Wound Care Introduction Module


Welcome to the wound care module! Here you will learn how to create your own completely customizable wound care task trainers, from simple lacerations to complex draining wounds. Along with each section there will be:

  • A clear list of materials needed to build the task trainer,
  • Step-by-step instructions on creation of the task trainers,
  • Pictures demonstrating key steps for creation and use,
  • A video with audio descriptions of creating the task trainer, and
  • A cost breakdown for the wound task trainers, including material sourcing information.

Once you have created your relevant task trainer:

  • The ‘Skills Station Set-up Guide’ will identify what supplies you should lay out and how you should set-up your task trainer to promote learner success.
  • The ‘Teaching / Feedback’ section will provide key frameworks for how to teach this skill and provide constructive feedback to participants based on their level of competency.
  • The ‘Evaluation and Resources’ section will list and link peer-reviewed and evidence-based checklists that you can use to evaluate on the skill of wound care.

Skill Station Set-up Guide

Wound Care Set-upPicture
  • Wound care task trainer
  • Sterile and non-sterile gloves
  • Dressing tray
  • Gauze
  • Normal saline sterile bottle in 100ml bottle
  • Sterile scissors
  • Abdominal pads
  • Sterile cotton swab
  • Disposable wound measurement tool
  • Disposable blue pad (if irrigation is required)
  • Tape or dressing strip
  • Optional: Irrigating solution
  • Optional: Wound packing material
  • Optional: Antiseptic ointment
  • Optional: Cleansing spray
  • Waterproof bag

Teaching / Feedback

Pendleton (1984) Method for Feedback (Burgess et al., 2020)

  1. Ask the learner what went well
  2. Tell the learner what went well
  3. Ask the learner what could be improved
  4. Tell the learner what could be improved

N.O.D.O.F.F tool for Technical Skills Retention (Ibrahim, 2017)

  • Needs Assessment
  • Objectives
  • Demonstrate
  • Observe
  • Feedback in Action
  • Feedback after Action


Evaluation – Best Practice Resources

(Disclaimer: does not override institutional or regulatory guidelines about scope of practice, proper steps, or equipment used). 


Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Tips for teaching procedural skills. BMC Medical Education, 20, 1-6.

Ibrahim, M. (2017). The use of a novel teaching rubic improves technical skill acquisition and retention. McGill University. https://escholarship.mcgill.ca/downloads/c534fr44f.