preceptorships erin kibbey, bs, rn, ccrn
DESCRIPTION
Learning Objectives Define a preceptorship Describe the benefits of preceptorships Recognize the characteristics of preceptorships with positive outcomes Distinguish between the current preceptorship program at Munson/A2 to current research Evaluate a plan for improvementTRANSCRIPT
Preceptorships Erin Kibbey, BS, RN, CCRN Learning Objectives
Define a preceptorship
Describe the benefits of preceptorships Recognize the
characteristics of preceptorships with positive outcomes
Distinguish between the current preceptorship program at Munson/A2
to current research Evaluate a plan for improvement Definition
Organized instructional programs that facilitate the integration of
newly employed nursing staff into their role responsibilities in
the work setting Not mentoring GOAL: Training nurses while still
maintaining competence and ensuring highest quality of care
(Alspach, 2000) Preceptor Characteristics
Role model Facilitator Socializer Communicator Teacher Evaluator
Provider of feedback What is the least comfortable aspect of the
preceptor role? Wear many hats Answer: Evaluating employee
performance Above all else honest and open communication will
establish a positive learning environment (Moore, 2008) Benefits
Contribute to ability to adapt to change Retention
Recruitment Fosters better prepared nurses and increased confidence
Increased efficiency and time management skills Improved
problem-solving Advantages to preceptor 2 shortages have prompted
an increased use of precepted experiences: nursing faculty,
professional nurses Turnover is costly and affects quality of care-
health care organizations have been challenged to designeffective
programs that offer support for new nurses to ease their transition
Nurses leaving profession within 2 years of graduation 30-61% 1st
year, nurse with less than a year of experience can cost an
organization almost $50,000.Does not factor in negative influence
on staff morale and patient satisfaction. One study shows change of
50% retention rate before implementation of nurse resident program
to rates of 79% to 97%. Preceptor advantages Increased job
satisfaction, new dimension to work - stimulation Motivation to
maintain skills Learn from students Contributes to professional
growth (Bratt, 2009; Moore, 2008; Ullrich & Haffer, 2009;
Wright Shpritz & OMara, 2006) What Makes a Good
Preceptorship?
Preceptor preparation in the form of a workshop or class identified
as most important prerequisite Process of selecting individuals
Time for preparation, resources, practice Creating a climate
conducive to learning Adult centered Consistency Feedback that is
timely, provided in an encouraging manner, and related to
identified goals Ongoing recognition & support Selection
process for preceptors Clinical nursing characteristics,
professional characteristics, personality Most important
personality characteristic - *Willingness and desire to be a
preceptor* Adequate preparation for helping preceptors identify
strategies for balancing multiple demands. Factors that contribute
to climate: preceptor (ability to value, work with, and support)
and staff acceptance of orientees as part of team, how preceptor
gets along with staff Adult centered: Variety of learning methods,
Self-direction when possible, Constant opportunity for assessment
and evaluation (Baltimore, 2004; Moore, 2008; Morris et al., 2007;
Myrick & Yonge, 2001; Wright Shpritz & OMara, 2006 )
Example Model for Critical Care
Builds on learners experiences, provides a variety of learning
methods, uses task-oriented problem-solving approaches to learning,
and uses self-directed learning (Morris et al., 2007) How Does
Munson/A2 Measure Up?
Preceptor workshop Varying preceptor eligibility requirements
Inconsistent preparation to the precepting role Outdated/lack of
resources for preceptors to guide orientation Skills checklists
Lack of instruction on how to promote higher order cognitive skills
during bedside teaching ECCO - Online learning Munsons Strategic
Plan for Nursing Services Ask how many have gone to this out of
those that have precepted? Goal 4: Nurses grow professionally as
preceptors, mentors, and leaders within the organization. Tactics:
Standardize preceptor eligibility, education, support, and
incentives, including structures for organizational and unit
oversight, scheduling, and evaluation. Develop preceptor
committees, both unit-based and hospital-wide. Incorporate
simulation learning opportunities as able. Plan for Improvement
Combined self-study and team based approach
Software/training modules and books Precepting in Nursing:
Developing an Effective Workforce by Ullrich & Haffer More
resources Development of a case study guide for preceptors Educator
blog Simulation training for both orientees and preceptors AACNs
Preceptor Challenge Module 3.5 CNEs Interactive simulation
based.Precepting different learning styles and levels of
proficiency.Practice constructive feedback, complete an evaluation
and learning plan. Maximum benefit from orientation if preceptor is
able to refer them to appropriate learning resources Case study
guidea collection of case studies, with increasing levels of
complexity, developed for use by the preceptors. Simulation could
provide opportunity to learn better feedback techniques in addition
to assessment techniques that can stimulate higher order thinking.
Article about CATs Outcome Measures Revise preceptor program by end
of 2013
Decreased new graduate RN turnover Safety culture survey increases
in this organization does a good job in training new staff"
Increase in employee engagement question this organization provides
opportunity to improve professional knowledge and skill Increase in
the number of hours where the simulation lab is used Exit
evaluation/survey of orientation experience specific to A2. (Munson
Medical Center, 2013) Review One minute paper
What was the most important thing you learned in this teaching
session? Purpose: To assess comprehension of major concepts covered
during session Conclusion You cannot hope to build a better world
without improving the individuals. To that end each of us must work
for his own improvement, and at the same time share a general
responsibility for all humanity, our particular duty being to aid
those to whom we think we can be most useful. - Marie Curie
References Alspach, J. G. (2000). The educational process in
nursing staff development. Annapolis, MD: American Association of
Critical Care Nurses. Baltimore, J. J. (2004). The hospital
clinical preceptor: Essential preparation for success. Journal of
Continuing Education in Nursing, 35(3), Bratt, M. (2009). Retaining
the next generation of nurses: the Wisconsin Nurse Residency
Program provides a continuum of support.Journal of Continuing
Education in Nursing,40(9), doi: / Fulmer, T. (2006). Foreword. In
J. P. Flynn & M. C. Stack (Eds.), The role of the preceptor: A
guide for nurse educators, clinicians, and managers (2nd ed.). (pp.
xi-xii). NY: Springer Publishing Company, Inc. Munson Medical
Center. (2013). Strategic plan for nursing services: Retrieved from
Munson Medical Centers intranet. Moore, M. L. (2008).
Preceptorships: Hidden benefits to the organization. Journal for
Nurses in Staff Development, 24, E9-E15. Morris, L. L., Pfeifer, P.
B., Catalano, R., Fortney, R., Hilton, E. L., McLaughlin, J.,
Goldstein, L. (2007). Designing a comprehensive model for critical
care orientation. Critical Care Nurse, 27(6), Myrick, F., &
Yonge, O. (2001). Creating a climate for critical thinking in the
preceptorship experience.Nurse Education Today, 21(6), References
Continues Ullrich, S. and Haffer, A. (2009). Precepting in nursing:
Developing an effective workforce. Sudbury, MA: Jones and Bartlett
Publishers. Wright Shpritz, D. and OMara A. M. (2006). A model
preceptor program for student nurses . In J. P. Flynn & M. C.
Stack (Eds.), The role of the preceptor: A guide for nurse
educators, clinicians, and managers (2nd ed.). (pp ). NY: Springer
Publishing Company, Inc