Program Overview. Goal Program Objectives Preceptor Roles Role Model Educator Facilitator Evaluator
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1 Preceptor Program A Collaboration California Economic and Workforce Development Regional Health Occupations Resource Center The Orange County Ethnic Workforce Initiative The Nurse Workforce Initiative 1
2 Program Overview Goal Program Objectives Preceptor Roles Role Model Educator Facilitator Evaluator 2
3 Icebreaker Activity 3
4 Module One Preceptor Role 4
5 Definitions Preceptor Preceptee Preceptorship 5
6 Module 1: Role DACUM Develop A CurriculUM A method to determine the competencies or tasks in a given job. Philosophy that expert workers can most accurately describe the job. 6
7 DACUM Process Job Duty Task Step Knowledge and Skills Equipment Traits and Behaviors 7
8 Role Transition Staff Nurse Preceptor 8
9 Activity (preceptor qualities) 9
10 An Effective Preceptor Knowledge Skills Attitudes 10
11 Knowledge Policies/procedures Practice standards Routines Documentation Preceptee s s job description Biculturalism Resources Principles of teaching/learning/ adult education Teamwork 11
12 Attitudes Respectful Realistic Patient Open-minded Dependable Good Listener Supportiveness Positive Sense of humor Constructive Mature Honest 12
13 Skills Patient care Communication Use of equipment Use of resources Interpersonal relations Work organization Problem-solving Decision-making Priority-setting Delegation 13
14 Preceptor s s Expectations Role definition Performance expectations Delineation of responsibilities Enumeration of expected outcomes for the preceptor program Valid and reliable evaluation tools 14
15 Preceptor s s Expectations Available resources Support system Adequate preparation for the role Adequate training 15
16 Responsibilities of the Preceptee Identifies own learning needs Is active in the learning process Readily asks questions 16
17 Responsibilities of the Preceptee (continued) Reads and follows policy/procedure manuals Utilizes resources Identifies goals Competencies Reports concerns Evaluates 17
18 Preceptee Expectations Job Description Preceptor/Job Expectations Unit staff Responsibilities Evaluation Tools/Measures Hands-on Experiences Support Systems 18
19 Stress Internal Stress External stress 19
20 Reality Shock Reality shock phases Honeymoon Shock Recovery Resolution 20
21 Reality Shock - Honeymoon Characteristics Everything is wonderful Excited Rose-colored glasses Enthusiastic 21
22 Reality Shock - Honeymoon Strategies Take an interest Help to set realistic expectations Encourage to ask questions about the history of the organization Assist to focus on developing a reputation for competence 22
23 Reality Shock - Shock Characteristics Anger, moral outrage Frustration, rejection Confusion Disappointment Disillusionment 23
24 Reality Shock - Shock Strategies Be a good listener Encourage a look at current learning status Focus on the good things Create a climate for learning It is all right to be a learner Prevent feelings of abandonment 24
25 Reality Shock - Recovery Characteristics Stress is reduced Able to grasp the role Realized the truth; more than one perspective exists Sense of humor begins to return 25
26 Reality Shock - Recovery Strategies Nurture ability to see humor in the situation Give positive feedback; share stories about preceptor s s own first work experience Assist to turn disappointments into learning experiences 26
27 Reality Shock - Resolution Characteristics Adjustment job hopping returning to school Bicultural adaptation Integration of two conflicting value systems 27
28 Reality Shock - Resolution Strategies Assist to evaluate work situation objectively Help identify appropriate and obtainable goals Discuss constructive problem-solving 28
29 Implementing a Program Roles Responsibilities Plan 29
30 Module Two Role Model 30
31 Module 2: Role Model Role Modeling is a process in which an individual identifies with and assumes the values and behaviors of another person that ultimately results in behavior modification that is usually permanent. (Bidwell & Braswell) 31
32 Role Model Demonstrates by example how competent staff perform their job Attributes include Clarity Consistency Openness Communicativeness Specificity Accessibility 32
33 Role Model Provides competent patient care. Examples: 33
34 Role Model Maintains current practice. Examples: 34
35 Role Model Participates in unit governance Examples: 35
36 Role Model Serves as resource person. Examples: 36
37 Role Model Maintains effective working relationships with all members of the healthcare team. Examples: 37
38 Role Model Demonstrates time management and organizational skills. Examples: 38
39 Role Model Promotes effective communication. Example: 39
40 Activity (drawing) 40
41 41
42 42
43 Role Modeling Communication Who What When Where How Why 43
44 Module Three Educator 44
45 Learning: A Higher Mental Process Differs from instinct Complex Lots of theories Still researching.. 45
46 What influences learning? 46
47 Environment Stress Noise Busyness 47
48 Culture Generational Ethnic Gender 48
49 Intellectual Ability 49
50 Primary Language 50
51 Philosophy of Education Liberal Progressive Behaviorist Humanistic Radical 51
52 Memory Learning by association Learning through contextualism 52
53 Transfer of Learning Program participants Program design and delivery Program content Changes required to apply learning Resistance to change Activity Organizational context Community/Societal forces 53
54 Categories of Learning Knowledge Attitudes Skills 54
55 Kolb s s Learning Style Inventory Keep sheet together Rate each question Don t t try to read into the questions Go with your first response Don t t go back Press hard to go through to back copy Follow directions for scoring 55
56 Ranking 4= most 1=least 3= next most 2= left over 56
57 The Learning Process CE Perceiving AE Processing RO AC 57
58 Learning Styles Concrete Experience (CE) Reflective Observation (RO) Abstract Conceptualization (AC) Active Experimentation (AE) 58
59 Concrete Experience Learning opportunity Personal meaning Why is this important to me? Feelings important 59
60 Abstract Conceptualization Logic & ideas Systematic planning Thirst for knowledge Feelings less important 60
61 Reflective Observation Planning Mull it over Need time 61
62 Active Experimentation Does this work? Practical Hands-on 62
63 The Learning Process CE Perceiving AE Processing RO AC 63
64 Sample Learning Profiles 64
65 Profiles 1 and 2 CE RO Concrete Experience and Reflective Observation Reflectors 65
66 Profiles 3 and 4 RO AC Abstract Conceptualization and Reflective Observation Theorizers 66
67 Profiles 5 and 6 AE AC Abstract Conceptualization and Active Experimentation Pragmatists 67
68 Profiles 7 and 8 CE AE Active Experimentation and Concrete Experience Activists 68
69 Profile 9 CE AE RO AC 69
70 Profile 10 CE AC 70
71 Profile 11 AE RO 71
72 Profile 12 CE AE RO AC 72
73 Comparing Learning Styles No good or bad, just different How you learn best Focus on improving other areas Respect the differences 73
74 The Learning Process Stage 4 Perceiving CE Stage 1 AE Processing RO Stage 3 Stage 2 AC 74
75 Learning Activities Stage 1 Personal Interest Reason for learning Motivation How does it relate to me 75
76 Learning Activities Stage 2 Gather important facts Direct teaching 76
77 Learning Activities Stage 3 Using the material Hands-on practice Experimental Action-oriented oriented 77
78 Learning Activities Stage 4 Integration into practice Relate to information you already hold 78
79 Additional Learning Styles Logical/mathematical Verbal/linguistic Intrapersonal Interpersonal Visual/spatial Body/kinesthetic Musical/rhythmic 79
80 Principles of Adult Learning Malcolm Knowles Learning retention Relationships to Kolb s s work AE CE AC RO 80
81 Activity (napkins) 81
82 Teaching Psychomotor Skills Steps Prepare Present Try-out Follow-up 82
83 Cycle of Teaching Follow-up Prepare Tryout Present 83
84 Prepare Plan Assess readiness Motivate 84
85 Present Demonstration Return demonstration 85
86 Try out Trial with cueing by instructor Behavior modeling Reinforce 86
87 Follow-up Encourage questions Feedback Model behavior Taper off Evaluate 87
88 Psychomotor Skills Effective methods in teaching Be prepared Motivate Create safe learning environment Develop a trusting relationship with preceptee 88
89 Determining Learning Needs Current level of performance Identify what needs to be learned Prioritize Needs High risk/high frequency Mandated Learning needs mutually agreed-upon 89
90 Levels of Competency Novice Advanced beginner Competent Proficient Expert 90
91 Selecting Teaching Methods Knowledge Skills Attitudes 91
92 Knowledge Attitudes Skills Kolb Learning Activity Reading Role play Providing patient care Practice on Mannequins Asking questions 92
93 Creating a Learning Plan Who? What? When? Where? How? Why? 93
94 Goal Setting The most important thing about goals is having them. 94
95 Goal Setting Purpose Benefits Barriers 95
96 Goal Characteristics Mutual Relevant Positive Realistic Measurable Written Specific 96
97 Activity Write one positive, realistic, measurable, and obtainable goal you might set for a preceptee in your work setting. 97
98 Using Goals Meet with preceptee regularly Encourage preceptee to come prepared with a list and self-evaluation evaluation Limit number of goals Do not duplicate competency lists Share ideas Plan to reevaluate 98
99 Model Goal Setting Long Term Goals If you want to do something better, you must do something different that requires a change. Letter to self 99
100 Day Two Preceptor Workshop 100
101 Review Homework Assignments 101
102 Module Four Facilitator 102
103 Facilitator Familiarize with physical environment People tool Scavenger hunt 103
104 Facilitator Promote sense of belonging Socializing to the unit Unwritten rules 104
105 Facilitator Arranging the Clinical Experience Choosing assignments Negotiating with staff 105
106 Video A Peacock in the Land of Penguins 106
107 Facilitator Develop reflective thinkers Model a systematic approach to thinking and problem solving Foster critical thinking 107
108 Activity (Brain teasers) 108
109 109
110 Critical Thinking People Are: Truth seeking Open-minded Analytical Systematic Self-Confident Inquisitive Mature 110
111 Decision Making A systematic sequential process of choosing among alternatives and putting the choice into action. (W. Lancaster & J. Lancaster, 1982) 111
112 Decision Making Analyzing alternative courses of action, their potential effects, and selecting the best course of action Implementing the selected action, monitoring the effects and reevaluating the decision in light of the effects 112
113 Problem Solving Problem solving is cognitive processing directed at achieving a goal when no solution method is obvious to the problem solver. (Mayer & Wittrock, 1996) 113
114 Problem Solving Rational, analytical thinking An investigative action Use of the nursing process Assess Plan Implement Evaluate 114
115 Critical Thinking A composite of the attitudes, knowledge, and skills. (Watson & Glaser, 1980) A process, the goal of which is to make reasonable decisions about what to believe in and what to do. (Ennis, 1996) 115
116 Paul, Binker, Adamson, and Martin (1989) The art of thinking about your thinking while you are thinking in order to make your thinking better: more clear, more accurate, or more defensible. 116
117 Critical Thinking Steps Peter Facione 1998 Interpretation Analysis Inference Explanation Evaluation Self regulation 117
118 Interpretation Components Categorizing Decoding Clarifying meaning 118
119 Interpretation Distinguish facts, assumptions, and inferences Knowledge component Interpret data 119
120 Interpretation BP 160/98 Reports elevated BP Question to ask Tell me what you know about this drug, diagnosis, procedure, treatment? 120
121 Analysis Components Prioritizing Making relationships Making connections Defining various courses of action 121
122 Analysis Recognize the existence of problems Distinguish between relevant and irrelevant information Begin to analyze nursing problems and define the possible courses of action 122
123 Analysis Questions to ask What lab work would you want to monitor while the patient is on this drug? What are the elements in the patient s admission assessment findings that relate to the admitting diagnosis? What should you do first for this patient? 123
124 Case Study A MVA patient, age 13, had an open reduction of a right tibial fracture three days ago and is also in pelvic traction. She is complaining of pain in her right leg. She states that her pain level is an 8/10 and that it is worse than yesterday. The patient has Vicodin and MS ordered for pain. The preceptee prepares to medicate the patient with morphine. 124
125 Inference Components Drawing conclusions based on evidence/data Comprehending the meaning of subjective and objective data 125
126 Inference Weighing risks and benefits of various courses of actions Identifying gaps in information Making sound decisions 126
127 Inference Based on these symptoms, what conclusions can you draw? New nurses have a tendency to go for the obvious. 127
128 Case Study A MVA patient, age 13, had an open reduction of a right tibial fracture three days ago and is also in pelvic traction. She is complaining of pain in her right leg. She states that her pain level is an 8/10 and that it is worse than yesterday. The patient has Vicodin and MS ordered for pain. The preceptee prepares to medicate the patient with morphine. 128
129 Explanation Components Explaining Providing rationales for conclusions 129
130 Explanation Explaining in verbal or written format, sound reasons for actions taken or conclusions drawn Explaining relationships between data 130
131 Explanation Questions to ask Why would you want to do this treatment first? Why is this drug not used for this patient when it was prescribed for a patient with the same diagnosis? Why is the pain getting worse? 131
132 Explanation Why? So what? What if? What s s next? 132
133 Case Study The patient is admitted for atrial fibrillation, has CHF and is on bed rest. The patient s s medications include Heparin SQ bid and Digoxin daily. In discussing the patient s s medications with the preceptee, she tells you that heparin is given because the patient is on bed rest. 133
134 Evaluation Components Continuously assessing the data for relevancy to the situation Ensuring that the data supports the conclusion 134
135 Evaluation Questioning the data, signs and symptoms for relevancy Evaluating appropriateness of care Cost-effectiveness Anticipating, thinking ahead Looking at the big picture 135
136 Evaluation Questions to ask What would indicate to you that this medication has been effective? If a patient is developing an infection, what symptoms would you expect to see? 136
137 Self Regulation Components Continuously questioning, examining and monitoring one s thinking for accuracy 137
138 Self Regulation Asking questions Comparing and contrasting situations Seeking further data to support and validate conclusions 138
139 Self Regulation Last week you took care of a patient with a similar diagnosis. What symptoms are the same? What differences do you notice? 139
140 Self Regulation Questions to ask: Did an attitude or perception influence my conclusion? What is interfering or coloring the way I am looking at this situation? Am I drawing the wrong conclusion? Could I be overlooking something? 140
141 Self Regulation What am I missing? 141
142 Putting It Together Frame the Question Use the critical thinking components. Pose questions that encourage problem solving. Encourage the preceptee to come to you with questions/problems but also possible solutions. Why? What if? So what? What now? 142
143 Use Case Scenarios The physician leaves the following order for the patient who is one day post-op op appendectomy: 1. DAT 2. d/c IV fluids when taking fluids well What are the facts? What are the alternatives/choices? What other assessments should be made? What factors will influence the choice? How will know if I made the correct choice? What am I overlooking? 143
144 Build Confidence Give feedback that tells the preceptee that you trust their ability I I think you can handle this, but I am right here if you need me. 144
145 Build Confidence Acknowledge when the preceptee has made an appropriate decision. I I would have done the same thing. I I couldn t t have done it better. 145
146 Build Confidence Validate the preceptee s assessments/findings/ conclusions That s s exactly what I heard in the lungs. 146
147 Build Confidence Collaborate with the preceptee in making out assignments. Where do you think we should start today? 147
148 Build Confidence When setbacks or bad days occur, remind preceptee of their progress and successes. Remember the first time you recorded a code how everyone complimented you. 148
149 Practice Time 149
150 Conflict - Definition When what you have and what you want are different. A pattern of energy Nature s s primary motivation for change 150
151 Conflict Management Conflicts for Preceptee Preceptor Staff Manager 151
152 Causes of Conflict Personality differences Difference in values Difference in perspective Difference in goals Cultural differences 152
153 Conflict Myths Conflict is negative Conflict is a contest A sign of poor management 153
154 Conflict Myths (continued) If left alone, conflict will take care of itself Conflict must be resolved 154
155 Activity Face your partner. Place your hands against the other person s s hands. Person One face the screen. Person Two face away from the screen. 155
156 Person One When I say go push against your partner s s hands. 156
157 Change positions so Person Two is now facing the screen. 157
158 Person Two When I say Go,, push against your partner s s hands. Don t t back down. 158
159 New Directions Person Two When I say go push against your partner s s hands. 159
160 Change positions so Person One is now facing the screen. 160
161 Person One When I say Go,, give no resistance when your partner pushes your hands. 161
162 Conflict Mode Instrument Consider conflict situations. How do you usually respond? If neither response is typical, choose the one you would be more likely to use. 162
163 Conflict-Handling Modes Competing Collaborating Compromising Avoiding Accomodating 163
164 COMPETING COLLABORATING COMPROMISING AVOIDING ACCOMODATING 164
165 Competing Forcing Assertive and uncooperative Power-oriented oriented Useful for: Standing up for rights Defending an important position Trying to win 165
166 Accommodating Smoothing Unassertive and cooperative Involves self- sacrifice Useful for: Charitable causes/generosity Obeying orders Yielding to another point of view 166
167 Avoiding Withdrawing Unassertive and uncooperative Does not address conflict Useful for: Diplomatic sidestepping Avoiding until a better time Withdrawing form a threatening situation 167
168 Collaborating Problem Solving Assertive and cooperative Seeks to satisfy both sides Useful for: Gaining additional insights Avoiding negative competition for resources Solving interpersonal problems 168
169 Compromising Sharing Somewhat assertive and somewhat cooperative Solutions are mutually satisfying; acceptable to all Useful for: Splitting the difference Making concessions Finding a quick middle-ground position 169
170 TKI Profile Were you surprised? Compare with others No wrong answers Are there strategies you want to explore? Which strategies work in which situations? 170
171 Module Five Evaluator 171
172 Evaluation Observable and measurable Learning can only be inferred Change in behavior Based on standards of performance 172
173 Evaluation Process Formative evaluation Summative evaluation Documentation Tools 173
174 Performance Evaluation Participative Using Goals Long Term Goals 174
175 Communication is the Key Body Language Perceptions 175
176 Effective Communication Who? What? When? Where? How? Why? 176
177 Activity (Perceptions/Paying Attention) 177
178 178
179 179
180 180
181 181
182 182
183 Assertive Communication Changing the message: I think I feel... I want I m m concerned that 183
184 Coaching the Preceptee Definition Coaching Conversations Feedback Problem Solving Developmental 184
185 Coaching the Preceptee Constructive Feedback Provides information to improve performance. Is a vehicle to promote constructive relationships. Promotes an environment of openness and mutual respect. 185
186 Constructive Feedback Provides a way to monitor how things are going. Creates a way for issues to come to the forefront before they become major problems. Keeps lines of communication open. Assists staff in owning problems and creating solutions. 186
187 Constructive Feedback Steps Engage Empathize Educate Enlist 187
188 What to do when. Preceptees you might encounter Discussion Role play 188
189 Evaluating Performance Satisfactory/Remediation Ongoing and written Criteria Consistent demonstration Demonstration with minimal prompt Demonstration with repeated prompts 189
190 Formative Evaluation Ongoing process and documentation Weekly updates with preceptee Multiple preceptors must communicate Written goals and follow-up No surprises at end of orientation 190
191 Summative Evaluation Collaboration with Manager Meet with manager before preceptorship begins Decide what data must be collected. Develop methods to collect the data. 191
192 Final Evaluation Manager s s responsibility Clarify preceptor role Analyze and interpret the data Write the evaluation report Share the evaluation results with preceptee 192
193 Putting it all together Tools Conducting the Program Focus Daily tasks (goals) Evaluate Documentation 193
194 Preceptor Support Ideas for recognition, incentives, rewards Resources for preceptors Support Groups Advanced training 194
195 Beyond Preceptoring Letting go Mentoring Changing the relationship Support rather than judge 195
196 196
197 197
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