Transcript Preceptor Powerpoints - Welcome to Mt. San Jacinto College

Mt. San Jacinto College
Preceptor Program
NURS 248
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MSJC Preceptor Paper Work
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This presentation and all preceptor
paper work is located on the web at:
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http://www.msjc.edu/NursingandAlliedH
ealth/ADN/Pages/Clinical-AgencyCommunity-Information.aspx
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MSJC Program Learning
Outcomes
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Incorporate ethical, legal and safety standards and professionalism (Nurse Practice Act).
Develop leadership skills and promote research/evidence based practice
Design Problem Solving Plans (PSP) using the nursing process to direct and manage care
of clients.
Develop and utilize effective verbal and written communication methods that can be used
with clients, family and health care professionals to promote optimum wellness and patient
advocacy.
Incorporate principles of environmental, informatics, client and personal safety when using
the nursing process to provide care for clients.
Integrate knowledge of drug classifications used to promote, maintain, and restore optimum
wellness.
Synthesize growth and development concepts for the care of clients of various ages.
Compare and contrasts the various, physical, social, cultural, and spiritual environments
using the nursing process to promote, maintain and restore optimum wellness
Analysis of physiological needs for clients to promote, maintain and restore optimum
wellness
Prepare the student for candidacy to take the National Council Licensure by Examination
(NCLEX) and continue lifelong learning.
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N248 Preceptor Presentation
Overview
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Goal: Preceptor Orientation
(4) Program Objectives
 Preceptor Roles
 Role Model
 Educator
 Person that provides feedback
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Objective 1: What is my role?
Preceptor Role
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Definitions
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Preceptor: Nurse assisting student during 9
clinical days
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Preceptee: Senior MSJC student needing 9 shifts
to graduate (108 hours)
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Preceptorship: Nine week course where
students work one-on-one with preceptor to meet
Student and Course Learning Outcomes
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Role Transition
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Staff Nurse: Works
with patients and
peers
Preceptor: as above
but also mentors
students
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An Effective Preceptor
Skills
Knowledge
Attitudes
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Knowledge
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Policies/procedures
Practice standards
Routines
Documentation
Preceptee’s job
description
Biculturalism
 Resources
 Principles of
teaching/learning/
adult education
 Teamwork
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Attitudes
Respectful
 Realistic
 Patient
 Open-minded
 Dependable
 Good Listener
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Supportiveness
 Positive
 Sense of humor
 Constructive
 Mature
 Honest
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Skills
Quality
Improvement
 Safety
 Patient Centered
Care
 Evidence Based
Practice
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Teamwork and
collaboration
 Informatics
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Preceptor’s Expectations
 Role
definition
 Performance expectations
 Delineation of responsibilities
 Enumeration of expected outcomes
for the preceptor program
 Provide feedback to the MSJC faculty
regarding student performance
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Responsibilities of the
Preceptee
Identifies own
learning needs
 Is active in the
learning process
 Readily asks
questions
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Responsibilities of the
Preceptee
(continued)
Reads and follows
policy/procedure
manuals
 Utilizes resources
 Identifies goals
 Competencies
 Reports concerns
 Provides feedback to
students and MSJC
faculty
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Preceptee Expectations
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Job Description: Know limitations of their own
scope of practice
Preceptor/Job Expectations
Unit staff: being a member of the team
Responsibilities: NURS 248 P & P Handbook
Feedback tools: See P & P Handbook and
Course
Hands-on Experiences
Support Systems
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Objective 2: How should I
mentor the student?
Role Model
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Role Model
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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 & Brasler, 1989)
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Role Model
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Demonstrates by example how competent
staff perform the job
Attributes include
 Clarity
 Consistency
 Openness
 Communicativeness
 Specificity
 Accessibility
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Objective 3: How does the
student learn?
Educator
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Categories of Learning
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Knowledge
Attitudes
Skills
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Principles of Adult Learning
Malcolm Knowles: Andragogy- The
process of applying newly acquired
knowledge immediately to practice
 Learning retention is enhanced when it
is applied to work environment
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Follow-up
 Encourage
questions
 Feedback
 Model behavior
 Taper off
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Psychomotor Skills
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Effective methods in teaching
 Be prepared-does the preceptor have
to be prepared or the student?
 Motivate-easier said than done?
 Create safe learning environmenthow is this done ?
 Develop a trusting relationship with
preceptee-how is this done?
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Levels of Competency
Novice (Our students are here)
 Advanced beginner
 Competent
 Proficient
 Expert (Preceptors are here)
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Using Goals
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Meet with preceptee regularly
Encourage preceptee to come prepared with a list
and self-evaluation as per their Quality Assurance
Form (QA forms). Student must have one for each
clinical day.
Share ideas
Plan to reevaluate
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Critical Thinking Nurses Are:
Truth seeking
 Open-minded
 Analytical
 Systematic
 Self-Confident
 Inquisitive
 Mature
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Decision Making
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A systematic sequential process of
choosing among alternatives and
putting the choice into action (W.
Lancaster & J. Lancaster,1982).
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Decision Making
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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
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Problem Solving
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Problem solving is
cognitive processing
directed at achieving
a goal when no
solution method is
obvious to the
problem solver
(Mayer & Wittrock,
1996).
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Problem Solving
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Rational, analytical thinking
An investigative action
Use of the nursing process
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Assess
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Plan
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Implement
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Evaluate
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Self Regulation
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Components
 Continuously
questioning,
examining and
monitoring one’s
thinking for
accuracy
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Objective 4: How do I provide
feedback?
Communication
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Providing feedback
Observable and measurable
 Learning can only be inferred
 Change in behavior
 Based on standards of performance
 Ongoing and continuous during the
course
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Communication is the Key
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Body Language
Perceptions
Faculty are also
involved in the
evaluation process and
maintain ongoing
communication
between preceptor and
preceptee at all times
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Assertive Communication
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Changing the
message:
 I think…
 I feel...
 I want…
 I’m concerned
that…
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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.
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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. Re-evaluating plan as well.
 Keeps lines of communication open.
 Assists students in owning problems
and creating solutions.
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Beyond Preceptoring
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Once students are able to handle 75%
of the full preceptors role:
 Letting go
 Mentoring
 Changing the relationship
 Support rather than judge
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Faculty Contact(s)
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Faculty are available at all times during
the students clinical hours:
Susan Farrington MSN, RN, CNS
 [email protected]
 951-536-2554 (call or text)
 Regina Marks
 [email protected]
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MSJC Preceptor Paper work
This presentation and app Preceptor paper work is
located on the website:
http://www.msjc.edu/NursingandAlliedHealth/ADN/Pages/
Clinical-Agency-Community-Information.aspx
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Preceptor Handbook
Multiple Choice Quiz
Employment history questionnaire
Faculty will collect these items during their visit with you.
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THANK YOU!!!!
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Thanks you for your continued support
to our students and program! Without
you, our program would not be possible!
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