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Social Hand Hygiene Approach Analysis

1392 Words6 Pages

Assessment Tool: Hand Hygiene (Behaviorist theory) The skill chosen for evaluation is based on hand hygiene specifically the social hand wash technique. The technique was based on the WHO guidelines from which the assessment tool was developed. The theory used to develop the assessment tool is the behaviorist theory of learning and teaching focusing on Pavlov and Skinner’s theories. The Behaviorist Theory The behaviorist theory is compiled by a number of theorists who formulated the basis of this theory which can be described as the change in behavior of the student due to what was taught by the educator and learnt by the student (Bruce et al, 2015). There are variables which make this theory relevant to the tool which I designed; the students …show more content…

With Pavlov’s theory of classical conditioning the students can also be conditioned to learn a skill and then respond in practice due to a stimuli which could slightly or immensely trigger the response of the social hand wash. The student is taught the technique through learning by observation demonstrated by the educator in simulation. Together with this they are taught the reasons why the social hand wash technique is learnt in order to develop insight into the procedure. The steps are taught to them and they themselves repeat the steps multiple times in simulation. The hand washing is then assessed by practical examination the expected outcome is that when students are in practice that they may identify the moments when hand washing is needed. The moments would then be the conditioned stimulus and the constant response being social hand washing techniques. This then can be described as a conditioned response as the student was taught the skill, they repeatedly practiced it then in practice can identify the moment as …show more content…

It is valid as it is relevant to the objective which was set out prior to using it to assess the student’s practical abilities with relation to social hand hygiene (Hughes & Quinn, 2013, 247). The assessment is also reliable in a sense that it can be used to assess other students for the same purpose. It is also practical as it can be used daily, it will not cost the student or the hospital any money that what is budgeted for as this skill is required worldwide (WHO) and the resources should be made available. Transparency is practiced effectively as the student is aware of what is expected from them and the assessment tool is clearly explained. (Hughes & Quinn, 2013,

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