Training activity information
Details
Prepare patients presenting with the following additional needs for ophthalmic imaging:
- Communication barriers
- Physical barriers
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.
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 this specific activity, considering learning outcomes related to creating imaging plans, performing and interpreting a range of ophthalmic imaging modalities, employing effective communication with a range of individuals, modifying and adapting protocols dependent on patients’ needs, assessing and managing risks in the testing environment, and selecting and operating ophthalmic imaging equipment.
- What does successfully preparing a patient with communication or physical barriers look like? How do you ensure they understand the procedure, are comfortable, and positioned correctly for imaging, while managing any associated risks?
- Discuss with your training officer to gain clarity on what is expected of you when preparing patients with additional needs.
- What is your prior experience of this activity?
- Think about what you already know about communicating with patients who have barriers (e.g., hearing impairment, language differences, cognitive issues) or assisting patients with physical limitations (e.g., wheelchair users, mobility issues).
- Consider possible challenges you might face, such as gaining patient consent, achieving adequate positioning, ensuring safety during transfers, or adapting communication methods, and think about how you might handle them.
- 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, regarding complex communication needs, manual handling requirements, or specific disabilities.
- Acknowledge how you feel about preparing patients for ophthalmic imaging who have additional needs.
- What do you anticipate you will learn from the experience?
- Consider the specific skills you want to develop in empathetic communication, adapting techniques and environment for diverse needs, and safely assisting patients with physical limitations – drawing upon previous experiences.
- Identify specific insights you hope to gain regarding best practices for working with interpreters, using adaptive equipment, optimising the imaging environment for accessibility, or understanding the specific challenges faced by patients with different barriers.
- What additional considerations do you need to make?
- Consult actions identified following previous experience of working with patients with disabilities or communication challenges, if any.
- Identify important information you need to consider before embarking on the activity, such as reviewing patient notes for specific needs, arranging for interpreters or support staff, ensuring necessary adaptive equipment is available, and planning extra time for the appointment.
In action
- Is anything unexpected occurring?
- Are you noticing anything surprising or different from what you anticipate while preparing patients with communication or physical barriers for imaging?
- Are you encountering situations such as the patient exhibiting involuntary movements significantly compromising the required steady position, or the patient’s complex need unexpectedly hindering communication despite prior planning?
- How is this experience comparing with previous experiences of similar activities, like preparing other patients with additional needs?
- How are you reacting to the unexpected development?
- Identify how this is impacting your actions while preparing patients with additional needs. Are you responding to the situation appropriately? Are you adapting or changing your approach? Is it affecting your ability to undertake the activity independently?
- In the moment, what steps are you taking, such as immediately adjusting communication methods, seeking immediate assistance for safe patient handling, or changing the imaging sequence to manage patient fatigue or discomfort?
- How are you feeling in this moment? Is it affecting your confidence in maintaining safety and data quality? Are you finding it difficult to adapt your approach when faced with unexpected complex needs?
- What is the conclusion or outcome?
- Identify how are you working within your scope of practice when preparing patients with communication or physical barriers for imaging (e.g., are you recognising when persistent non-compliance necessitates test termination and clear documentation)?
- Identify what are you learning as a result of the unexpected development (e.g., gaining key learning about adaptive positioning and technical modifications for patients with motor impairments)?
On action
- What happened?
- Begin by summarising the key points of the experience of preparing the patient with additional needs (communication and/or physical barriers) for imaging.
- Consider specific events, actions, or interactions that felt important during the preparation, such as adapting communication methods, ensuring safe positioning, or managing unexpected patient reactions.
- Include any ‘reflect-in-action’ moments, where you had to adapt to the situation as it unfolded, for instance, instantly simplifying language or seeking assistance for safe manual handling. How did you feel during this experience?
- How has this experience contributed to your developing practice?
- Identify what learning you can take from this experience regarding preparing patients with additional needs.
- What strengths did you demonstrate (e.g., empathetic communication, safety awareness)?
- What skills and/or knowledge gaps were evident (e.g., unfamiliarity with specific adaptive equipment or communication techniques for certain cognitive impairments)?
- Compare this experience against previous preparation activities for patients with complex needs. Were any previously identified actions for development achieved? Has your practice in adapting the process improved?
- Identify any challenges you experienced during preparation (e.g., achieving cooperation, unexpected physical constraints) and how you reacted to these. Did this affect your ability to deal with the situation? Were you able to overcome the challenges?
- Identify anything significant about the activity, such as needing to seek advice or clarification on communication/handling strategies or escalating due to patient safety concerns.
- Acknowledge any changes in your own feelings now you are looking back on the experience.
- 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 concerning your ability to prepare patients for imaging who have additional needs.
- What will you do differently next time you prepare a patient with barriers? Has anything changed in terms of what you would do if you were faced with a similar situation again?
- Do you need to practise any aspect of the activity further? E.g., Practising non-verbal communication techniques or reviewing manual handling procedures.
Beyond action
- Have you revisited the experiences?
- Have you reviewed the actions identified in your previous reflections for preparing patients with communication or physical barriers for ophthalmic imaging?
- What specific actions did you previously identify you would need to take to improve your practice, such as developing more effective communication strategies for patients with barriers, or refining techniques for adapting procedures for patients with physical limitations? Have you completed these previously identified actions? If so, how did completing them impact your subsequent performance of this activity?
- Are you ready to demonstrate this new learning confidently and consistently when preparing patients with additional needs?
- Engage in professional storytelling about successes and challenges encountered when adapting imaging protocols for patients with severe communication or physical barriers, particularly focusing on maintaining patient comfort and safety with peers, near peers, or colleagues. Has discussing these experiences changed your perspective or approach?
- How have these experiences impacted upon current practice?
- Consider how the accumulated learning from performing or reflecting on preparing patients with additional needs will support you in preparing for relevant observed ‘in-person’ assessments for the S-OV-S4 module, such as OCEs, particularly those involving communication with patients. This relates to employing effective communication with a range of individuals and modifying protocols dependent on patients’ needs.
- How has your practice related to preparing patients with additional needs developed and evolved over time? This includes recognising when something related to this activity is beyond your scope of practice, such as when a patient’s needs are too complex for you to manage independently.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Create imaging plans based on referral information. |
| # 2 |
Outcome
Perform and interpret a range of ophthalmic imaging modalities. |
| # 4 |
Outcome
Employ effective communication with a range of individuals including the patient and the multidisciplinary team. |
| # 6 |
Outcome
Modify and adapt protocols dependent on patients’ needs. |
| # 7 |
Outcome
Assess and manage risks in the testing environment. |
| # 8 |
Outcome
Select and operate ophthalmic imaging equipment. |