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College of Nursing

Preceptor Power point

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ObjectivesList preceptor role & responsibilitiesDescribe adults learning stylesExplore effective communication, including giving

feedback & resolving conflictDiscuss techniques for stimulating critical thinkingReview components of the UTB CON preceptor

handbookComplete preceptor post-test

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Modeler--demonstrates how competent staff perform their job--most familiar, most comfortableSocializer—integrates student into the unit culture--less familiar, less comfortable &helps student feel welcome Educator—assists student to assess orientation learning needs, plan learning experiences, implement the plan, evaluate performance--least familiar, least comfortable

Socializer

Role Model

Educator

Role of the Preceptor

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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--

CaringPositive interactionsEmpatheticRespected by peersGood communicatorStrong patient advocateExpert practitionerWilling resource personShares knowledge with othersRespects dignity in all peopleCritical thinkerHonest, accountable

What is a Role Model?

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Compare--your usual job activities with teaching others how to perform their jobMajor Role with Preceptee--teaching rather than doingConflict--can arise if you “do for” the preceptee rather than guiding to do for themselvesChallenge--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 phasesHONEYMOONSHOCKRECOVERYRESOLUTION

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Adult Learning PrinciplesHow Communication is ReceivedGenerational ValuesLearning Styles

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Self-directed--want to be actively involvedRelate new knowledge to life experiences/previous knowledgeGoal-orientedMust have a reason for learningPractical--want learning to be usefulWant to state their views, be recognized, be accepted, feel important, be respected

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60%

30%

10%

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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

Learning through the Ages

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Left Brain vs. Right Brain

LEFT RIGHTAnalytical GlobalUses automatic codes Wholes, not partsArranges details in order NoveltyAuditory rather than visual Intuitive

SpatialVisual over auditory

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•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

Goal: To IMPROVE Performance

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• Feedback should beImmediateClearPositiveObjective

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Task

Interdependence

Individual Differences

Communication Failures

Scarce Resources

Poorly Designed Reward Systems

Goal Incompatibility

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Take responsibilityAgree to disagreeDefine the problemAllow ventingEstablish ground rules--honesty, everyone will be heard, all listen, support feelings with factsAsk open-ended questionsListen objectively Restate problem, set goals, establish action plansFollow-up

How to Create Peace

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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

Improving the Learning Environment

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1 Plan ahead—tell staff date preceptee is coming to unit, outline daily plans2 First day—ask your learner to share their goals/needs, share your goals/expectations3 Introduce to staff—integrate, welcome, include in break times4 Give specifics about what you expect5 Get/Give feedback often during the day6 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 double-check 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 managementCoach your learner towards excellence in practiceFollow NPA delegation guidelinesCreate opportunities for learningEncourage people to have fun, enjoy their workMove from preceptor to mentor--assist new staff, peers in learning

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Preceptor ProgramPreceptor Orientation InformationPreceptor Agreement, BenefitsClinical GuidelinesEvaluation ToolStudent Medication Administration Incident Report FormStudent 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/ExposuresStudent will:--report incident to preceptor immediately and clinical faculty 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

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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.

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• You have successfully completed the • University of Texas at Brownsville

• College of Nursing• Preceptor Self-Paced Tutorial!

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