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Preceptor Role for the MCCTC EMT-Basic Class.. The EMS Preceptor … Mahoning County CTC, Adult Career Center EMT-B classes need experienced EMTS’ as preceptors.

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Presentation on theme: "Preceptor Role for the MCCTC EMT-Basic Class.. The EMS Preceptor … Mahoning County CTC, Adult Career Center EMT-B classes need experienced EMTS’ as preceptors."— Presentation transcript:

1 Preceptor Role for the MCCTC EMT-Basic Class.

2 The EMS Preceptor … Mahoning County CTC, Adult Career Center EMT-B classes need experienced EMTS’ as preceptors for their field internship experiences. Mahoning County CTC, Adult Career Center EMT-B classes need experienced EMTS’ as preceptors for their field internship experiences. We invite you to participate as a preceptor because of being identified as an EMS provider with great patient-care and communication skills. We invite you to participate as a preceptor because of being identified as an EMS provider with great patient-care and communication skills.

3 The Duty of the Preceptor The sharing of one’s work experiences, knowledge, and wisdom to the next generation of EMS healthcare providers is an awesome responsibility. You in fact hold the future of EMS in your hands!! The sharing of one’s work experiences, knowledge, and wisdom to the next generation of EMS healthcare providers is an awesome responsibility. You in fact hold the future of EMS in your hands!! We can offer you Continuing Education credits for time spent with our students.

4 The Presentation… Hopefully this presentation will help answer questions you may have about the MCCTC EMT program and how preceptors are part of the education equation. This presentation will also help familiarize you with the paperwork and forms that need to be filled out for each student. This presentation will also help familiarize you with the paperwork and forms that need to be filled out for each student.

5 Role of the Preceptor … Provides most of the actual “hands-on” training of the new EMT. Provides most of the actual “hands-on” training of the new EMT. Has a responsibility to provide the EMT student with the highest quality of training possible. Has a responsibility to provide the EMT student with the highest quality of training possible. Can make the difference between a successful or unsuccessful career for a student AND…. Can make the difference between a successful or unsuccessful career for a student AND…. Can literally make the difference between life and death! Can literally make the difference between life and death!

6 Preceptor Requirements … 2 years experience in the field as a successful EMT. 2 years experience in the field as a successful EMT. Clean work record. Clean work record. Good communication skills. Good communication skills. Ability to work well with others. Ability to work well with others. A genuine desire to help improve the EMS profession. A genuine desire to help improve the EMS profession.

7 The Preceptor as an Educator … You are more than just a passive observer. You should have the ability to discuss, demonstrate, and evaluate the skills of your EMT student. Familiarization with different ways in which students learn can help you do a better job of educating them.

8 Learning Styles … Visual Students who have a visual strength or preference like the teacher to provide demonstrations.They find it easy to learn through descriptions. √ They often use lists to keep up and to organize thoughts. √ They often recognize words by sight. √ They often remember faces but forget names. √ They often have well developed imaginations. √ They are easily distracted by movement oraction in the classroom.

9 Visual Learners… √ Students who are visual often read a page and then realize they don't know what they have read. They then must reread the page. They find it difficult to concentrate on reading assignments or overhead notes.

10 Kinesthetic Learners …. Kinesthetic Learners often do best when they are involved or active. These students often have high energy levels. They think and learn best while moving. They often lose much of what is said during lecture and have problems concentrating when asked to sit and read. These students prefer to do rather than watch or listen. They often lose much of what is said during lecture and have problems concentrating when asked to sit and read. These students prefer to do rather than watch or listen. Understanding comes with handling things. Understanding comes with handling things.

11 Auditory Learners …. Auditory Learners like the teacher to provide verbal instructions. They find it easy to learn by listening. Auditory Learners like the teacher to provide verbal instructions. They find it easy to learn by listening. They enjoy dialogues, discussions, and plays. They enjoy dialogues, discussions, and plays. They often remember names but forget faces. They often remember names but forget faces. They often do well working out solutions or problems by talking them out. They often do well working out solutions or problems by talking them out. They are easily distracted by noise and often need to work where it is relatively quiet. They are easily distracted by noise and often need to work where it is relatively quiet. Students often do best using recorded books. Students often do best using recorded books.

12 Auditory Learners …. √ Students who are auditory sit in a lecture and comprehend what is being said. They tolerate concentrating or listening for long periods of lecture. They will often tune out everything but what is being said.

13 Tactile Learners… √ Students who have a tactual strength or preference often do best when they take notes either during a lecture or when reading something new or difficult. √ They often like to draw or doodle to remember. They do well with hands-on such as projects, demonstrations, or labs.

14 Ways to Help Your Student … Inform the students what you are going to be covering in your instructions, proceed with the training, end with a summary of what was covered. Individualize instruction by identifying entry knowledge and skills.

15 Standards … Watch students perform skills, allow them to complete skills, give them immediate feedback on their performance. Never allow a student to perform any skill that may be harmful to the patient. Expect students to be able to rationalize their care plan to you before allowing them to complete the skill.

16 Ways to Help Your Student … Provide timely and appropriate feedback. Inform students of expected outcomes. Be available for consulting or questioning. Identify your type of learning style and be sure that your teaching methods are not simply an extension of your learning type.(visual vs. kinesthetic vs. auditory, etc.)

17 Guiding the Student … Your reaction and advice to the EMT student can have a profound impact on these issues: √ Remind the student that “this is how it is done”. You, and every other EMT has had to go through this process, so must they. √ Remind student to keep their eyes on the goal ahead. Getting caught-up by a distraction could cause them to lose all they have worked toward. √ Remember; not everyone is suited to work in EMS. Some students self-destruct for a good reason.

18 Preceptor/Student Rapport … Type up a sheet that you can pass out to your students that includes:  Any personal information about yourself that you want them to know.  Your overall objectives and goals for them.  Your expectations for them.  What they can expect from you.

19 Standards … Use National Registry Standards to teach and evaluate your student.  The Registry is the benchmark of our profession.  Teach them the NREMT procedure and expect them to follow these steps in the field.  Try to keep your own “here’s-how-I-do-it” and “short-cuts” to a minimum.  YOU should be familiar with the NREMT standards yourself!! Keep some NREMT practical skill sheets with you.

20 The Field Internship … Students will all be assigned to particular preceptors. Students will all be assigned to particular preceptors. Students all have a ‘field internship packet’ that contains: Students all have a ‘field internship packet’ that contains:  Rules and Regulations.  Time sheet.  10 patient contact sheets (PCR’s)  A note to preceptors from program director  Candidate evaluation form.  Skill completion chart.  Skills check off sheet for preceptors

21 The MCCTC Field Internship Packet :  Student should have name on paperwork.  Student should have all paperwork with them when they ride. Mahoning County Career & Technical Center Emergency Medical Technician - Basic Class Field Internship Packet Andrew Frost III, EMS Training Program Coordinator Marjorie Brown-Davison; Lead Instructor Frank Dispenza; Instructional Assistant Barry Finley; Instructional Assistant Tracey Wright, Instructional Assistant Student Name Date

22 Internship Rules: These are for the student.  Look them over to make sure you understand what is expected of them, then expect them to follow these rules! EMT-Basic Course Field Internship A practical experience opportunity to work alongside functioning EMT’s in an apprentice setting in actual emergent situations under the supervision of field preceptor. ) Students will be expected to complete 12 hours of ride time for their field experience. These hours can include any EMS call that results in transportation of the patient to an Emergency Room. Interfacility transfers do not count. ) Students will ride with Lane Lifetrans Ambulance, to accumulate hours on task. ) Students are expected to continue ride along until all 12 hours have been completed, patient contacts documented and countersigned by preceptor, regardless of the number of contacts. Keep track of all hours you ride, and all skills you complete on the skill completion sheet. ) Preceptors will be assigned to students. ) Fill out an attached PCR (patient care report) on each patient you come in contact with. Do not use the actual patient name, date of birth, or social security number. Instead use only the age and gender of the patient in your report. Use the trip number assigned by the provider you are riding with, for the blank in the upper right corner of the report. Your preceptor must review and sign your PCR when you are finished writing it. ) Preceptor must complete the “Candidate Evaluation” form for you for each shift you ride along on. ) All evaluations and PCR’s are to be turned in each Wednesday at the start of class. Failure to submit evaluations and PCR’s will result in failure in the course. Failure to use and document actual times and dates, and obtain signatures where indicated will result in disallowing the reports and possible dismissal from the program. ) YOU are responsible for all paperwork associated with ride-time. Your preceptor (s) and instructors are not responsible for your paperwork. You should make copies of all your paperwork. You are also responsible for contacting your preceptors to get all copies of all papers. Make sure you know where your paperwork is at all times. ) UNIFORM: All MCCTC students are to wear a white, collared shirt (pullover is OK), free of any logos or embroidery, black pants (no jeans or sweats), black work boots (steel toe preferred) and MCCTC name tag. Any jackets or outerwear must be free of logos and emblems. No outwear with the names of private EMS providers on it is acceptable either. Students are expected to have their own stethoscope and pertinent paperwork with them for each shift they ride. Please limit the amount of jewelry you wear during ride time. You may need to follow company policy of the provider you are riding with concerning jewelry. Please be in compliance with their rules and regulations. GENERAL GUIDELINES FOR RIDE TIME: 1. Introduce yourself to your preceptor and partner. Be polite. These people are doing you a favor. Approach your ride time with a positive attitude. a. Show them your paperwork. b. Let them know what you are hoping to accomplish during your shift. c. Let them know if you have any limitations (lifting, etc.) 2. Assist the crew with squad check out and preparation for the shift. Assist crew with

23 Rules cont.:  Needle stick policy for students.  Tell students when you want to sign paperwork (i.e. during shift, after end of shift, etc.)

24 Time Report:  Make sure and check students off on their time. YOU are the supervisor that signs the paperwork.  Make sure you print your name in “Preceptor” space so we can read it!

25 PCR’s:  These are based on Beaver Twp. Fire PCR’s.  Student should fill this out whether or not you have computer PCR’s.  Students should get their own information.

26 A note from the program director to you! the program director to you!

27 Your evaluation Your evaluation of the student:  Provide all requested information … Circle appropriate # on Likert Scale.  Make sure and sign the form.  Circle the appropriate letters at the bottom of the form.

28 Skills Completion:  Student should check off skills listed with the date they completed the skill. You do not need to sign this.  You can see what kind of experiences they have had during their internship.

29 Skills check off:  Mark when the student has done one of these skills in the field.  If it is checked, then someone watched them perform the skill correctly and you can let them do this skill in the field.

30 If there are Questions or Problems Contact: Margie Davison – Program Coordinator

31 or Contact the following: Frank Dispenza – Instructor Adult Career Center – Adult Career Center –


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