core curriculum for clinical coaching intro - vnip model © 2003 - 2008 vermont nurses in...

Core Curriculum for Clinical Coaching Intro - VNIP Model

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

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

Collaborative approach


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Origins: Nurse leadership group Inclusive of various practice settings,

specialty services, academia, & regulation Goal: 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

Transition to practice


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

Program Outcomes:


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Statewide use of single competency tool

Same expectations for all staff Performance outcomes vs grocery list of “tasks & procedures”

Concept-based vs. case or task-based

Foster critical thinking development Prioritizing evaluation, caring relationships, leadership, management & critical thinking

Program Outcomes:


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Concepts and framework fit across continuum of care

Applicable for full allied healthcare team

Statewide standardization of preceptor development and support

Evidence-based preceptor development

Focus on Preceptor’s role of ‘Protector’ for the patient and new graduate


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Intern, student & Orientee

Development

Protocols & Data

Collection

Clearly Defined Roles

Preceptor

Instruction

/Support.


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• 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

© 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved.

No copying without permission. [email protected]

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Nursing Judgment

Critical Thinking

Proficient /Expert

Practice

Clinical Preceptor

Clinical Mentorship

Professional

Mentorship

NURSE STUDENT

As Adapted from: “Transition Stages Model“ diagram © Boychuk Duchscher 2007 - used with permission.© 2009 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission

Professional Role

Why Preceptorship?

Builds one on one relationship Improves satisfaction, retention, and

orientation process Provides bridge between theory and

reality Develops capability Protects and ensures safety for patient, new care provider and organization

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

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Why mentorship?


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Ongoing development of clinical capability

Support through 2nd & 3rd phases of Boychuk’s “Transition Stages”

Development of nursing judgment Development towards proficient

practice

Transition within the profession Deciding how and where you fit

within the nursing profession

© 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. [email protected] 12

Psychomotor Develop Precision

Articulation Become automatic

Integrate related skills Naturalization Technical skills

Affective Act upon Attitudes

Develop value system

Organize own values

Adopt behavior Internalize values

Nursing Judgment Analyze – Evaluate - Synthesize

Preceptor development


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Preceptor Development & Support Multi-disciplinary approach Need to:

Revise/update the preceptor modelDevelop high level preceptor workshopsConsider recognition and reward Prioritize protector role Delineate evaluator/validator role Establish protocols

Determining content?

What's the goal?


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

Establish our goal


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Preceptors will collect evidence of clinical

capability of the novice care provider.

Must effectively develop capability, where it is missing

Goal: To effectively develop & collect evidence of capability


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

Foster critical thinking skills Team process:

Relationship-based careRelationship-based development

To develop capability


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Preceptor roles & responsibilities Teaching 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 validate capability


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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

Core Concepts


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Theory and evidence-based Clearly defined expectations Competency-based – COPA model Concept focus rather than task, procedure,

case-based Preceptor development and support

Protector and Evaluator roles Critical thinking development Data collection/evaluation = Evidence based Clinical coaching plans – “roadmap” for

teaching & evidence collection that is based in the clinical setting

VNIP: Collaborative Outreach


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Electronic manuals with site license, Roles, JD, survey tools 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

core curriculum for clinical coaching intro - vnip model © 2003 - 2008 vermont nurses in...

Documents

vermont nurses

preceptor development

partnership susan

undergraduate slide

preceptor model

preceptor program

nursing profession slide

new graduate slide