Newsletters - ARC/STSA

Surgical Technology Sequencing for Student Success

By Melanie Graves, MBA, CST

In surgery, precision isn’t optional — it’s vital. Every member of the operating room team must be efficient, alert and disciplined. Surgical technologists play a key role in this critical environment, and the way they are trained matters. Our program uses a step-by-step, sequential training approach that gives students the knowledge, skills and confidence to succeed — not just in class, but in the operating room as well. When the teaching method is built around aseptic technique, timely clinical placements and well-integrated observation experiences, it doesn’t just build better techs — it protects patients.

First Semester: Building a Strong Foundation

In our surgical technology program, the first semester is carefully structured to focus on foundational skills, without introducing specialty cases. Students begin by learning the core principles of asepsis — the backbone of surgical safety. At this stage, the curriculum follows a strict sequence. Students progress from understanding what a preference card is to learning how to pull a case, mastering the names of instruments, opening a surgical case, perfecting how to scrub, gown and glove, and preparing a basic exploratory laparotomy.

This approach ensures that students understand not only what to do but why it matters. Aseptic practices aren’t just skills to memorize — they are life-saving measures. Teaching them early and thoroughly helps students develop discipline, attention to detail, and the mindset needed for surgical teamwork.

Observation Clinicals: Bridging the Gap

While mastering these foundational steps, students also attend a weekly observation clinical rotation. These observation days are intentionally placed during the first semester — after core concepts are taught but before hands-on clinicals begin. This timing allows students to see the surgical environment in action, reinforcing what they’re learning in the classroom and lab.

During these observations, students watch surgical teams perform live procedures. They learn how sterile technique is maintained under pressure, how team members communicate, and how the flow of a surgery unfolds in real time. Just as important, they see where to stand, learn when to speak and how to respect and preserve the sterile field.

This early exposure shapes their understanding of the OR, ignites curiosity and builds motivation. When they return to the lab, they bring better questions and sharper focus, connecting classroom knowledge to real-world practice.

Clinical Readiness Exam: The Gatekeeper to Clinical Practice

Before students can begin their hands-on clinical rotations, they must pass a comprehensive final hands-on skills assessment called the Clinical Readiness Exam. This exam is designed to ensure that students have mastered essential competencies: setting up sterile fields, identifying instruments, maintaining asepsis, and demonstrating confidence in the basic sequence of surgical case preparation.

This high standard protects both students and patients. Clinical sites expect students to be capable, prepared and safe. Requiring mastery before placement ensures that students enter the OR as contributors, not as liabilities.

Specialty Cases Come After the Basics

Only after passing the Clinical Readiness Exam do students transition into their clinical rotations, where the focus shifts to specialty surgeries. This timing is intentional. By this stage, students are no longer in the learning phase of how to handle instruments or keep a sterile field — they’ve already mastered those skills. Now, they can focus on learning the nuances of various specialties such as orthopedics, neurology, gynecology and more.

This sequence allows students to absorb complex information in context. They’re not distracted by basic technique or overwhelmed by unfamiliar environments. Instead, they’re ready to adapt, assist and grow into the role of surgical technologist with confidence and clarity.

Structured Training, Stronger Technologists

When surgical technology is taught in a well-ordered, sequential format — grounded in aseptic principles, supported by observation clinicals and timed appropriately for hands-on practice — the results speak for themselves. Students gain more than technical ability. They learn to think critically, act decisively and uphold the safety of the surgical field with integrity.

They understand the “why” behind every step, understand the connection to the “how”, and they’re equipped to support the surgical team from day one. From their first semester to their final rotation, they develop into professionals who are prepared, capable and committed to patient care.

Conclusion

Surgical technology is a discipline where preparation, precision and patient protection intersect. Teaching it in sequential order — with aseptic technique as the foundation, early observation as reinforcement, and clinical placements timed after demonstrated readiness — transforms students into professionals. In our program, students learn the basics first, master their skills in the lab, and only then enter the clinical field to explore specialty surgeries. This structure produces not only skilled technologists but also thoughtful, reliable team members who understand their vital role in safeguarding patient lives.

Melanie Graves, MBA, CST, is the Program Director and Department Chair of Surgical Technology at Austin Community College in Austin, TX. She graduated from the same program in December 2015 and scrubbed in Austin and Cedar Park until 2022. In January of 2020, she began teaching for ACC’s Surgical Technology program alongside those who taught her, and she moved into her role as the Program Director in August of 2023.