Students LOVE skills labs because they feel more "nursey," and it increases their self-efficacy. They will love it, regardless. There are some teaching-learning strategies to consider.
The most critical part of a skills lab is assessing the students' needs. Is it a required lab? If so, where are the students in the program (early...close to graduating)? Is it an open lab with students coming in for their own edification? Is it a structured remediation session?
Another important point to consider is alignment with their classroom sessions, especially required labs. How closely is the required lab aligned with the didactic portion? Do you have access to the instructional materials for the didactic portion for reinforcement of concepts?
One thing that is often overlooked in skills labs with new instructors is the entire nursing process. As nurses, we don't just go in and do a skill...we assess, teach, evaluate. Include that as part of your skills lab, as appropriate, based on where they are in the program. Also, be sure to reinforce good habits, such as hand hygiene and patient identification, and expect that to be a part of their return demonstration.
By nature, skills labs are formative experiences; only skills check-offs are usually summative, so be sure to treat your skills lab that way. Consider debriefing sessions with the whole group. I've done them with simulation and lab...and, believe me, students are harder on themselves than we could ever be! Doing a debriefing of affective, psychomotor, and cognitive learning creates a judgment-free zone of learning.
They will make mistakes, but you should see improvement over time. Those who make the same mistakes over and over may need remediation.
I know my post didn't give you the information you asked for, but I hope it's helpful anyway.
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