve o

n t

ime.

The

trai

ning

coo

rdin

ator

con

firm

ed th

e pa

rtic

ipan

ts 1

wee

k be

fore

th

e tr

aini

ng

Inte

rvie

w t

he

trai

nin

g c

oo

rdin

ato

r o

r o

bse

rve

the

follo

win

g:

The

cla

ssro

om w

as s

et u

p

Par

ticip

ant a

ccom

mod

atio

ns w

ere

read

y

Tra

inin

g m

ater

ials

wer

e av

aila

ble

Aud

iovi

sual

equ

ipm

ent w

as s

et u

p

A b

acku

p pl

an w

as in

pla

ce in

cas

e of

pow

er fa

ilure

Tra

inin

g su

pplie

s w

ere

avai

labl

e

The

trai

ning

bud

get w

as a

vaila

ble

The

trai

ners

rev

iew

ed th

e pr

epar

atio

n fo

r tr

aini

ng

The

clin

ical

sta

ff w

as r

eady

to r

ecei

ve th

e pa

rtic

ipan

ts fo

r cl

inic

al

prac

tice

5.

Th

e tr

ain

ing

bo

dy

ensu

res

ever

yth

ing

is r

ead

y im

med

iate

ly b

efo

re t

he

trai

nin

g s

tart

s.

The

gue

st p

rese

nter

s w

ere

conf

irmed

(da

te a

nd ti

me)

T

OO

L 4

: T

RA

ININ

G P

LA

NN

ING

/PR

EP

AR

AT

ION

5

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

43 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

To

ol 5

: C

lass

roo

m T

rain

ing

TR

AIN

ING

SIT

E (

NA

ME

, PL

AC

E)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, NA

Y

/N, N

A

NO

TE

S

Ob

serv

e/in

terv

iew

tra

iner

to

ver

ify:

Par

tici

pan

ts a

re in

volv

ed in

th

e p

roce

ss o

f le

arn

ing

by:

– M

akin

g ag

enda

, giv

ing

daily

sum

mar

ies

and

othe

r ac

tiviti

es

– Q

uest

ioni

ng a

nd fe

edba

ck

– G

roup

and

indi

vidu

al a

ctiv

ities

– T

imel

y en

ergi

zers

Par

tici

pan

ts a

re t

reat

ed a

s in

div

idu

als:

– U

se p

artic

ipan

ts’ n

ames

as

ofte

n as

pos

sibl

e

– T

reat

par

ticip

ants

with

res

pect

Tra

iner

rev

iew

s pa

rtic

ipan

ts’ e

xpec

tatio

ns a

t the

beg

inni

ng o

f the

cou

rse

1.

Th

e tr

ain

er m

akes

th

e tr

ain

ing

re

leva

nt

and

par

tici

pat

ory

.

Tim

e is

allo

tted

for

the

trai

ner

to r

evie

w p

artic

ipan

ts’ i

ndiv

idua

l lea

rnin

g pl

ans

whe

n th

ey e

xist

Ob

serv

e/in

terv

iew

tra

iner

to

ver

ify:

Var

ious

aud

iovi

sual

aid

s ar

e ap

prop

riate

ly u

sed

A v

arie

ty o

f lea

rnin

g ac

tiviti

es a

nd tr

aini

ng m

etho

ds a

re a

ppro

pria

tely

us

ed:

– P

ositi

ve fe

edba

ck is

pro

vide

d fr

eque

ntly

– T

he tr

aine

r m

odel

s a

posi

tive

attit

ude

2.

Th

e tr

ain

er c

reat

es a

po

siti

ve

trai

nin

g c

limat

e.

– T

rain

ers

crea

te a

tmos

pher

e of

saf

ety

for

part

icip

ants

to fr

eely

co

mm

unic

ate

with

one

ano

ther

and

trai

ners

44 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e/in

terv

iew

tra

iner

to

ver

ify

that

:

Fee

dbac

k is

pos

itive

Fee

dbac

k in

clud

es s

peci

fic s

ugge

stio

ns fo

r im

prov

emen

t

3.

Th

e tr

ain

ers

pro

vid

e co

nst

ruct

ive

feed

bac

k to

p

arti

cip

ants

.

Afte

r co

achi

ng o

r as

sess

men

t act

iviti

es, t

he tr

aine

r as

ks p

artic

ipan

t to

self-

asse

ss b

efor

e pr

ovid

ing

feed

back

Ob

serv

e th

e tr

ain

er d

uri

ng

th

e se

ssio

n t

o v

erif

y th

at h

e/sh

e:

Intr

oduc

es s

essi

on u

sing

an

enga

ging

tech

niqu

e

Sta

tes

obje

ctiv

es a

s a

part

of i

ntro

duct

ion

Pre

sen

ts e

ffec

tive

su

mm

ary:

– K

eeps

sum

mar

y br

ief

– D

raw

s th

e m

ain

poin

ts o

f pre

sent

atio

n

4.

Th

e tr

ain

er u

ses

effe

ctiv

e se

ssio

n in

tro

du

ctio

n a

nd

su

mm

ary

skill

s.

– Li

nks

to n

ext t

opic

Ob

serv

e th

e tr

ain

er d

uri

ng

th

e se

ssio

n t

o v

erif

y th

at h

e/sh

e:

Use

s pa

rtic

ipan

ts’ n

ames

ofte

n

Use

s tr

aine

r’s n

otes

or

a pe

rson

aliz

ed r

efer

ence

man

ual d

urin

g pr

esen

tatio

n

Mai

ntai

ns e

ye c

onta

ct w

ith th

e pa

rtic

ipan

ts

Pro

ject

s he

r/hi

s vo

ice

so th

at a

ll pa

rtic

ipan

ts c

an h

ear

Mai

ntai

ns e

nerg

y

Use

s au

diov

isua

ls e

ffect

ivel

y

5.

Th

e tr

ain

er u

ses

effe

ctiv

e fa

cilit

atio

n s

kills

.

Pro

vide

s op

port

uniti

es fo

r ap

plic

atio

n or

pra

ctic

e of

pre

sent

atio

n co

nten

t

Ob

serv

e th

e tr

ain

er d

uri

ng

th

e se

ssio

n t

o v

erif

y th

at h

e/sh

e:

Ask

s qu

estio

ns o

f the

ent

ire g

roup

Tar

gets

que

stio

n to

indi

vidu

als

Ask

s qu

estio

ns a

t a v

arie

ty o

f lev

el

6.

Th

e tr

ain

er u

ses

effe

ctiv

e q

ues

tio

nin

g s

kills

.

Res

pond

s to

par

ticip

ants

’ que

stio

ns

45 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e th

e tr

ain

er d

uri

ng

th

e tr

ain

ing

co

urs

e to

ver

ify

that

he/

she:

Man

ages

the

com

mun

icat

ion

in th

e cl

ass

room

Man

ages

the

disc

ussi

on in

the

clas

sroo

m

Enc

oura

ges/

crea

tes

a fr

iend

ly e

nviro

nmen

t in

the

room

Fac

ilita

tes

the

deve

lopm

ent o

f gro

up n

orm

s at

the

begi

nnin

g of

the

trai

ning

7.

Th

e tr

ain

er e

ffec

tive

ly

man

ages

th

e g

rou

p d

ynam

ics.

Add

ress

par

ticip

ants

with

res

pect

dur

ing

the

trai

ning

Ob

serv

e th

e tr

ain

er:

Mak

es s

ure

aids

are

vis

ible

Mak

es s

ure

aids

are

eas

y to

rea

d an

d no

t cro

wde

d

Und

erlin

es o

r em

phas

izes

impo

rtan

t inf

orm

atio

n

Pre

pare

s an

y co

mpl

icat

ed m

ater

ials

bef

ore

hand

Alw

ays

face

s th

e le

arne

rs

8.

Th

e tr

ain

er u

ses

aud

iovi

sual

ai

ds

app

rop

riat

ely.

Alw

ays

chec

ks e

quip

men

t ahe

ad o

f tim

e

Ob

serv

e th

e tr

ain

ers:

If u

sin

g t

ran

spar

enci

es, t

he

trai

ner

:

– Li

sts

one

mai

n id

ea a

nd m

axim

um s

even

line

s on

one

tran

spar

ency

– M

ount

s tr

ansp

aren

cies

on

mou

ntin

g fr

ames

if a

vaila

ble

– N

umbe

rs tr

ansp

aren

cies

– H

as a

n ov

erhe

ad p

roje

ctor

in w

orki

ng c

ondi

tion

– H

as a

n ex

tra

proj

ecto

r bu

lb o

n ha

nd

– D

oes

not r

ead

from

tran

spar

enci

es

9.

Th

e tr

ain

er u

ses

tran

spar

enci

es a

nd

/or

Po

wer

Po

int

pre

sen

tati

on

s ap

pro

pri

atel

y.

– U

ses

a po

inte

r or

pen

cil o

n tr

ansp

aren

cy r

athe

r th

an p

oint

ing

finge

rs

on th

e sc

reen

46 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e th

e tr

ain

ers:

If u

sin

g V

CD

/DV

D p

laye

r, t

he

trai

ner

:

– In

trod

uces

the

vide

o to

pic

– S

tate

s th

e ob

ject

ive

of v

iew

ing

the

vide

o

– F

ocus

es p

artic

ipan

ts’ a

ttent

ion

on k

ey p

oint

s

– S

tops

in b

etw

een

and

ask

ques

tions

or

lead

s di

scus

sion

as

appr

opria

te

– Le

ads

follo

w-u

p di

scus

sion

at t

he e

nd

10. T

he

trai

ner

use

s m

edia

m

ater

ials

ap

pro

pri

atel

y.

– S

umm

ariz

es th

e se

ssio

n

Ob

serv

e tr

ain

er p

rese

nta

tio

n o

r re

view

an

illu

stra

ted

lect

ure

pla

n t

o

veri

fy t

hat

it:

Incl

udes

an

effe

ctiv

e in

trod

uctio

n

Has

pre

pare

d tr

aine

r’s n

otes

and

act

iviti

es

Has

iden

tifie

d qu

estio

ns to

use

for

deve

lopi

ng c

linic

al d

ecis

ion-

mak

ing

skill

s an

d as

sess

ing

unde

rsta

ndin

g

11. T

he

trai

ner

pre

par

es f

or

the

illu

stra

ted

lect

ure

.

Has

a p

lan

for

effe

ctiv

e su

mm

ary

Ob

serv

e d

uri

ng

th

e tr

ain

ing

ses

sio

n t

hat

th

e tr

ain

er:

Pla

ns s

mal

l gro

up a

ctiv

ities

that

are

con

sist

ent w

ith th

e ob

ject

ive

of th

e se

ssio

n

Pro

vid

es c

lear

inst

ruct

ion

s fo

r th

e g

rou

p w

ork

:

– D

irect

ions

for

the

smal

l gro

up a

ctiv

ity (

whe

ther

rol

e pl

ay, c

linic

al

sim

ulat

ion

or c

ase

stud

y)

– T

ime

limit

– H

ow to

doc

umen

t and

rep

ort w

hen

requ

ired

12. T

he

trai

ner

fac

ilita

tes

smal

l g

rou

p a

ctiv

itie

s ef

fect

ivel

y.

Sum

mar

izes

the

sess

ion

47 –

To

ol 5

: C

lass

roo

m T

rain

ing

Tr

ain

ing

Ski

lls f

or

Hea

lth

Car

e P

rovi

der

s

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e a

sess

ion

du

rin

g w

hic

h t

he

trai

ner

fac

ilita

tes

a la

rge

gro

up

se

ssio

n a

nd

ver

ify

that

th

e tr

ain

er:

Sta

tes

the

obje

ctiv

es o

f the

ses

sion

and

ann

ounc

es th

e to

pic

or p

robl

em

(whe

ther

bra

inst

orm

ing,

gam

es o

r gr

oup

disc

ussi

ons)

Est

ablis

hes

the

grou

nd r

ules

Mod

erat

es th

e di

scus

sion

app

ropr

iate

ly

Mai

ntai

ns a

writ

ten

reco

rd d

urin

g br

ains

torm

ing

Rev

iew

s id

eas

and

sugg

estio

ns p

erio

dica

lly d

urin

g br

ains

torm

ing

and

disc

ussi

ons

13. T

he

trai

ner

fac

ilita

tes

larg

e g

rou

p a

ctiv

itie

s ef

fect

ivel

y.

Sum

mar

izes

effe

ctiv

ely

Ob

serv

e th

at t

he

trai

ner

:

Use

s qu

estio

ns d

urin

g ac

tiviti

es to

ass

ess

unde

rsta

ndin

g an

d/or

rei

nfor

ce

key

poin

ts

Use

s th

e su

mm

ary

to h

ighl

ight

impo

rtan

t inf

orm

atio

n or

ass

ess

unde

rsta

ndin

g of

impo

rtan

t inf

orm

atio

n

Use

s en

d of

the

day

sess

ions

to e

valu

ate

trai

ning

and

lear

ner

prog

ress

an

d m

akes

cha

nges

in tr

aini

ng w

hen

need

ed

Pro

vide

s pe

riodi

c fo

rmat

ive

asse

ssm

ent (

are

part

icip

ants

com

pete

nt in

si

mul

atio

n, e

tc.)

whe

n tr

aine

r ne

eds

to d

eter

min

e if

part

icip

ants

are

rea

dy

for

clin

ical

pra

ctic

e or

to m

ove

to th

e ne

xt to

pic

Use

s th

e pr

ovid

ed a

sses

smen

t too

ls to

det

erm

ine

if th

e pa

rtic

ipan

t has

m

aste

red

the

requ

ired

cont

ent

14. T

he

trai

ner

use

s as

sess

men

t to

hel

p le

arn

ers

dev

elo

p

com

pet

ency

.

Cre

ates

a p

lan

for

achi

evin

g co

mpe

tenc

y fo

r pa

rtic

ipan

ts w

ho d

o no

t mee

t th

e re

quire

men

ts fo

r co

mpl

etio

n or

pas

sing

of t

he c

ours

e

T

OO

L 5

: C

LA

SS

RO

OM

TR

AIN

ING

14

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

48 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, NA

Y

/N, N

A

NO

TE

S

Ob

serv

e a

sess

ion

du

rin

g w

hic

h t

he

trai

ner

is d

emo

nst

rati

ng

a s

kill

and

ve

rify

th

at t

he

trai

ner

:

Has

set

up

the

dem

onst

ratio

n in

adv

ance

with

ade

quat

e su

pplie

s an

d eq

uipm

ent

Intr

oduc

es th

e sk

ill b

eing

dem

onst

rate

d

Cle

arly

sta

tes

obje

ctiv

es a

s a

part

of i

nstr

uctio

n

Ens

ures

all

the

part

icip

ants

are

abl

e to

see

cle

arly

Ask

s qu

estio

ns a

nd e

ncou

rage

s pa

rtic

ipan

ts to

ask

que

stio

ns a

s ap

prop

riate

Mai

ntai

ns e

ye c

onta

ct w

ith th

e pa

rtic

ipan

ts a

s m

uch

as p

ossi

ble

Spe

aks

loud

ly e

noug

h so

that

par

ticip

ants

can

hea

r

Psy

cho

mo

tor

Ski

lls:

Com

mun

icat

es w

ith th

e an

atom

ical

mod

el o

r cl

ient

dur

ing

the

dem

onst

ratio

n of

ski

ll or

act

ivity

Dem

onst

rate

s or

sim

ulat

es p

rope

r in

fect

ion

prev

entio

n pr

actic

es

Pos

ition

s an

atom

ical

mod

el a

s ac

tual

clie

nt

Co

mm

un

icat

ion

Ski

lls:

Pro

vide

s a

conc

ise

(und

er 1

5 m

inut

es)

dem

onst

ratio

n of

rel

ated

co

mm

unic

atio

n sk

ill

Use

s qu

estio

ns to

ass

ess

part

icip

ants

und

erst

andi

ng a

nd p

rogr

ess

Clin

ical

Dec

isio

n-M

akin

g S

kills

:

Exp

lain

s ra

tiona

le in

dec

isio

ns m

ade

in c

linic

1.

Th

e tr

ain

er e

ffec

tive

ly

dem

on

stra

tes

typ

es o

f sk

ills.

Use

s qu

estio

ns to

ask

par

ticip

ants

“w

hat i

f…”

in s

imul

atio

n an

d in

clin

ic to

as

sess

thei

r un

ders

tand

ing

and

clin

ical

dec

isio

n-m

akin

g ab

ilitie

s

49 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ask

s qu

estio

ns d

urin

g ps

ycho

mot

or s

kill

dem

onst

ratio

ns to

ass

ess

part

icip

ants

rel

ated

clin

ical

dec

isio

n-m

akin

g sk

ills

Use

s pr

e- o

r po

st-c

linic

al m

eetin

gs to

rev

iew

per

tinen

t cas

es a

nd a

sk

addi

tiona

l que

stio

ns to

dev

elop

clin

ical

dec

isio

n-m

akin

g sk

ills

in r

elat

ed

clin

ical

are

a

Dem

onst

rate

s us

ing

“who

le-p

art-

who

le”

whe

n ap

prop

riate

Pro

vide

s op

port

uniti

es fo

r th

e pa

rtic

ipan

ts to

pra

ctic

e th

e sk

ills

unde

r di

rect

su

perv

isio

n

Ob

serv

e w

hile

th

e tr

ain

er is

wo

rkin

g w

ith

par

tici

pan

ts:

Bef

ore

:

Gre

ets

the

part

icip

ant

Rev

iew

s pr

evio

us p

erfo

rman

ce a

s ap

plic

able

Wor

ks w

ith th

e pa

rtic

ipan

t to

set s

peci

fic g

oals

for

the

prac

tice

sess

ion

Du

rin

g:

Obs

erve

s th

e le

arne

r, p

rovi

ding

pos

itive

rei

nfor

cem

ent o

r co

nstr

uctiv

e fe

edba

ck (

whe

n ne

cess

ary

for

clie

nt c

omfo

rt o

r sa

fety

) as

s/h

e pr

actic

es

the

proc

edur

e

Ref

ers

to th

e ch

eckl

ist o

r pe

rfor

man

ce s

tand

ards

dur

ing

obse

rvat

ion

Rec

ords

not

es a

bout

lear

ner

perf

orm

ance

dur

ing

the

obse

rvat

ion

Is s

ensi

tive

to th

e cl

ient

whe

n pr

ovid

ing

feed

back

to th

e le

arne

r du

ring

a cl

inic

al s

essi

on w

ith c

lient

s

Pro

vide

s ap

prop

riate

pra

ctic

e ac

tiviti

es in

clin

ic b

ased

on

each

par

ticip

ant’s

ab

ilitie

s an

d pr

ogre

ss

Aft

er:

Rev

iew

s no

tes

take

n du

ring

the

prac

tice

sess

ion

Gre

ets

the

lear

ner

and

asks

to s

hare

per

cept

ion

of th

e pr

actic

e se

ssio

n

Ask

s th

e le

arne

r to

iden

tify

thos

e st

eps

perf

orm

ed w

ell

Ask

s th

e le

arne

r to

iden

tify

thos

e st

eps

whe

re p

erfo

rman

ce c

ould

be

impr

oved

Pro

vide

s po

sitiv

e re

info

rcem

ent a

nd c

orre

ctiv

e fe

edba

ck

2.

Th

e tr

ain

er is

an

eff

ecti

ve

coac

h.

Wor

k w

ith th

e le

arne

r to

est

ablis

h go

als

for

the

next

pra

ctic

e se

ssio

n

50 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e th

e cl

inic

al p

ract

ice

sess

ion

fo

r p

arti

cip

ants

an

d v

erif

y th

at:

Clie

nt’

s ri

gh

ts a

re r

esp

ecte

d d

uri

ng

th

e cl

inic

al p

ract

ice

incl

ud

ing

h

is/h

er r

igh

t to

:

– B

odily

priv

acy

– C

onfid

entia

lity

– K

now

the

role

of e

ach

pers

on in

volv

ed in

the

proc

edur

e

– G

ive

perm

issi

on b

efor

e ha

ving

clin

icia

n-in

-tra

inin

g ob

serv

e, a

ssis

t with

or

per

form

any

pro

cedu

re

– H

ave

clin

ical

trai

ner

pres

ent w

hen

part

icip

ants

are

pra

ctic

ing

Clie

nts

are

car

efu

lly s

elec

ted

by

the

trai

ner

s fo

r p

arti

cip

ants

to

p

ract

ice.

Th

ere

is a

dai

ly p

lan

fo

r cl

inic

al p

ract

ice

con

tain

ing

:

– T

he d

ate

– N

ame

of th

e cl

inic

al tr

aine

r

– T

he c

linic

sta

ff re

spon

sibl

e fo

r th

e da

y

– Le

arni

ng o

bjec

tives

– A

ctiv

ities

to b

e ac

com

plis

hed

by th

e pa

rtic

ipan

ts

Clie

nts

have

bee

n re

crui

ted

ahea

d of

tim

e w

hen

need

ed to

ens

ure

suffi

cien

t clie

nt lo

ad fo

r pr

actic

e

Clin

ic p

ract

ice

is s

truc

ture

d to

ens

ure

max

imum

exp

osur

e to

clie

nts

Tra

iner

-to-

part

icip

ant r

atio

is s

uffic

ient

to e

nsur

e cl

ient

s ar

e no

t har

med

th

roug

h ad

vers

e ev

ents

The

pla

n fo

r cl

inic

al a

ctiv

ities

allo

ws

part

icip

ants

to m

ove

from

sup

ervi

sed

to in

depe

nden

t pra

ctic

e

3.

Clin

ical

pra

ctic

e is

arr

ang

ed t

o

ensu

re p

arti

cip

ants

hav

e sa

fe

and

ad

equ

ate

pra

ctic

e w

ith

cl

ien

ts.

The

trai

ner

has

iden

tifie

d w

hich

pra

ctic

e ac

tiviti

es m

ay b

e co

mpl

eted

by

whi

ch p

artic

ipan

ts in

depe

nden

tly

51 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

Ob

serv

e th

e tr

ain

er d

uri

ng

pre

clin

ical

pra

ctic

e m

eeti

ng

to

ver

ify:

Lear

ning

obj

ectiv

es fo

r th

e da

y

Any

cha

nge

in th

e sc

hedu

le

Par

ticip

ants

’ rol

es a

nd r

espo

nsib

ilitie

s fo

r th

e da

y

Spe

cial

ass

ignm

ents

, if a

ny

Cas

es/to

pics

for

post

-clin

ical

pra

ctic

e m

eetin

g

4.

Th

e tr

ain

er u

ses

pre

clin

ical

p

ract

ice

mee

tin

gs

to c

lear

ly

ou

tlin

e ex

pec

tati

on

s fo

r th

e cl

inic

al d

ay.

Ans

wer

s to

par

ticip

ants

’ que

stio

ns

Ob

serv

e th

e tr

ain

er d

uri

ng

clin

ical

pra

ctic

e to

ver

ify:

Tra

iner

is a

lway

s th

ere

whe

n pa

rtic

ipan

ts a

re p

erfo

rmin

g ps

ycho

mot

or s

kills

w

ith c

lient

s

The

trai

ner

prov

ides

coa

chin

g du

ring

clin

ical

pra

ctic

e as

app

ropr

iate

The

trai

ner

is s

ensi

tive

to c

lient

’s p

rese

nce

whi

le p

rovi

ding

feed

back

5.

Th

e tr

ain

er s

up

ervi

ses

clin

ical

p

ract

ice

to e

nsu

re s

afet

y an

d

adeq

uat

e p

ract

ice

wit

h c

lien

ts.

The

trai

ner

inte

rven

es if

the

clie

nt’s

saf

ety

is in

que

stio

n

Ob

serv

e th

e tr

ain

er d

uri

ng

a p

ost

-clin

ical

pra

ctic

e m

eetin

g to

ver

ify:

Tra

iner

s h

old

po

st-c

linic

al p

ract

ice

mee

tin

g e

ach

day

to

:

– A

sses

s pr

ogre

ss in

lear

ning

– P

rese

nt c

ases

see

n du

ring

the

day

—

Pla

n fo

r th

e ne

xt d

ay’s

act

iviti

es

6.

Th

e tr

ain

er u

ses

po

st-c

linic

al

pra

ctic

e m

eeti

ng

s ef

fect

ivel

y to

hel

p le

arn

ers

dev

elo

p

com

pet

ency

.

—

Use

que

stio

ns to

rei

nfor

ce k

ey p

oint

s an

d de

velo

p cl

inic

al d

ecis

ion-

mak

ing

skill

s

Ver

ify

by

inte

rvie

w w

ith

clin

ic m

anag

emen

t th

at:

Th

e tr

ain

ing

bo

dy

has

sh

ared

key

res

ou

rces

wit

h t

he

faci

lity

man

agem

ent

and

rel

ated

war

d s

taff

, in

clu

din

g:

– A

sses

smen

t too

ls u

sed

for

clin

ic

– R

elat

ed s

kill

perf

orm

ance

sta

ndar

ds

– T

rain

ing

mat

eria

ls o

r re

fere

nce

mat

eria

ls

Th

e tr

ain

er(s

) co

mm

un

icat

e p

ertin

ent i

nfo

rmat

ion

with

faci

lity

staf

f, in

clu

din

g:

7.

Th

e tr

ain

ing

bo

dy

has

ad

equ

atel

y p

rep

ared

th

e cl

inic

al p

ract

ice

site

.

– T

opic

, tim

es a

nd d

ates

of p

lann

ed c

linic

al p

ract

ice

52 –

To

ol 6

: C

linic

al D

emo

nst

rati

on

, Pra

ctic

e an

d C

oac

hin

g

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

A

Y/N

, NA

N

OT

ES

– T

ypes

of c

lient

s ne

eded

– A

ny p

artic

ular

lear

ning

nee

ds o

r ca

pabi

lity

of p

artic

ular

par

ticip

ants

Ver

ify b

y in

terv

iew

ing

ap

pro

pri

ate

clin

ic s

taff

or

trai

nin

g b

od

y re

cord

s th

at:

Fac

ility

sta

ff ex

pect

ed to

sup

ervi

se h

ave

been

sta

ndar

dize

d an

d up

date

d in

re

quire

d sk

ills

Fac

ility

sta

ff ex

pect

ed to

sup

ervi

se h

ave

been

pro

vide

d w

ith r

elev

ant

trai

ning

and

ass

essm

ent t

ools

Exp

ecta

tions

of f

acili

ty s

taff

in s

uper

visi

on h

ave

been

doc

umen

ted

and

shar

ed

8.

Th

e tr

ain

ing

bo

dy

or

trai

ner

h

as e

nsu

red

th

at c

linic

sta

ff

invo

lved

in s

up

ervi

sio

n o

r su

pp

ort

of

clin

ical

pra

ctic

e ar

e ad

equ

atel

y p

rep

ared

.

Any

ince

ntiv

es fo

r su

perv

isio

n ha

ve b

een

docu

men

ted

and

are

impl

emen

ted

cons

iste

ntly

Ver

ify

by

ob

serv

atio

n o

r in

terv

iew

ing

par

tici

pan

ts f

rom

pre

vio

us

cou

rses

th

at t

he

trai

ner

:

Use

s qu

estio

ns d

urin

g cl

inic

al p

ract

ice

to h

elp

lear

ners

dev

elop

clin

ical

de

cisi

on-m

akin

g sk

ills

Use

s cl

ient

rec

ord

revi

ew d

urin

g cl

inic

al p

ract

ice

to p

rovi

de fe

edba

ck o

n cl

inic

al d

ecis

ion-

mak

ing

skill

s

Ass

esse

s pa

rtic

ipan

ts’ a

bilit

y to

mov

e fr

om c

lose

ly s

uper

vise

d to

mor

e in

depe

nden

t pra

ctic

e in

the

clin

ical

set

ting

Use

s th

e pr

ovid

ed a

sses

smen

t too

ls to

det

erm

ine

if th

e pa

rtic

ipan

t has

m

aste

red

the

requ

ired

cont

ent

Com

mun

icat

es r

egul

arly

abo

ut p

artic

ipan

t pro

gres

s w

ith a

ny c

linic

sta

ff as

sign

ed a

ny p

artic

ipan

t men

torin

g or

sup

ervi

sory

res

pons

ibili

ties

9.

Th

e tr

ain

er u

ses

asse

ssm

ent

effe

ctiv

ely

to h

elp

lear

ner

s d

evel

op

co

mp

eten

ce a

nd

d

eter

min

e if

tra

inin

g g

oal

s h

ave

bee

n m

et.

Cre

ates

a p

lan

for

achi

evin

g co

mpe

tenc

y fo

r pa

rtic

ipan

ts w

ho d

o no

t mee

t th

e re

quire

men

ts fo

r co

mpl

etio

n or

pas

sing

of t

he c

ours

e

T

OO

L 6

: C

LIN

ICA

L D

EM

ON

ST

RA

TIO

N, P

RA

CT

ICE

AN

D C

OA

CH

ING

8

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

53 –

To

ol 7

: Tr

ansf

er o

f Le

arn

ing

(TO

L)

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

To

ol 7

: T

ran

sfer

of

Lea

rnin

g (

TO

L)

T

RA

ININ

G S

ITE

(N

AM

E, P

LA

CE

)

DA

TE

IND

IVID

UA

L O

BS

ER

VIN

G

P

ER

FO

RM

AN

CE

ST

AN

DA

RD

S

DE

FIN

ITIO

N (

VE

RIF

ICA

TIO

N C

RIT

ER

IA)

Y/N

, NA

Y/N

, NA

NO

TE

S

Ver

ify

by

inte

rvie

win

g t

he

trai

nin

g c

oo

rdin

ato

r o

r as

soci

ated

sta

ff t

hat

:

Pla

ns a

nd b

udge

t are

in p

lace

for

follo

w-u

p su

ppor

t of p

artic

ipan

ts a

fter

trai

ning

Tra

iner

s ha

ve a

cces

s to

cop

ies

of th

e ac

tion

plan

s pr

epar

ed b

y pa

rtic

ipan

ts d

urin

g th

e co

urse

Cop

ies

of p

artic

ipan

ts’ a

ctio

n pl

ans

are

sent

to th

eir

supe

rvis

ors

Tra

iner

com

mun

icat

es w

ith th

e he

ad o

f the

faci

lity

abou

t the

sup

plie

s an

d eq

uipm

ent t

he p

artic

ipan

ts w

ould

nee

d in

ord

er to

pra

ctic

e ne

wly

le

arne

d sk

ills

Clin

ic s

ite s

elec

tion

is c

onsi

sten

t with

par

ticip

ants

’ wor

kpla

ce

envi

ronm

ent

1.

Th

e tr

ain

ing

bo

dy

has

d

evel

op

ed p

roce

ss t

hat

in

corp

ora

tes

tran

sfer

-of-

lear

nin

g (

TO

L)

acti

viti

es in

tr

ain

ing

imp

lem

enta

tio

n.

Rel

ated

per

form

ance

sta

ndar

ds o

r na

tiona

l pro

toco

ls a

re u

sed

as to

ols

for

mea

surin

g pr

ogre

ss a

nd a

bilit

y to

per

form

on

the

job

Co

nd

uct

inte

rvie

w w

ith

tra

iner

s to

ver

ify/

or

ob

serv

e d

uri

ng

th

e tr

ain

ing

co

urs

e:

Bef

ore

tra

inin

g, t

rain

ers:

– R

evie

w th

e pe

rfor

man

ce n

eeds

ass

essm

ent f

indi

ngs

if av

aila

ble

– M

ake

chan

ges

in c

ours

e to

adj

ust t

o pa

rtic

ipan

ts’ n

eeds

– S

end

cour

se s

ylla

bus,

cou

rse

obje

ctiv

es a

nd c

ours

e sc

hedu

le to

pa

rtic

ipan

ts a

long

with

invi

tatio

n le

tter

Du

rin

g t

rain

ing

, tra

iner

s:

– R

evie

w a

ny in

divi

dual

lear

ning

pla

ns

– P

rovi

de w

ork-

rela

ted

(rea

listic

) ex

erci

ses

and

job

aids

2.

Tra

iner

s p

erfo

rm t

he

TO

L

acti

viti

es b

efo

re, d

uri

ng

an

d

afte

r ea

ch t

rain

ing

co

urs

e.

– G

ive

imm

edia

te a

nd p

ositi

ve fe

edba

ck to

par

ticip

ants

54 –

To

ol 7

: Tr

ansf

er o

f Le

arn

ing

(TO

L)

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

AY

/N, N

AN

OT

ES

– R

evis

e tr

aini

ng a

nd a

ctiv

ities

bas

ed o

n pa

rtic

ipan

ts’ p

rogr

ess

– E

ncou

rage

par

ticip

ants

to d

evel

op r

ealis

tic a

ctio

n pl

ans

to

enco

urag

e T

OL

– R

emin

d pa

rtic

ipan

ts to

mee

t with

sup

ervi

sor

to r

evie

w a

ctio

n pl

an.

– Id

entif

y w

hom

to c

onta

ct fo

r su

ppor

t or

ques

tions

, or

links

to a

ny

exis

ting

netw

orks

or

othe

r pr

ovid

ers

for

supp

ort

Aft

er t

rain

ing

, tra

iner

s:

– C

omm

unic

ate

with

par

ticip

ants

as

appr

opria

te

– F

acili

tate

the

revi

ew o

f act

ion

plan

s w

ith s

uper

viso

rs a

nd p

artic

ipan

ts

– M

aint

ain

com

mun

icat

ion

with

sup

ervi

sors

and

par

ticip

ants

Ver

ify

by

inte

rvie

win

g t

he

trai

ner

s o

r p

arti

cip

ants

(if

ava

ilab

le)

that

:

Bef

ore

tra

inin

g, t

he

par

tici

pan

ts:

– A

re in

volv

ed in

nee

ds a

sses

smen

t if c

ondu

cted

– R

ecei

ve th

e co

urse

syl

labu

s, c

ours

e ob

ject

ives

and

cou

rse

sche

dule

al

ong

with

the

invi

tatio

n le

tter

– C

ompl

ete

pre-

cour

se a

ctiv

ities

if r

equi

red

Du

rin

g t

rain

ing

, th

e p

arti

cip

ants

:

– D

evel

op a

n in

divi

dual

lear

ning

pla

n

– D

evel

op a

rea

listic

act

ion

plan

Th

e tr

ain

er r

emin

ds

the

par

tici

pan

ts t

o c

om

ple

te t

he

follo

win

g a

fter

tr

ain

ing

:

– A

pply

new

ski

lls a

nd im

plem

ente

d ac

tion

plan

– U

se jo

b ai

ds a

s ap

prop

riate

– N

etw

ork

with

oth

er p

artic

ipan

ts a

nd tr

aine

rs

3.

Th

e tr

ain

ers

or

trai

nin

g b

od

y in

volv

e p

arti

cip

ants

in

tran

sfer

-of-

lear

nin

g a

ctiv

itie

s.

– M

onito

r th

eir

own

perf

orm

ance

55 –

To

ol 7

: Tr

ansf

er o

f Le

arn

ing

(TO

L)

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

PE

RF

OR

MA

NC

E S

TA

ND

AR

DS

D

EF

INIT

ION

(V

ER

IFIC

AT

ION

CR

ITE

RIA

) Y

/N, N

AY

/N, N

AN

OT

ES

Ver

ify

by

aski

ng

th

e tr

ain

er t

o s

elf-

asse

ss h

is/h

er a

bili

ty t

o:

Mai

ntai

n le

arne

rs’ s

elf-

este

em a

nd b

uild

con

fiden

ce

Hel

p le

arne

rs m

ove

from

mas

tery

of s

impl

e to

mor

e co

mpl

ex c

once

pts

and

skill

s

Use

form

ativ

e as

sess

men

t to

gath

er in

form

atio

n an

d he

lp le

arne

rs le

arn

Use

que

stio

ns to

hel

p le

arne

rs m

ove

from

kno

wle

dge

reca

ll to

ap

plic

atio

n

Use

que

stio

ns to

dev

elop

clin

ical

dec

isio

n-m

akin

g sk

ills

Mod

el a

ppro

pria

te b

ehav

iors

and

atti

tude

s

Use

pre

- an

d po

st-c

linic

al m

eetin

gs e

ffect

ivel

y to

hel

p le

arne

rs d

evel

op

clin

ical

dec

isio

n-m

akin

g sk

ills

Pro

vide

a g

radu

al p

rogr

essi

on to

inde

pend

ent p

ract

ice

in th

e cl

inic

4.

Th

e tr

ain

er u

ses

effe

ctiv

e tr

ain

ing

ski

lls t

o h

elp

en

sure

th

at p

arti

cip

ants

dev

elo

p

com

pet

ency

du

rin

g t

rain

ing

.

Use

sum

mat

ive

asse

ssm

ent t

o m

ake

deci

sion

s ab

out l

earn

ers’

mas

tery

of

con

tent

T

OO

L 7

: T

RA

NS

FE

R O

F L

EA

RN

ING

(T

OL

) 4

ST

AN

DA

RD

S

TO

TA

L S

TA

ND

AR

DS

OB

SE

RV

ED

TO

TA

L S

TA

ND

AR

DS

ME

T

PE

RC

EN

T A

CH

IEV

EM

EN

T

%

56 –

To

ol 7

: Tr

ansf

er o

f Le

arn

ing

(TO

L)

Trai

nin

g S

kills

fo

r H

ealt

h C

are

Pro

vid

ers

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