Training activity information
Details
Participate under supervision in the receipt of paediatric samples
Type
Entrustable training activity (ETA)
Evidence requirements
Evidence the activity has been undertaken by the trainee repeatedly, consistently, and effectively over time, in a range of situations. This may include occasions where the trainee has not successfully achieved the outcome of the activity themselves. For example, because it was not appropriate to undertake the task in the circumstances or the trainees recognised their own limitations and sought help or advice to ensure the activity reached an appropriate conclusion.
Reflection at multiple timepoints on the trainee learning journey for this activity.
Considerations
- Sample management and handling for paediatric samples
- Rationales for priority testing when samples are insufficient
- Impact of retesting on the patient and family/carers
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
What does success look like?
- Identify what is expected of you in relation to effectively participating in the receipt, accessioning, and handling of paediatric samples.
- Consider how the learning outcomes apply, specifically in relation to explaining the biochemical and clinical differences between adults and children and employing knowledge of the technical issues associated with paediatric samples.
- Discuss with your training officer to gain clarity of what is expected of you in relation to acceptable standards for accurately and efficiently receiving samples and managing the technical challenges of paediatric biochemistry.
What is your prior experience of this activity?
- Think about what you already know about standard operating procedures (SOPs) for sample receipt, accessioning, and logging samples into the laboratory information management system (LIMS).
- Consider possible challenges you might face during the activity, such as dealing with common issues in paediatric samples like insufficient volume, clotting, or haemolysis, or ensuring patient identification and consent confirmation for samples.
- Recognise the scope of your own practice for this activity i.e. know when you will need to seek advice or help, and from whom. You will need to seek advice from your Training Officer when required, for example if you are unsure how to identify or handle samples from very young patients or if the specific requirements for sample volumes, collection containers, or transport conditions are unclear.
- Acknowledge how you feel about participating in the initial steps of the paediatric biochemistry workflow.
What do you anticipate you will learn from the experience?
- Consider the specific skills you want to develop, such as gaining practical insights into the process of receiving and logging paediatric samples.
- Identify the specific insights you hope to gain into the unique technical challenges associated with handling paediatric samples compared to adult samples, focusing on pre-analytical factors like collection and handling.
What additional considerations do you need to make?
- Consult actions identified following previous experiences of performing similar technical sample handling or accessioning activities.
- Identify important information you need to consider before embarking on the activity, such as reviewing relevant SOPs for sample receipt and handling, paying close attention to sections specific to paediatric requirements (e.g., minimum volumes, transport).
In action
Is anything unexpected occurring?
- Are you noticing anything surprising or different from what you anticipate whilst receiving paediatric samples under supervision?
- Are you encountering situations such as:
- Issues related to sample volume, labelling, request form details, or condition of the sample, which are common technical challenges in paediatric biochemistry?
- Unexpected differences when comparing this experience with previous experiences of similar activities, particularly when receiving adult samples, noting the differences in sample types and volumes?
How are you reacting to the unexpected development?
- How is this impacting your actions? For example, are you responding to the situation appropriately? Are you adapting or changing your approach to sample receipt based on the unexpected issue?
- Consider the steps you are taking in the moment, such as:
- Seeking clarification from your supervisor
- Following procedures for rejecting a sample
- How are you feeling in that moment? For instance, are you finding it difficult to adapt? Is it affecting your confidence? Did you feel positive you could handle the issue?
What is the conclusion or outcome?
- Identify how you are working within your scope of practice while dealing with the unexpected issue during sample receipt. For example, are you following procedures for rejecting a sample? Or are you needing support because you are unsure how to identify or handle samples from very young patients?
- What are you learning as a result of the unexpected development? For example, are you gaining insight into the technical issues associated with paediatric samples?
On action
What happened?
- Begin by summarising the key steps you took when participating in the receipt of paediatric samples under supervision.
- Consider specific events, actions, or interactions which felt important, such as specific steps involved in the receipt process or any challenges or noteworthy interactions during the process.
- Include any ‘reflect-in-action’ moments where you had to adapt to the situation as it unfolded, for instance, immediately seeking clarification on how to proceed when faced with a sample having insufficient volume or visible clotting.
- How did you feel during this experience, e.g., did you feel uncertain about how to handle paediatric-specific collection containers or confident in following procedures for rejecting compromised samples?
How has this experience contributed to your developing practice?
- Identify what learning you can take from this experience regarding the importance of accurate sample receipt in paediatric biochemistry. What strengths did you demonstrate, e.g., meticulous adherence to accessioning procedures?
- What skills and/or knowledge gaps were evident, e.g., unfamiliarity with specific requirements for sample volumes or transport conditions?
- Compare this experience against previous engagement with similar activities – were any previously identified actions for development achieved? Has your practice improved in understanding the technical issues associated with paediatric samples?
- Identify any challenges you experienced, such as needing to seek advice or clarification on scope of practice regarding which samples must be flagged due to insufficient volume, and how you reacted to this.
What will you take from the experience moving forward?
- Identify the actions or ‘next steps’ you will now take to support the assimilation of what you have learnt, including from any feedback you have received, with regards to ensuring accurate and appropriate handling of paediatric samples during receipt.
- What will you do differently next time you approach sample receipt procedures, for instance, by proactively confirming necessary documentation when samples from very young patients are received?
- Do you need to practise any aspect of the activity further, such as reviewing specific SOP sections for minimum paediatric sample volumes or key learning outcomes related to employing knowledge of the technical issues associated with paediatric samples.
Beyond action
Have you revisited the experiences?
- How have your subsequent experiences of handling routine and high-risk samples, both paediatric and adult, since completing this specific training activity led you to revisit your initial approach or decisions during that activity? For example, how subsequent experiences managing unstable analytes forced you to re-evaluate the meticulousness of pre-analytical sample handling checks during your first attempt at receiving paediatric samples.
- Considering what you understand about pre-analytical variability and the technical issues associated with small sample volumes now, were the actions or considerations you identified after your initial reflection on this training activity sufficient? How have you since implemented or adapted improvements in your protocol adherence during sample receipt based on further learning and experiences? For example, how you proactively integrated checks for appropriate collection container and minimum volume requirements for labile paediatric samples.
- Has discussing the specific challenges of paediatric sample receipt or the impact of delayed processing on result reliability with colleagues, peers, or supervisors changed how you now view your initial experience in this training activity? For example, how professional storytelling with a senior colleague about a time when a paediatric sample was rejected due to clotting refined your understanding of the critical nature of vigilance during receipt.
How have these experiences impacted upon current practice?
- How has the learning from this initial training activity, in combination with subsequent analytical and sample handling experiences, contributed to your overall confidence and ability in maintaining vigilance and attention to detail in pre-analytical steps, particularly in preparing for assessments like Direct Observations of Practical Skills (DOPS) or Observed Communication Events (OCEs)? For example, how your accumulated vigilance and attention to detail required for small volume paediatric samples now enables you to confidently discuss the need for meticulous sample handling during a pre-analytical-focused OCE assessment.
- How has reflecting back on this specific training activity, combined with everything you’ve learned since, shaped your current approach to routine sample receipt and handling? How does this evolved understanding help you identify when something is beyond your scope of practice or requires escalation? For example, how your evolved approach means you now routinely flag samples from vulnerable patients immediately when pre-analytical integrity (e.g., clotting, insufficient volume) is compromised, recognising escalation is required due to the difficulty in re-sampling vulnerable patients.
- Looking holistically at your training journey, how has this initial sample receipt experience, revisited with your current perspective, contributed to your development in meeting the learning outcomes related to employing knowledge of the technical issues associated with paediatric samples? For example, how this foundational experience has supported your development in maintaining high standards in sample handling and demonstrating meticulousness with other sample types or processes.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Explain the biochemical and clinical differences between adults and children. |
| # 2 |
Outcome
Employ knowledge of the technical issues associated with paediatric samples. |