Brief Overview of the Activity
The chosen teaching activity is the aseptic non-touch technique (ANTT), specifically applied to changing dressings. ANTT is a core clinical procedure within healthcare aimed at preventing healthcare-associated infections by maintaining asepsis during invasive clinical procedures, according to Clare & Rowley (2018). In dressing change, it is imperative to prevent potential pathogens from entering the wound, which can lead to wound infection, thereby delaying healing and potentially causing systemic infection. The Department of Health and Social Care’s guidelines on infection control emphasize the importance of ANTT in preventing healthcare-associated infections (The National Institute for Health and Care Excellence, 2023). This procedure is commonly carried out in various healthcare settings, such as hospitals and clinics, where dressings must be changed.
The learner to whom I will teach this procedure is a first-year nursing student. It is critical to provide this skill early in their training, given its fundamental importance in patient care across different settings. According to Bandura’s Social Learning Theory, learning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behavior (Ahn et al., 2019).
In other words, the statement means that it is not enough for me to say what is correct. Still, I also demonstrate to the learner how the procedures are done. I should also note that Bandura believed in ‘learning by doing,’ which suggests that active engagement and reinforcement play a significant role in learning, according to Koutroubas & Galanakis (2022). It emphasizes the importance of observing and modeling the emotional reactions of others, attitudes, and behaviors.
Preparation for the Activity
The preparation phase for the teaching activity is essential to ensure that the learner is ready to undertake the task, in this case, the aseptic non-touch technique for a dressing change. Given that the learner is a first-year nursing student, it is critical to consider their current knowledge base and skills. To begin with, I will have a one-on-one session with the learner to discuss their previous experiences, knowledge, and understanding of infection control and wound care.
After evaluating their baseline knowledge, I will design a teaching plan that fits their learning style and fills gaps. I will emphasize the importance of ANTT and its role in preventing healthcare-associated infections. This theoretical knowledge will provide a solid foundation for the learner. Seeing the procedure effectively complements theoretical learning and fosters a deeper understanding.
For the practical demonstration, we will utilize a simulation lab where I will perform the ANTT procedure step-by-step, highlighting each component and its significance. The learner will then be able to practice the procedure under my supervision, allowing me to give immediate feedback and guidance. Constructive feedback is an integral part of the learning process.
I will provide the learner with feedback highlighting their strengths and areas requiring further development. I aim to enhance their critical thinking ability by prompting them to self-assess their performance. Aside from teaching, my primary role is supervising the learner, ensuring our patient is entirely safe.
I will be present during the actual procedure to provide guidance and ensure the correct application of the ANTT principles. In terms of consent, I will guide the learner on obtaining informed consent from the patient. The learner’s conduct must align with the Nursing and Midwifery Council’s guidelines on professional standards of practice and behavior for nurses and midwives (Nursing and Midwifery Council, 2023a).
According to Clinical Skills (2023a), the learner will be taught the importance of maintaining professional boundaries and respecting the patient’s autonomy while performing the ANTT procedure. This will instill a sense of trust and respect for the patient’s autonomy. At this point, I will smoothly transition to the topic of patient safety, the next element.
Safety of the Activity
Safety is paramount when teaching and performing the aseptic non-touch technique for a dressing change. As an assessor, I will ensure the learner understands the principles of infection control, the rationale behind ANTT, and the potential risks if not performed correctly. Firstly, I will explain the need for personal protective equipment (PPE), such as gloves and aprons, to protect both the learner and the patient. In the practical demonstration, I will show the learners how to maintain the sterile field, ensuring they understand the concept of key parts and key sites, according to Clinical Skills (2023b). We will discuss how to handle sterile equipment correctly, reiterating the significance of the ‘non-touch’ in ANTT.
Moreover, the learner must be aware of the patient’s comfort and dignity. They should know how to tactfully communicate what they are doing, check in with the patient, and adjust their approach based on the patient’s feedback. In terms of gaining consent, I will model how to explain the procedure to the patient, outlining that a learner will perform it under close supervision. We will ensure the patient understands and agrees to this before proceeding.
The Code by the Nursing and Midwifery Council (NMC) (2015) emphasizes the importance of providing a high standard of practice and care at all times, which includes gaining informed consent, ensuring patient confidentiality, and promoting patient safety. By adhering to these principles while performing ANTT for dressing change, the learner will not only provide effective care but also fulfill their professional nursing responsibilities. If the patient cannot consent, we will seek consent from an appropriate family member or healthcare proxy. The learner will be taught that gaining informed consent is not a one-off process but should be continuous, respecting the patient’s right to withdraw at any point.
Documentation is another critical aspect of safety, which is why the learner will be taught the importance of accurately and timely recording the procedure, including the dressing change, any observations, and the patient’s response. Lastly, I will explain the escalation process should anything go wrong. If the learner is unsure or makes a mistake, they should feel confident asking for help immediately. Any significant errors should be reported to the assessor, manager, or doctor as appropriate, maintaining the duty of candor.
Impact on Human Factors
Human factors significantly impact the supervision and teaching of any activity in a healthcare setting, and ANTT for dressing change is no exception. Stress, anxiety, distractions, resource constraints, and fatigue can all influence the learner’s performance and ability to provide safe and effective care. To mitigate these, I aim to create a conducive learning environment, providing reassurance, encouragement, and constructive feedback. Understanding that making mistakes is part of learning can reduce anxiety and promote a growth mindset.
Distractions in the clinical setting are inevitable. However, the learner must understand the importance of maintaining focus during a procedure like ANTT, where a lapse in concentration can lead to infection risk. The teaching will include regular reminders and practical tips to minimize distractions.
For resource limitations, the learner will be taught to check for all necessary supplies before starting the procedure, thereby reducing the chance of interruptions once the procedure has started. Fatigue can significantly impair performance and judgment. If learners feel too tired to perform the procedure safely, they should feel empowered to voice this.
Interprofessional education and practice education environments are also essential considerations. I want the learner to know that collaborative learning with other healthcare professionals can enhance the student’s understanding of their role within the team, promoting better patient outcomes. According to van Diggele et al. (2020), interprofessional education is all about teamwork and communication. Without these, conflicts and misunderstandings arise, so I will teach the learner to express their ideas with clarity and precision.
According to the Nursing and Midwifery Council (2023b), the practice education environment should be supportive, fostering an atmosphere where learners are comfortable asking questions and seeking help. As a result, I will ensure that they are engaged. Instead of talking to and directing them, I will regularly ask questions to prompt a response and discussion.
Reference List
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Clare, S., & Rowley, S. (2018). Implementing the Aseptic Non-Touch Technique (ANTT®) clinical practice framework for aseptic technique: a pragmatic evaluation using a mixed methods approach in two London hospitals. Journal of Infection Prevention, 19(1), 6-15. Web.
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Nursing and Midwifery Council. (2015a). The code. Web.
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Nursing and Midwifery Council. (2023b). Learning environments and experiences. Web.
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van Diggele, C., Roberts, C., Burgess, A., & Mellis, C. (2020). Interprofessional education: tips for design and implementation. BMC Medical Education, 20(2), 455. Web.