Transcript Preceptor Training Powerpoint - The University of Texas at

The University of Texas at Tyler College of Nursing
Learn preceptor role & responsibilities
Understand how adults learn
Explore effective communication, how to
give feedback & conflict resolution
Discuss techniques for stimulating
critical thinking
Review components of the UTT CON
preceptor handbook
Complete preceptor post-test
The University of Texas at Tyler College of Nursing
Role Model--demonstrates
how competent staff perform
their job--most familiar, most
comfortable
Socializer--helps preceptee
feel welcome & integrated into
the unit culture--less familiar, less
comfortable
Educator--helps preceptee
assess orientation learning
needs, plan learning
experiences, implement the
plan, evaluate performance-least familiar, least comfortable
Educator
The University of Texas at Tyler College of Nursing
Role Model-- “an individual who exemplifies through his or her
behavior how a specific role is to be enacted” (JG Alspach, 2000)
Nurse role model exhibits these qualities-Caring
Positive interactions
Empathetic
Respected by peers
Good communicator
Strong patient advocate
Expert practitioner
Willing resource person
Shares knowledge with others
Respects dignity in all people
Critical thinker
Honest, accountable
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Compare--your usual job
activities with teaching others how
to perform their job
Major Role with Preceptee-teaching rather than doing
Conflict--can arise if you “do for”
the preceptee rather than guiding
to do for themselves
Challenge--balancing dual role of
caregiver and preceptor
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Think back to your own orientation-how you felt, new circumstances
Reality Shock--4 phases
HONEYMOON
SHOCK
RECOVERY
RESOLUTION
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Adult Learning Principles
How Communication is
Received
Generational Values
Learning Styles
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Self-directed--want to be
actively involved
Relate new knowledge to life
experiences/previous knowledge
Goal-oriented
Must have a reason for learning
Practical--want learning to be
useful
Want to state their views, be
recognized, be accepted, feel
important, be respected
The University of Texas at Tyler College of Nursing
60%
30%
10%
The University of Texas at Tyler College of Nursing
 MATURES--<1946-- “duty” work ethic, follow orders,
productive, “fixers”
 BABY BOOMERS--1946-1964--teamwork, process
oriented, desire recognition, uncomfortable with conflict
 GENERATION Xers--1965-1980--self-reliant, skeptical,
casual about authority, tech savvy, resourceful
 MILLENIALS--1981-1991--tech savvy, less focused on
problem solving & more on choices, buy into team
concept, look for mentors, accepting of other cultures,
expect management to be competent, demand equity
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Left Brain vs. Right Brain
LEFT
Analytical
Uses automatic codes
Arranges details in order
Auditory rather than visual
RIGHT
Global
Wholes, not parts
Novelty
Intuitive
Spatial
Visual over auditory
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Goal: To IMPROVE Performance
I…Identify learning objectives
M…Make a feedback-friendly learning environment
P…Performance--assess it
R…Respond to your learner’s self-assessment
O…Objectivity--always keep it
V…Validate good work, suggest alternatives in weak areas
E…Establish a plan
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Feedback should be
Immediate
Clear
Positive
Objective
The University of Texas at Tyler College of Nursing
Task
Interdependence
Individual
Differences
Scarce
Resources
Communication
Failures
Goal
Incompatibility
Poorly
Designed
Reward
Systems
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Take responsibility
Agree to disagree
Define the problem
Allow venting
Establish ground rules--honesty, everyone will
be heard, all listen, support feelings with facts
Ask open-ended questions
Listen objectively
Restate problem, set goals, establish action
plans
Follow-up
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 Create a climate of curiosity/questioning
 Ask Open-ended vs. Close-ended questions, qualify
answers--correct, partially correct, incorrect
 Prepare for the unexpected-- “What if…”
 Think out loud--Verbalize your processes
 Compare assessment findings with report
 Reflect on activities/findings of the day
 Challenge assumptions
 Seek meanings, connections, group data
 Keep professional humility--readily admit erroneous
conclusions, seek the truth always
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1 Plan ahead—tell staff date preceptee is coming
to unit, outline daily plans
2 First day—ask your learner to share their
goals/needs, share your goals/expectations
3 Introduce to staff—integrate, welcome, include
in break times
4 Give specifics about what you expect
5 Get/Give feedback often during the day
6 Reflect on activities, skills completed
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 Identify student’s learning needs—ask for critical
skills list, clinical objectives
 Let student observe what you do, maybe only one
client for student care
 Seek opportunities for student to perform identified
high-anxiety procedures first—reduces fear, stress
 Have a brief conference with the student to doublecheck assessment priorities, medications changes
 Ask the student to reflect on the day’s activities and
discuss situations, ask questions
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Practice good time management
Coach your learner towards excellence
in practice
Follow NPA delegation guidelines
Create opportunities for learning
Encourage people to have fun, enjoy their
work
Move from preceptor to mentor--assist
new staff, peers in learning
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Preceptor Program
Preceptor Orientation Information
Preceptor Agreement, Benefits
Clinical Guidelines
Evaluation Tool
Student Medication Administration
Incident Report Form
Student Objectives/Skills
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Medications
--RN must be at bedside with IV
“push”administration by student
--RN alone can access narcotics, sign
narcotics forms for student
--RN must supervise student narcotic
administration and co-sign MAR
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 Needle sticks/Exposures
Student will:
--report incident to preceptor immediately and
then notify appropriate person in clinical agency
--Complete agency incident report
--Follow agency protocols regarding wound care,
reporting and notify clinical faculty as soon as
possible
--Seek treatment from Campus Health Center or
private provider within 2 hours of incident
The University of Texas at Tyler College of Nursing
Freiburger, O. (2001). A tribute to clinical preceptors.
Journal for Nurses in Staff Development, Vol. 17, No.
6, 320-327.
Alfaro-LeFevre, R. (2002). Improving your ability to
think critically. RN, MSN Nursing Spectrum—Career
Fitness Online.
http://nsweb.nursingspectrum.com/ce168.htm
Ohrlin,K. & Hallberg, I. (2000). Student nurses’ lived
experience of preceptorship. International Journal of
Nursing Studies, 37, 13-23.
The University of Texas at Tyler College of Nursing
1. On the student’s first clinical day with you, the best way to verify their assessment skills is to
A. Instruct the student to assess the client and relate the findings to you
B. Ask the student to show you their documented findings
C. Perform the client assessment with the student and compare findings
D. Tell the student to complete the client assessment form
2. After the student completes a head-to-toe assessment, you allow them to document findings on the
interdisciplinary notes.The correct procedure is to
A. Sign your full name and title only when you are satisfied the assessment is accurate
B. Sign your name and title after you correct any inaccuracies by writing “disagree with student
assessment” and write the correct assessment information.
C. Sign your full name and title on the blank notes form and allow the student to complete the
assessment documentation.
3. A student has helped you admit a client with type1 diabetes and influenza-like symptoms.The ED lab
results are: glucose 460 mg/dL, K 5.1 mEq/L. The student encourages the client to drink “all the
juice and milk” on the new admit food tray. How would you begin to discuss this scenario with
the student?
A. “Why did you tell a diabetic with a blood sugar of 460 to drink fruit juice?”
B. “Let’s review this client’s situation. Tell me first what you have learned about diabetics when they are
sick.”
(continued on next slide)
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4. At noon you find your students has not yet documented the two assessments you performed
together earlier. When questioned, the student states, “I’ve been snowed under with these two
busy patients.” How would you respond?
A. “Tell me what you have been dealing with so we can make a plan for the rest of the shift.”
B. “Why didn’t you come to me sooner? I could have handled them while you documented
your care.”
5. A student suffers a needle stick from an insulin syringe they just used on a client. The order of
your actions should be
___A. Have the student express blood from the stick and wash vigorously with soap and water
for five minutes
___B. Advise the student to seek treatment intervention from the UTT Campus Health Center
or their private healthcare provider within 2 hours
___C. Notify the student’s clinical faculty and the appropriate person in the clinical agency
___D. Help the student complete the appropriate institutional incident report and forms
The University of Texas at Tyler College of Nursing
1-- C
2 -- A
3 -- B
4 -- A
5-- A = 1, B = 4, C = 3, D = 2
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You have successfully completed the
University of Texas at Tyler
College of Nursing
Preceptor Self-Paced Tutorial!
The University of Texas at Tyler College of Nursing