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Mt. San Jacinto College Preceptor Program NURS 248

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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 practice Design 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 wellness Analysis of physiological needs for clients to promote, maintain and restore optimum wellness Prepare 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 Objectives Preceptor Roles Role Model Educator Person that provides feedback

5 Objective 1: What is my role?
Preceptor Role

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

8 An Effective Preceptor
Skills Knowledge Attitudes

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

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

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

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

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

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

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

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

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

19 Objective 3: How does the student learn?

20 Categories of Learning
Knowledge Attitudes Skills

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

22 Follow-up Encourage questions Feedback Model behavior Taper 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
Competent Proficient Expert (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 ideas Plan to reevaluate

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

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

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

29 Problem Solving Problem 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 process Assess Plan Implement Evaluate

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

32 Objective 4: How do I provide feedback?

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

34 Communication is the Key
Body Language Perceptions Faculty 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 Feedback Provides 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 Preceptoring Once students are able to handle 75% of the full preceptors role: Letting go Mentoring Changing the relationship Support 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 Handbook Multiple Choice Quiz Employment history questionnaire Faculty 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!

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