KB

Lab Review/ LAB Guide

Lab Overview and Partner Roles

  • Two lab rooms available at the same time slot (3), because there are 20 total spots split as 10 per room. You get to pick which room to use.
  • Your lab partner is your patient throughout the entire semester; you’ll get to know each other well.
  • Anecdote: the instructor has had multiple students as emergency contacts due to knowing their health histories well.
  • You will be asked a lot of health-history questions; however, you are not obliged to disclose everything about your personal health.
  • Do not fabricate health history to sound more exciting; accuracy matters (e.g., if you say you had gallbladder removal and there are no scars, there may be concerns).
  • Some cases may require follow-up with a clinician if symptoms are concerning (e.g., possible cardiology referral).
  • This class has not caught major health issues, but has identified things that warranted follow-up after more routine physicals.
  • Note: In the next few weeks there is a lab week but no lab activity this week.
  • Before lab, it’s important to know your own health history. If you rely on your parents for health-history details, this is a good time to call them or other relatives to gather information before lab.
  • Lab will include students reviewing health histories and preparing for assessments in the coming weeks.

Lab Space and Equipment

  • Lab has 10 bedspots that are empty, caged beds with up-down mechanisms; most beds function, though one back bed may be broken.
  • Beds can be sat in or laid in; curtains are available for privacy.
  • You will not just look at beds—you’ll interact with them during the lab.
  • In the lab, you’ll sit at a lab station with chairs and beds; you’ll also watch a demonstration video of the skills being taught the day before on a patient.
  • A patient in the lab is named Jess; you’ll learn the patient’s name and other basics as part of the session.

Class Structure and Schedule

  • Class schedule pattern: on Thursdays you’ll receive general content review for the system (skin, hair, nails, etc.); Tuesdays cover the second half of content; Wednesdays are lab days to practice.
  • Typical weekly flow:
    • Thursday: general review by system; anatomy review (not deep), some history questions (e.g., skin cancer history, SPF use); health history discussion.
    • Tuesday: physical examination components (objective data).
    • Wednesday: lab session to practice the skills learned.
  • In lab, you’ll have a demonstration video (in-class show-and-tell) of the instructor performing the skills on a patient; the instructor will then discuss feedback and name the patient (Jess).
  • You’ll be released to perform your own assessment, typically with one person as the nurse and one person as the patient.
  • The class may encourage a popcorn-style discussion, but the instructor emphasizes practicing the typical nurse-patient rhythm rather than simply interrupting with questions.
  • There is a write-up template you’ll receive each week with history questions and an outline of the physical-exam content; the template is designed to be well-organized and clear.
  • Lectures will cover terminology used in this course; you’ll learn the language used to describe findings.
  • You’ll have the rest of the time during lab to ask questions and check in with instructors; they may peek in under privacy curtains to assist.
  • If you finish early, you’re done with that portion; speed is allowed as long as you meet requirements.
  • Lab write-ups must be submitted to your assigned instructor (either the instructor or Miss Jess) via email as a Word document (not PDF or Pages) to receive feedback; you will also receive a grade.
  • Lab write-ups are due in the following week; you typically have the entire week to work on them, but most students submit by the end of the day.
  • Feedback will help you improve; you should review instructor comments and apply them to future work.
  • In terms of grading, the lab write-ups are worth 10% of your final grade; the rubric is explained below.

Health History vs. Physical Examination

  • There are two main components to a full health assessment:
    • Adequate history (subjective data/background).
    • Objective data obtained from the physical examination.
  • Prepare to discuss health history topics such as:
    • Have you ever had skin cancer?
    • What SPF do you use?
    • Other health-history questions you'll be asked in the health-history portion.
  • The health-history portion is expected to be included in each weekly write-up along with the physical exam.
  • You’ll be given a weekly template with history questions and an outline of the physical examination; it’s important to read ahead and come prepared.
  • A lecture-note option is available as an alternative note-taking guide; the course provides both a PowerPoint and a separate lecture-notes guide for study help.

Dress Code, Privacy, and Practical Considerations

  • Dress comfortably and practically; lab coats are optional and not required for every session.
  • For certain systems (e.g., veins/arteries), tight clothing can impede access; consider wearing looser clothing or layering options (e.g., sweatpants over bike shorts) when you anticipate more invasive parts of the exam.
  • Privacy and decency are important; curtains exist between beds and doors can be closed for privacy.
  • If you’re uncomfortable with the “patient” role or group size, the instructor will work with you to find a solution (e.g., switching to a smaller group).
  • It is not required that every student be a patient; alternative arrangements are possible to accommodate comfort levels.
  • Equipment you should bring: a computer, a stethoscope, a blood-pressure cuff; you may bring notes; you’ll have access to demonstration videos (linked via Blackboard) and also a YouTube video embedded for the class; the video links are provided and not easily searchable on their own, so keep the links.
  • You do not need to bring a textbook for class, though it can be helpful; you will learn objective terms and descriptors for vital signs.
  • You’ll see lectures recorded for each system; they are available after class and can be used for review; recordings may be based on earlier material (2020 hybrid format) but remain largely applicable.

Documentation, Feedback, and Rubrics

  • Each week you’ll receive a template for the lab write-up containing health-history questions and an outline of the physical examination.
  • Write-ups must be emailed to the assigned instructor (either me or Miss Jess) as a Word document; they are not submitted via Blackboard for grading.
  • The write-ups are worth 10 points each, with a specific rubric:
    • Presentation: 1 point
    • Vital signs: 1 point (this is included for free until after the first exam; after that, you must include vital signs to earn the point)
    • Health history: 3 points
    • Physical findings: 4 points
    • Follow-up: 1 point
    • Total: 10 points
  • Example of follow-up: if you note an abnormal finding (e.g., prior stomach surgery with date) you should add follow-up questions (reasons for surgery, any complications, associated risks) to show you understand the broader context.
  • Points can be deducted for:
    • Submitting late without prior discussion with the instructor
    • Repeated use of terms like "normal" or "within normal limits" without describing the specific findings or context
    • Failing to implement instructor feedback in subsequent submissions
  • They emphasize that documentation should reflect actual work; if you didn’t document it, it’s assumed you didn’t do it.
  • The instructor and Miss Jess each grade the lab write-ups; you must maintain consistent submissions to both the instructor and Miss Jess throughout the semester.
  • It’s not acceptable to copy a partner’s write-up; each student should complete their own assessment with their own patient context.

Course Resources, Templates, and Scheduling

  • Blackboard provides a weekly structure with:
    • A PowerPoint for the week
    • A lecture-notes guide (alternative note-taking guide)
    • A lab demonstration video for the applicable system (skin, hair, nails, etc.). Health histories do not have a separate demonstration video.
    • A lab template for the weekly write-up
    • Demonstration videos accessible via a link (YouTube) that you’ll receive; these are unsearchable on regular YouTube
  • Each system has an accompanying lecture recording; you can review specific parts that you found challenging.
  • After class, you’ll have access to the recorded lecture videos on YouTube; students can review content to prepare for labs or exams.
  • The schedule for Week 2: no class on Tuesday; lab will be a lighter session with games and some explanation; Miss Jess will introduce herself; Thursday will focus on health history; you’ll receive a new template for that week’s lab write-up.
  • The next steps for students include: printing or viewing the weekly PowerPoint ahead of time; using the lecture-notes guide as a study aid; completing the weekly lab write-up using the provided template; and submitting via email to the assigned instructor.
  • You will be assigned a lab partner and a lab instructor; if you don’t know anyone, you’ll be assigned a partner; you will get to know your partner well by the end of the semester.
  • The instructor notes that she records the lectures for review and that you should not skip class; use the available resources if you miss a class.
  • For questions about Collaborate apps or grades, you can ask; the Blackboard site is organized by week and content.

Important Reminders and Realistic Expectations

  • Be prepared with the health-history information you can gather from family or prior records before the lab begins; this helps you complete the history portion accurately.
  • Vital signs knowledge starts in week 3 (or after you demonstrate competency); you’re encouraged to practice vital signs weekly in the lab even if they are not graded until after the first exam.
  • The lab environment is designed to be supportive and educational; if you have concerns, talk to the instructor about accommodations or alternative arrangements.
  • When documenting, avoid vague terms; describe findings with objective details and the context that led to those findings.
  • The course uses a consistent weekly structure to help you build skills progressively; you’ll encounter a similar pattern across weeks to reinforce learning.

Quick Reference: Key Points in One Place

  • Lab setup: 2 rooms at 3, 20 total spots, 10 per room; partner is patient for semester; privacy curtains; beds may be used for practice.
  • Activity flow: Thursday history and anatomy topics; Tuesday physical exam; Wednesday lab practice with a demonstration video and supervised practice.
  • Roles: one student is nurse, one is patient; you can switch roles across weeks as needed; you’ll practice questioning and exam skills.
  • Health history focus: be honest but concise; avoid fabrication; you’ll discuss history questions and obtain relevant details.
  • Assessment components: history (subjective) + physical exam (objective); be thorough and document systematically.
  • Dress and privacy: comfortable clothing; privacy curtains; no mandatory lab coats; adapt to comfort and safety in the lab.
  • Submissions and grading: lab write-ups due the following week via email to assigned instructor; Word documents only; 10% of final grade; rubric with 1/1/3/4/1 points distribution; late or vague submissions lose points; feedback is provided to guide improvement.
  • Resources: Blackboard weekly materials (PowerPoint, lecture notes, templates, videos); demonstration videos on YouTube via provided links; recordings available after class for review.
  • Support: instructors available to answer questions; privacy and comfortable pacing emphasized; accommodations available if you’re uncomfortable with certain activities.