Block 1 Site Facilitators' Guide

Block 1 Site Facilitators' Guide

Quick Reference

  1. Students should arrive at the skills labs prepared with required SimTutor skills completed.
  2. Review the supplies list before the session.
  3. Notify the instructor immediately if equipment is unavailable.
  4. Skills demonstrations with the instructor are marked with a six-pointed asterisk (✱). 

Introdution

Thank you for partnering with NIMAA to support our students during their hands-on Skills Lab sessions. This guide outlines the skills students will practice, the equipment needed, and the scenarios instructors will use during the session.

Students are expected to arrive prepared and have completed all required pre-lab assignments. Your support helps create a safe, organized, and successful learning environment.

Skills Lab/Instructor Notes

Site facilitators will demonstrate site-specific equipment and policies. The site facilitator or a qualified employee at your site may conduct the demonstration. The instructor will add general information to the demonstration that students need to become proficient in the skills. This collaboration allows students to practice core skills under the instructor's guidance before demonstrating them.

Instructors will ask Site Facilitators to help the students with their NIMAA-issued equipment while practicing adult and pediatric vital signs and measurements.

  1. The students will demonstrate their skills in sets. To facilitate skill demonstration, students will work in pairs. One student will demonstrate the skills while the other acts as the patient; then they will switch roles.
  2. The students not demonstrating will practice previously learned skills under the supervision of the Site Facilitator. 
  3. If time permits, the students will practice their vital signs.

The instructional team has fun activities to help students learn and practice their skills. These activities will require the Site Facilitators to have the following items available for the students - only the items marked with an asterisk (✱) are required for the skills lab session:

  1. Aseptic Handwashing - Glo-Germ Kit with a black light or a similar product (available on Amazon)
  2. Removing Contaminated Gloves - Shaving cream (simulates contaminated gloves)
  3. Pediatric Vital Signs and Measurements - Baby dolls✱ (Required to allow students to practice core skills during the session.) 




Session 1 Overview

Legend
✱ Demonstration Skill: Students will formally demonstrate this skill with the instructor.

 

Student Preparation: Before attending this session, students must complete all skills without a ✱ in SimTutor and documented in the assignment tab of their Core Skills course. 

  1. Hand Hygiene
  2. Removing Contaminated Gloves✱
  3. Obtain Adult Vital Signs
  4. Obtain Pediatric Vital Signs

Skills Lab Supplies and Equipment List

After reviewing the Supplies and Equipment List, please contact your instructor to confirm you can provide all items needed for students to practice and demonstrate each skill. If you cannot provide any items on the list, please let the instructor know immediately so they can make accommodations.

Skills

Required Supplies & Equipment

Supplies & Equipment Availability

General

Exam room or area designated for practicing skills  

□ Yes □ No

Laptop (two, if possible, to allow for student privacy when needed) 

□ Yes □ No

Documents provided by the NIMAA instructors 

□ Yes □ No

Paper and pens/pencils 

□ Yes □ No

Hand Hygiene

Liquid soap

□ Yes □ No

Nailbrush or orange stick

□ Yes □ No

Paper towels

□ Yes □ No

Sink

□ Yes □ No

Waste container

□ Yes □ No

Glo-germ (optional)

□ Yes □ No

Removing Contaminated Gloves

Gloves in various sizes

□ Yes □ No

Waste container

□ Yes □ No

Shaving cream (optional)

□ Yes □ No

Temperatures

Oral thermometer with probe covers

□ Yes □ No

Tympanic thermometer with probe covers

□ Yes □ No

Temporal thermometer with probe covers

□ Yes □ No

Pulse & Respirations

Students must bring a watch with a second hand.

□ Yes □ No

Blood Pressures

Alcohol gauze square

□ Yes □ No

Students must bring their NIMAA-issued sphygmomanometer and stethoscope.

□ Yes □ No

Pulse Oximetry

Pulse oximeter

□ Yes □ No

Measurements

Adult scale

□ Yes □ No

Height bar (either on the scale or separate)

□ Yes □ No

Paper towels

□ Yes □ No

Pediatric Apical Pulse 

Stethoscope – students should bring their own  

□ Yes □ No

Watch with a second hand – students should bring their own  

□ Yes □ No

Pediatric Respirations 

Watch with a second hand – students should bring their own  

□ Yes □ No

Pediatric Brachial Pulse 

Watch with a second hand – students should bring their own  

□ Yes □ No

Measuring Infants 

Exam table with table paper  

□ Yes □ No

Infant scale  

□ Yes □ No

Tape measure  

□ Yes □ No


Site Facilitator Notes

Use the space below to document observations, reminders, or recommendations from today's Skills Lab session. Consider noting room setup, equipment or supply needs, SME involvement, workflow improvements, student concerns, or any other information that may help future sessions. 

Student Scenarios

 Instructors will present the following scenarios as students practice and demonstrate their skills.


Hand Hygiene Using Soap & Water and Removing Contaminated Gloves

Your patient presents to the clinic with an open, bleeding wound. Your provider asks you to apply pressure to the area. While applying pressure, you notice your gloves have become soiled with blood. 

Adult Vital Signs

A new patient presents to the clinic. They have had some previous issues with blood pressure spikes. The patient reports doing a home check before coming to the clinic with a reading of 156/88. The patient admits to being nervous and states it is typical for them to have an elevated blood pressure when visiting providers. Please take a complete set of vital signs on your patient and document your findings below. The students' copies will give them space to document their patients' vital signs.

Pediatric Growth Charts
A 9-month-old patient presents to the clinic for his well-baby appointment. You are responsible for obtaining the patient's measurements to plot his growth on the boy's birth-to-36-months head circumference and length & weight growth charts. Use the information below to plot the patient's measurements and document percentiles.
  1. Head circumference = 18.5 inches
  2. Length = 28.25 inches
  3. Weight = 19 pounds 

A 3-month-old female patient presents to the clinic fo her well-baby appointment. You are responsible for obtaining the patient's measurements to plot her growth on the girl's birth-to-36-months head circumference and length & weight growth charts. Use the measurements below to plot the patient's measurements and document percentiles. 
  1. Head circumference = 15.25 inches
  2. Length = 23.25 inches
  3. Weight = 14 pounds

Pediatric Vital Signs
A 12-month-old male presents to the clinic with a 1-day cough, sore throat, fever, and "not feeling well." The mother reported yesterday that the child had a fever of 101. He has a decreased appetite and has not been interested in drinking fluids. His mother noted that he struggled to breathe this afternoon, "gasping for air." The provider has instructed you to get vitals and a brachial pulse reading immediately. What is the recommended order in which you should take vitals from pediatric patients?  What steps should you take to obtain an accurate brachial pulse reading?

A 12-month-old female presents herself to the clinic with difficulty breathing. Her father states that two breathing treatments have been given with no improvement. He also confirmed this was a sudden onset, and the patient does have a history of asthma. The child is upset and crying, and you have difficulty obtaining her vitals. The provider has come into the exam room twice and stated that he needs the patient's vitals as soon as possible to complete his assessment.  The father also asks you what is taking you so long to do your job. What steps would you take to remain calm and accurately obtain the patient's vitals?

A mother presents her child as a new patient for their 24-month well-child check. With no immediate access to their medical records, demonstrate how you would obtain pediatric vital signs on this new patient. Please show how to include an apical pulse in your process. 


Session 2 Overview

Legend
✱ Demonstration Skill: Students will formally demonstrate this skill with the instructor.

 

Student Preparation: Before attending this session, students must complete all skills without a ✱ in SimTutor and documented in the assignment tab of their Core Skills course. 

  1. Patient History
  2. Using a Progress Note (Documenting a Chief Complaint
  3. General Physical Exam Set-Up & Room Turn-Around✱
  4. Chaperoning a Patient/Provider✱
  5. Patient Positioning
  6. Assist with Pap Smear

Skills Lab Supplies and Equipment List

After reviewing the Supplies and Equipment List, please get in touch with your instructor to confirm you can provide all items needed for students to practice and demonstrate each skill. If you cannot provide any items on the list, please let the instructor know immediately so they can make accommodations.

Skills 

Required Supplies & Equipment 

Supplies & Equipment Availability 

General

Exam room or area designated for practicing skills  

□ Yes □ No

Laptop (two if possible, to allow for student privacy when needed) 

□ Yes □ No

Baby dolls or CPR dolls 

□ Yes □ No

Documents provided by the NIMAA instructors 

□ Yes □ No

Paper and pens/pencils 

□ Yes □ No

General Physical Exam Set Up & Room Turn-Around

Drapes for patient privacy

□ Yes □ No

Gowns for patient privacy

□ Yes □ No

Exam table with stirrups

□ Yes □ No

Various supplies used by providers during exams for students to set up (i.e., gloves, otoscope, ophthalmoscope, reflex hammer)

□ Yes □ No

Disinfectant wipes or spray

□ Yes □ No

Paper towels

□ Yes □ No

Gloves

□ Yes □ No

Exam table paper

□ Yes □ No

Pillows and pillowcases (if used at your site)

□ Yes □ No

Chaperoning a Patient/ Provider

and

Positioning a Patient

Drapes for patient privacy

□ Yes □ No

Gowns for patient privacy

□ Yes □ No

Exam table with stirrups

□ Yes □ No

Assisting with STD/STI Tests

and

Assisting with Gynecological Exams

 

Mayo stand or countertop

□ Yes □ No

Drapes for patient privacy

□ Yes □ No

Gowns for patient privacy

□ Yes □ No

Gloves

□ Yes □ No

Trash receptacle (biohazard & regular)

□ Yes □ No

Lubricant

□ Yes □ No

Thin prep or three slides

□ Yes □ No

Slide fixative (only if needed for the slide technique)

□ Yes □ No

Pencil (slide labeling only)

□ Yes □ No

Brush

□ Yes □ No

Wooden or plastic spatula

□ Yes □ No

Specimen container

□ Yes □ No

Speculum with a light source

□ Yes □ No

Specimen bag for lab transport

□ Yes □ No

Lab requisition with provider’s orders

□ Yes □ No

Culturette collection container

□ Yes □ No

Site Facilitator Notes

Use the space below to document observations, reminders, or recommendations from today's Skills Lab session. Consider noting room setup, equipment or supply needs, SME involvement, workflow improvements, student concerns, or any other information that may help future sessions. 

Skills Lab Student Scenarios

 Instructors will present the following scenarios as students practice and demonstrate their skills.

Patient History & Chief Complaint
Scenario 1:

·       Patient name: the student can use their name

·       Patient's date of birth: the student can use their date of birth

·       Patient's chief complaint: sore throat x 3 days

·       Patient notes: Worsening symptoms every day. Their temperature at home was 101° F but went down when they took Tylenol. The patient states everything else is fine.

Scenario 2:

·       Patient name: the student can use their name

·       Patient’s date of birth: the student can use their date of birth

·       Patient’s chief complaint: Right knee pain x8 days

·       Patient notes: Worsening symptoms every day. She first noticed the pain after attending a ballet class. The patient indicates her pain is a 6 out of 10. She has taken Tylenol for the pain with some relief. She notices swelling in the knee and finds it difficult to walk on the knee. She elevates the right leg with ice periodically to help with the pain.

General Physical Exam Set-Up & Room Turn-Around

A female patient presents to the clinic for their annual physical, with no other complaints. How will you set up the room for the exam? How will you assist with chaperoning the patient and provider for a breast exam? How will you prepare the exam room for the next patient?

Chaperoning a Patient/Provider & Patient Positioning

Practice all three scenarios by determining the correct position, then assisting the patient into it while maintaining privacy with the drape.

  1. You are assisting the provider with a wellness exam. The patient will need a breast exam; what position will you put them in? The patient will need a rectal exam; what position will they be put in?
  2. The patient has a lesion on their back that needs to be lanced; what position will they be put in?
  3. The patient is having some breathing issues but needs a breast exam.
  4. What position can they be placed in?
Assisting with Pap Smear & STD/STI Testing & Reporting
A patient presents to the clinic complaining of (c/o) vaginal discharge, odor, and discomfort; how will you set up the room for a Gynecologic Exam for STD/STI and assist the provider in collecting the sample(s)?