Presentation on theme: "Mt. San Jacinto College Preceptor Program NURS 248"— Presentation transcript:
1 Mt. San Jacinto College Preceptor Program NURS 248
2 MSJC Preceptor Paper Work This presentation and all preceptor paper work is located on the web at:
3 MSJC Program Learning Outcomes Incorporate ethical, legal and safety standards and professionalism (Nurse Practice Act).Develop leadership skills and promote research/evidence based practiceDesign Problem Solving Plans (PSP) using the nursing process to direct and manage care of clients.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.Incorporate principles of environmental, informatics, client and personal safety when using the nursing process to provide care for clients.Integrate knowledge of drug classifications used to promote, maintain, and restore optimum wellness.Synthesize growth and development concepts for the care of clients of various ages.Compare and contrasts the various, physical, social, cultural, and spiritual environments using the nursing process to promote, maintain and restore optimum wellnessAnalysis of physiological needs for clients to promote, maintain and restore optimum wellnessPrepare the student for candidacy to take the National Council Licensure by Examination (NCLEX) and continue lifelong learning.
4 N248 Preceptor Presentation Overview Goal: Preceptor Orientation(4) Program ObjectivesPreceptor RolesRole ModelEducatorPerson that provides feedback
6 Definitions Preceptor: Nurse assisting student during 9 clinical days Preceptee: Senior MSJC student needing 9 shifts to graduate (108 hours)Preceptorship: Nine week course where students work one-on-one with preceptor to meet Student and Course Learning Outcomes
7 Role Transition Staff Nurse: Works with patients and peers Preceptor: as above but also mentors students
9 Knowledge Policies/procedures Practice standards Routines DocumentationPreceptee’s job descriptionBiculturalismResourcesPrinciples of teaching/learning/adult educationTeamwork
10 Attitudes Supportiveness Respectful Positive Realistic Sense of humor ConstructiveMatureHonestRespectfulRealisticPatientOpen-mindedDependableGood Listener
11 Skills Quality Improvement Safety Patient Centered Care Evidence Based PracticeTeamwork and collaborationInformatics
12 Preceptor’s Expectations Role definitionPerformance expectationsDelineation of responsibilitiesEnumeration of expected outcomes for the preceptor programProvide feedback to the MSJC faculty regarding student performance
13 Responsibilities of the Preceptee Identifies own learning needsIs active in the learning processReadily asks questions
14 Responsibilities of the Preceptee (continued) Reads and follows policy/procedure manualsUtilizes resourcesIdentifies goalsCompetenciesReports concernsProvides feedback to students and MSJC faculty
15 Preceptee Expectations Job Description: Know limitations of their own scope of practicePreceptor/Job ExpectationsUnit staff: being a member of the teamResponsibilities: NURS 248 P & P HandbookFeedback tools: See P & P Handbook and CourseHands-on ExperiencesSupport Systems
16 Objective 2: How should I mentor the student? Role Model
17 Role ModelRole 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 Role Model Demonstrates by example how competent staff perform the job Attributes includeClarityConsistencyOpennessCommunicativenessSpecificityAccessibility
19 Objective 3: How does the student learn? Educator
20 Categories of Learning KnowledgeAttitudesSkills
21 Principles of Adult Learning Malcolm Knowles: Andragogy- The process of applying newly acquired knowledge immediately to practiceLearning retention is enhanced when it is applied to work environment
22 Follow-upEncourage questionsFeedbackModel behaviorTaper off
23 Psychomotor Skills Effective methods in teaching Be prepared-does the preceptor have to be prepared or the student?Motivate-easier said than done?Create safe learning environment-how is this done ?Develop a trusting relationship with preceptee-how is this done?
24 Levels of Competency Novice (Our students are here) Advanced beginner CompetentProficientExpert (Preceptors are here)
25 Using Goals Meet with preceptee regularly 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.Share ideasPlan to reevaluate
26 Critical Thinking Nurses Are: Truth seekingOpen-mindedAnalyticalSystematicSelf-ConfidentInquisitiveMature
27 Decision MakingA systematic sequential process of choosing among alternatives and putting the choice into action (W. Lancaster & J. Lancaster,1982).
28 Decision MakingAnalyzing alternative courses of action, their potential effects, and selecting the best course of actionImplementing the selected action, monitoring the effects and reevaluating the decision in light of the effects
29 Problem SolvingProblem solving is cognitive processing directed at achieving a goal when no solution method is obvious to the problem solver(Mayer & Wittrock, 1996).
30 Problem Solving Rational, analytical thinking An investigative action Use of the nursing processAssessPlanImplementEvaluate
31 Self Regulation Components Continuously questioning, examining and monitoring one’s thinking for accuracy
32 Objective 4: How do I provide feedback? Communication
33 Providing feedback Observable and measurable Learning can only be inferredChange in behaviorBased on standards of performanceOngoing and continuous during the course
34 Communication is the Key Body LanguagePerceptionsFaculty are also involved in the evaluation process and maintain ongoing communication between preceptor and preceptee at all times
35 Assertive Communication Changing the message:I think…I feel...I want…I’m concerned that…
36 Coaching the Preceptee Constructive FeedbackProvides information to improve performance.Is a vehicle to promote constructive relationships.Promotes an environment of openness and mutual respect.
37 Constructive Feedback Provides a way to monitor how things are going.Creates a way for issues to come to the forefront before they become major problems. Re-evaluating plan as well.Keeps lines of communication open.Assists students in owning problems and creating solutions.
38 Beyond PreceptoringOnce students are able to handle 75% of the full preceptors role:Letting goMentoringChanging the relationshipSupport rather than judge
39 Faculty Contact(s)Faculty are available at all times during the students clinical hours:Susan Farrington MSN, RN, CNS(call or text)Regina Marks
40 MSJC Preceptor Paper work This presentation and app Preceptor paper work is located on the website:Preceptor HandbookMultiple Choice QuizEmployment history questionnaireFaculty will collect these items during their visit with you.
41 THANK YOU!!!!Thanks you for your continued support to our students and program! Without you, our program would not be possible!