Activity Six

Wound management is an advanced nursing skill, both an art and a science. In my opinion this assessment would be better placed in the diploma course. There are more relevant rudimentary wound management topics that would be more suited to the certificate course, recognising complications for example, removing sutures, advising owners about wound care, the physiology of wound healing, and the appropriate use of dressings.  None of this is assessed as far as I know and all of this is essential at this level.

Currently the way the assessment for wound care is conducted is as a task out on its own. The students have to either provide video evidence or be assessed in person choosing and gathering the right equipment setting it up and flushing a wound or simulated wound. There is no requirement for them to prove that they understand the rationale, how often it is recommended a wound be flushed,  what types of wounds would require flushing or what type of dressing would be recommended to promote healing.

This promotes surface learning, “the intention to get the task out of the way with minimum trouble while appearing to meet course requirements” (Biggs 2003 p14).

The students know exactly what they are being assessed on and study only that. The unit standard system encouraging and rewarding mediocrity. This coupled with some students in work placement of questionable value, and most students in placement for a very short amount of time means that the likelihood of students gaining valid real life experience in this area is limited.  

Reflect on the strengths of your plan so far.

With a quality work placement a student would witness real wound management cases and this background knowledge would be picked up from senior nurses and interest stimulated for the student to engage in deep learning. This would happen in some cases and many of our students would employ deep learning on the subject. The aim with activity on the moodle forum would be to encourage these students to share their experiences with the rest of the group, with the use of photos and case studies. Hopefully some passion for the subject would come across.

Where are the gaps in your plan?

The main concern have is finding time in my own schedule to set this up and monitor the forum, additional adobe sessions mean evenings at work, finding valid case photographs. Concerns about student’s permission to photograph patients.

The crux of wound management in practice and the core nursing skill I promote across all subjects I teach is the ability to assess, reflect, plan and apply evidence based nursing interventions.

Although there are excellent youtube videos to use on TED ed for the underpinning knowledge of wound physiology and stages of healing, applying the basic skills of reflective and evidence based practice are not prominent in my plan. Yet….

Set some goals for what you still need to do to develop your plan.

A guest speaker adobe session from one of the big dressing companies might be a valuable addition.

Look at a strategy to connect the basics of the nursing a hospitalised patient unit and tie it in here.

Look out for appropriate case photos.

Biggs, J. (2003) Teaching for quality learning at University 2nd ed. London: The Society for Research into Higher Education & Open University Press.