1 core curriculum for clinical coaching intro - vnip model vermont nurses in partnership susan a....

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Core Curriculum for Clinical Coaching

Intro - VNIP Model

Vermont Nurses In PartnershipSusan A. Boyer, RN, M.Ed.

© 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. [email protected]

Origins: Nurse leadership group Inclusive of various practice settings,

specialty services, academia, & regulationGoal: Implement nurse internship

Supports “transition to practice” Applicable in multiple HC settings Environment of nurture & support

Process: Based in Preceptor Program Requires preceptor development/support

Collaborative approach

2© 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. [email protected]

3 levels of internship needed 1. New graduate transition2. New to specialty3. Undergraduate

Achieved numbers 1 & 2#3 is a “work in progress”

Transition to practice


Statewide use of competency toolSame expectations for all staff Performance outcomes vs grocery list

of “tasks & procedures”Concept vs. case-based

Program Outcomes:


Program Outcomes:Prioritizes evaluation, assessment,

management, human caring relationships & critical thinking

Concepts and framework fits across continuum of care

Applicable for allied healthcare teamStatewide standardization of preceptor

development and support


Intern, student & Orientee

Development

Protocols & Data

Collection

Clearly Defined Roles

Preceptor

Instruction

/Support.


• Evidence-based• Evaluation (data collection)• Support Systems for Intern• Policies – orient, preceptor,

competency

Protocols & Data

Collection

• Performance Expectations• Competency assessment • Coaching Plans• Instructional strategies

Clearly Defined

Expectations

• Basic instruction• Tools/Resources to support roles• Ongoing skill development• Teaching Critical Thinking/Work org

Preceptor Support


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© 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No

copying without permission. [email protected]

Clinical Preceptor

Clinical Mentorship

Professional Mentorship

NURSE STUDENT

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Why mentorship? Ongoing development of clinical capabilitySupport through 2nd & 3rd phase of initial

transition to practice Development of nursing judgment Development towards expert practiceTransition within the professionDeciding how and where you fit within the

nursing role


Academic Education – Builds foundation with Classroom based learning

Affective Attitude/feelings• Internalize values• adopt behavior • Organize personal value system• Value-understand & act• Respond or react to• Receive (be aware)

PsychomotorTechnical skills• Naturalization• Integrate related skills • Become automatic• Articulation• Develop Precision• Manipulation (follow instructions)• Imitation or copy

Agency-based Education - Experiential Learning

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PsychomotorTechnical skillsNaturalizationIntegrate related

skills Become automaticArticulationDevelop Precision

Affective Attitude/feelings Internalize values Adopt behavior Organize personal Develop value system Value -to understand

and act upon

Nursing Judgment Analyze – Evaluate - Synthesize


Preceptor development Preceptor Development & SupportMulti-disciplinary approachNeed to:

Revise/update the preceptor model Develop high level preceptor workshops

Consider recognition and reward


Preceptor development

Prioritize protector role Delineate evaluator/validator role Establish protocols


How do we determine “what to teach” in regards to development of preceptors and clinical coaches?

Determining content?

What's the goal?


Preceptors will effectively develop & collect

evidence of clinical capability of the novice

care provider.

Establish our goal


Preceptors will require: Effective Communication Supportive Interpersonal Skills Core teaching/learning principles

Foster critical thinking skills Team process:

Relationship-based care Relationship-based development

Goal: To effectively develop & collect evidence of capability:


Preceptor roles & responsibilitiesTeaching and learning theory

Learning styles, Novice to expert, Simple to complex, Principles of adult learning

Story-telling, Use of case scenarios, and/or practice with difficult situations

Collaborative team approach Relationship-based process, Interpersonal

issues, conflict management, Socialization

To develop capability


Define “competent practice”Delegation, accountability, liability Nurse practice act, job descriptions, P & P

Performance management Communication & feedback Assessment & evaluation of capability

Data collection Validating performance, collecting evidence,

complete documentation tools

To validate capability


Introduction & overview of VNIP

The cover to the puzzle is presented with the workshop:

Clinical Coaching for the 21st Century


VNIP: Collaborative Outreach Core ConceptsTheory and evidence-basedClearly defined expectationsCompetency-based – COPA modelConcept focus rather than task, procedure,

case-basedPreceptor development and support

Critical thinking development Data collection/evaluation Clinical coaching – plan for teaching

21 © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. [email protected]

VNIP: Collaborative Outreach

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Electronic manuals with site license, Roles, JD, and protocols How to teach, how to foster critical thinking

development Tools for competency assessment Tools for clinical coaching PowerPoint Presentations, activities, notes, etc.

for preceptor development Same for intern development



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Consulting services & collaborative workgroup Explanation of VNIP framework, core concepts,

and key processes Instruction specific to use & roles of various

resource materials Cyber-communications network Expert contributors adding to resource pool Web-based updates as they occur Linkages for shared workshop

delivery/participation



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Key processes Preceptor development and support Critical thinking & critical thinking development Data collection/evaluation of process change

&/or effectiveness Clinical coaching with instruction specific to

various learning styles Clinical Coaching plan development & use Competency based evaluation – COPA model Concept focused rather than case-based


Protector- Safeguards

patient & preceptee

Facilitator - Role model, Socializer & Team leader

Educator- Teacher,

Coach, Evaluator

Preceptor

26© 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No

copying without permission. [email protected]

1 core curriculum for clinical coaching intro - vnip model vermont nurses in partnership susan a....

Documents

partnership susan

preceptor program

preceptor model

development of preceptors

high level preceptor

expert practice transition

clinical coaches

related skills