Back to basics.

Abstract

PRIOR TO THE 1970s, clinical skills learned in pre-registration nurse education programmes were demonstrated and practised in the 'practical room'. Final assessments of competence consisted of student nurses being examined on their ability to prepare trolleys and trays to assist doctors. In the early 1970s, four practical-based assessments were introduced. These were conducted in the clinical environment by a named clinical assessor, usually the ward sister. Later, experiential learning was introduced whereby nursing students were expected to learn and develop these skills in the clinical environment, with clinical staff acting as teachers and assessors. As a consequence the practical room disappeared, along with the role of the clinical teacher.