Training activity information
Details
Provide bedside support and training for CRRT interventions
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- SOPs
- Infection prevention and control
- Risk management
- Safe storage and preparation of fluids
- Contraindications
- Continuous monitoring
- Patient centred care and support
- Communication with the multidisciplinary team, patient and relatives
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 information do patients and their families typically need when undergoing CRRT? What are effective strategies for providing clear and empathetic explanations and support at the bedside?
- What specific communication and interpersonal skills do you hope to develop in providing bedside support for CRRT? What is your current approach to patient and family communication in critical care settings?
- Reflect on previous experiences of communicating with patients and families in stressful situations. Consider potential questions or concerns that patients might have about CRRT and how you would address them. Discuss communication strategies with your training officer.
In action
- Observe how you are providing support and guidance to patients, families, or other healthcare professionals during CRRT interventions.
- How are you communicating information and addressing concerns?
- What decisions are you making about the level and type of support or training needed in each situation?
- What aspects of providing support and training feel natural, and where do you need to be more mindful of your approach?
- How effectively are you communicating with and supporting those involved in the CRRT intervention?
- What challenges are you encountering in providing clear explanations or addressing anxieties?
- What are you learning about effective communication and support strategies in this clinical setting as you are doing it?
- How does this activity contribute to developing your communication skills, which are important for other training activities?
- If your initial approach to providing support or training is not well-received, what alternative methods are you considering immediately?
- What immediate advice or resources might you need to better support the individual or group involved?
- Are you ensuring that the information you are providing is accurate, within your scope of practice, and respectful of the individual’s needs and understanding?
On action
- Who was the recipient of your support or training?
- What was their level of experience?
- What specific CRRT intervention was the focus?
- What methods did you use to provide support or training (e.g., verbal guidance, demonstration)?
- What are the key considerations for effectively supporting or training others in CRRT procedures?
- How did you tailor your approach to the needs of the individual?
- What questions or challenges did the recipient raise?
- How did you address them?
- What communication and teaching techniques can you refine?
- What resources can you use to support future training activities?
- How will you seek feedback on your support and training skills?
Beyond action
- Consider evaluating and re-evaluating your communication and teaching skills during bedside support and training.
- With more experience, have you refined your approach to explaining complex information or providing practical guidance?
- Have you had experiences with other training activities where communication and teaching were key components?
- How did your approach compare?
- What feedback have you received or what have you observed in others that you can incorporate?
- Revisit your reflect-on-action notes from this DTA. Have your insights into effective communication strategies or the learning needs of others deepened?
- What new approaches to support and training might you now consider?
- Have you engaged in professional storytelling with colleagues about successful or challenging experiences in providing bedside training? What strategies did others find effective?
- How has this experience of providing support and training enhanced your communication skills and your ability to explain technical information clearly to colleagues, patients, or caregivers in various clinical settings?
- Have you applied your communication and training skills in other aspects of your work since this DTA? How has your confidence in explaining complex procedures or concepts developed? How has experience since influenced your wider practice?
- Identify the transferable skills you are developing, such as communication, empathy, patience, and the ability to tailor information to different audiences. Identify clear actions for continued development in your ability to provide effective bedside support and training in CRRT and other areas of practice.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 2 |
Outcome
Evaluate and resolve clinical and technical issues relating to therapy. |
| # 4 |
Outcome
Evaluate and manage risk to practice safely in all elements of patient care. |