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1 Mt. San Jacinto College Preceptor Program NURS 248.

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Presentation on theme: "1 Mt. San Jacinto College Preceptor Program NURS 248."— Presentation transcript:

1 1 Mt. San Jacinto College Preceptor Program NURS 248

2 MSJC Preceptor Paper Work n n This presentation and all preceptor paper work is located on the web at: This presentation and all preceptor paper work is located on the web at: n ealth/ADN/Pages/Clinical-Agency- Community-Information.aspx ealth/ADN/Pages/Clinical-Agency- Community-Information.aspx ealth/ADN/Pages/Clinical-Agency- Community-Information.aspx 2

3 MSJC Program Learning Outcomes n Incorporate ethical, legal and safety standards and professionalism (Nurse Practice Act). n Develop leadership skills and promote research/evidence based practice n Design Problem Solving Plans (PSP) using the nursing process to direct and manage care of clients. n Develop and utilize effective verbal and written communication methods that can be used with clients, family and health care professionals to promote optimum wellness and patient advocacy. n Incorporate principles of environmental, informatics, client and personal safety when using the nursing process to provide care for clients. n Integrate knowledge of drug classifications used to promote, maintain, and restore optimum wellness. n Synthesize growth and development concepts for the care of clients of various ages. n Compare and contrasts the various, physical, social, cultural, and spiritual environments using the nursing process to promote, maintain and restore optimum wellness n Analysis of physiological needs for clients to promote, maintain and restore optimum wellness n Prepare the student for candidacy to take the National Council Licensure by Examination (NCLEX) and continue lifelong learning. 3

4 4 N248 Preceptor Presentation Overview n Goal: Preceptor Orientation n (4) Program Objectives n Preceptor Roles n Role Model n Educator n Person that provides feedback

5 5 Objective 1: What is my role? Preceptor Role

6 6 Definitions n Preceptor: Nurse assisting student during 9 clinical days n Preceptee: Senior MSJC student needing 9 shifts to graduate (108 hours) n Preceptorship: Nine week course where students work one-on-one with preceptor to meet Student and Course Learning Outcomes

7 7 Role Transition n Staff Nurse: Works with patients and peers n Preceptor: as above but also mentors students

8 8 An Effective Preceptor Knowledge Skills Attitudes

9 9 Knowledge n Policies/procedures n Practice standards n Routines n Documentation n Preceptee’s job description n Biculturalism n Resources n Principles of teaching/learning/ adult education n Teamwork

10 10 Attitudes n Respectful n Realistic n Patient n Open-minded n Dependable n Good Listener n Supportiveness n Positive n Sense of humor n Constructive n Mature n Honest

11 11 Skills n Quality Improvement n Safety n Patient Centered Care n Evidence Based Practice n Teamwork and collaboration n Informatics

12 12 Preceptor’s Expectations n Role definition n Performance expectations n Delineation of responsibilities n Enumeration of expected outcomes for the preceptor program n Provide feedback to the MSJC faculty regarding student performance

13 13 Responsibilities of the Preceptee n Identifies own learning needs n Is active in the learning process n Readily asks questions

14 14 Responsibilities of the Preceptee (continued) n Reads and follows policy/procedure manuals n Utilizes resources n Identifies goals n Competencies n Reports concerns n Provides feedback to students and MSJC faculty

15 15 Preceptee Expectations n Job Description: Know limitations of their own scope of practice n Preceptor/Job Expectations n Unit staff: being a member of the team n Responsibilities: NURS 248 P & P Handbook n Feedback tools: See P & P Handbook and Course n Hands-on Experiences n Support Systems

16 16 Objective 2: How should I mentor the student? Role Model

17 17 Role Model n Role Modeling is a process in which an individual identifies with and assumes the values and behaviors of another person that ultimately results in behavior modification that is usually permanent (Bidwell & Brasler, 1989)

18 18 Role Model n Demonstrates by example how competent staff perform the job n Attributes include n Clarity n Consistency n Openness n Communicativeness n Specificity n Accessibility

19 19 Objective 3: How does the student learn? Educator

20 20 Categories of Learning n Knowledge n Attitudes n Skills

21 21 Principles of Adult Learning n Malcolm Knowles: Andragogy- The process of applying newly acquired knowledge immediately to practice n Learning retention is enhanced when it is applied to work environment

22 22 Follow-up n Encourage questions n Feedback n Model behavior n Taper off

23 23 Psychomotor Skills n Effective methods in teaching n Be prepared-does the preceptor have to be prepared or the student? n Motivate-easier said than done? n Create safe learning environment- how is this done ? n Develop a trusting relationship with preceptee-how is this done?

24 24 Levels of Competency n Novice (Our students are here) n Advanced beginner n Competent n Proficient n Expert (Preceptors are here)

25 25 Using Goals n Meet with preceptee regularly n Encourage preceptee to come prepared with a list and self-evaluation as per their Quality Assurance Form (QA forms). Student must have one for each clinical day. n Share ideas n Plan to reevaluate

26 26 Critical Thinking Nurses Are: n Truth seeking n Open-minded n Analytical n Systematic n Self-Confident n Inquisitive n Mature

27 27 Decision Making n A systematic sequential process of choosing among alternatives and putting the choice into action (W. Lancaster & J. Lancaster,1982).

28 28 Decision Making n Analyzing alternative courses of action, their potential effects, and selecting the best course of action n Implementing the selected action, monitoring the effects and reevaluating the decision in light of the effects

29 29 Problem Solving n Problem solving is cognitive processing directed at achieving a goal when no solution method is obvious to the problem solver (Mayer & Wittrock, 1996).

30 30 Problem Solving n Rational, analytical thinking n An investigative action n Use of the nursing process n Assess n Plan n Implement n Evaluate

31 31 Self Regulation n Components n Continuously questioning, examining and monitoring one’s thinking for accuracy

32 32 Objective 4: How do I provide feedback? Communication

33 33 Providing feedback n Observable and measurable n Learning can only be inferred n Change in behavior n Based on standards of performance n Ongoing and continuous during the course

34 34 Communication is the Key n Body Language n Perceptions n Faculty are also involved in the evaluation process and maintain ongoing communication between preceptor and preceptee at all times

35 35 Assertive Communication n Changing the message: n I think… n I feel... n I want… n I’m concerned that…

36 36 Coaching the Preceptee n Constructive Feedback n P rovides information to improve performance. n Is a vehicle to promote constructive relationships. n Promotes an environment of openness and mutual respect.

37 37 Constructive Feedback n Provides a way to monitor how things are going. n Creates a way for issues to come to the forefront before they become major problems. Re-evaluating plan as well. n Keeps lines of communication open. n Assists students in owning problems and creating solutions.

38 38 Beyond Preceptoring n Once students are able to handle 75% of the full preceptors role: n Letting go n Mentoring n Changing the relationship n Support rather than judge

39 Faculty Contact(s) n Faculty are available at all times during the students clinical hours: n Susan Farrington MSN, RN, CNS n n (call or text) n Regina Marks n 39

40 MSJC Preceptor Paper work This presentation and app Preceptor paper work is located on the website: Clinical-Agency-Community-Information.aspx Clinical-Agency-Community-Information.aspx n Preceptor Handbook n Multiple Choice Quiz n Employment history questionnaire Faculty will collect these items during their visit with you. 40

41 THANK YOU!!!! n Thanks you for your continued support to our students and program! Without you, our program would not be possible! 41

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