The University of Texas at Tyler College of Nursing

The University of Texas at Tyler College of Nursing

Learn preceptor role & responsibilities

Understand how adults learnExplore effective communication, how

to give feedback & conflict resolutionDiscuss techniques for stimulating

critical thinkingReview components of the UTT CON

preceptor handbookComplete preceptor post-test

The University of Texas at Tyler College of Nursing

Role Model--demonstrates how competent staff perform their job--most familiar, most comfortableSocializer--helps preceptee feel welcome & integrated into the unit culture--less familiar, less comfortableEducator--helps preceptee assess orientation learning needs, plan learning experiences, implement the plan, evaluate performance--least familiar, least comfortable

Socializer

Role M

odel

Educator

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

Think back to your own orientation--how you felt, new circumstances

Reality Shock--4 phasesHONEYMOONSHOCKRECOVERYRESOLUTION

The University of Texas at Tyler College of Nursing

Adult Learning PrinciplesHow Communication is ReceivedGenerational ValuesLearning Styles

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

60%

30%

10%

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

Left Brain vs. Right Brain

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

SpatialVisual over auditory

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

Feedback should beImmediateClearPositiveObjective

The University of Texas at Tyler College of Nursing

Task

Interdependence

Individual Differences

Communication Failures

Scarce Resources

Poorly Designed Reward Systems

Goal Incompatibility

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

1 Plan ahead—tell staff date preceptee is coming to unit, outline daily plans

2 First day—ask your learner to share their goals/needs, share your goals/expectations

3 Introduce to staff—integrate, welcome, include in break times

4 Give specifics about what you expect5 Get/Give feedback often during the day6 Reflect on activities, skills completed

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

Preceptor ProgramPreceptor Orientation InformationPreceptor Agreement, BenefitsClinical GuidelinesEvaluation ToolStudent Medication Administration Incident Report FormStudent Objectives/Skills

The University of Texas at Tyler College of Nursing

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

The University of Texas at Tyler College of Nursing

Needle sticks/ExposuresStudent will:--report incident to preceptor immediately and 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

The University of Texas at Tyler College of Nursing

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.

The University of Texas at Tyler College of Nursing

1. On the student’s first clinical day with you, the best way to verify their assessment skills is to

A. Instruct the student to assess the client and relate the findings to you B. Ask the student to show you their documented findings C. Perform the client assessment with the student and compare findings D. Tell the student to complete the client assessment form

2. After the student completes a head-to-toe assessment, you allow them to document findings on the interdisciplinary notes. The correct procedure is to

A. Sign your full name and title only when you are satisfied the assessment is accurate

B. Sign your name and title after you correct any inaccuracies by writing “disagree with student assessment” and write the correct assessment information.

C. Sign your full name and title on the blank notes form and allow the student to complete the assessment documentation.

3. A student has helped you admit a client with type1 diabetes and influenza-like symptoms. The ED lab results are: glucose 460 mg/dL, K 5.1 mEq/L. The student encourages the client to drink “all the juice and milk” on the new admit food tray. How would you begin to discuss this scenario with the student?

A. “Why did you tell a diabetic with a blood sugar of 460 to drink fruit juice?”B. “Let’s review this client’s situation. Tell me first what you have learned about

diabetics when they are sick.” (continued on next slide)

The University of Texas at Tyler College of Nursing

4. At noon you find your students has not yet documented the two assessments you performed together earlier. When questioned, the student states, “I’ve been snowed under with these two busy patients.” How would you respond?A. “Tell me what you have been dealing with so we can make a plan for the rest of the shift.”

B. “Why didn’t you come to me sooner? I could have handled them while you documented your care.”

5. A student suffers a needle stick from an insulin syringe they just used on a client. The order of your actions should be___A. Have the student express blood from the stick and wash vigorously with soap and water for five minutes___B. Advise the student to seek treatment intervention from the UTT Campus Health Center or their private healthcare provider within 2 hours___C. Notify the student’s clinical faculty and the appropriate person in the clinical agency___D. Help the student complete the appropriate institutional incident report and forms

The University of Texas at Tyler College of Nursing

1-- C2 -- A3 -- B4 -- A5-- A = 1, B = 4, C = 3, D = 2

The University of Texas at Tyler College of Nursing

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University of Texas at Tyler College of Nursing

Preceptor Self-Paced Tutorial!