1. Core Curriculum for Clinical Coaching Intro - VNIP Model
Vermont Nurses In Partnership Susan A. Boyer, RN, M.Ed.
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2. Collaborative approach
Origins: Nurse leadership group
Inclusive of various practice settings, specialty services, academia, & regulation
Goal: Implement nurse internship
Supports “transition to practice”
Applicable in multiple HC settings
Environment of nurture & support
Process: Based in Preceptor Program
Requires preceptor development/support
VNIP started as a nurse internship project in It has evolved into a collaborative non profit business structure that provides staff development consulting within and outside Vermont.
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3. Transition to practice
3 levels of internship needed
New graduate transition
New to specialty
Undergraduate
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4. Program Outcomes: Statewide use of competency tool
Same expectations for all staff
Performance outcomes vs grocery list of “tasks & procedures”
Concept vs. case-based
Fosters critical thinking development
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5. Program Outcomes:
Prioritizes evaluation, assessment, management, human caring relationships & critical thinking
Concepts and framework fits across continuum of care
Applicable for allied healthcare team
Statewide standardization of preceptor development and support
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6. Susan A. Boyer, M.Ed., RN Vermont Nurses In Partnership
Intern, student & Orientee Development
Protocols & Data Collection
Clearly Defined Roles
Preceptor Instruction /Support .
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

7. Susan A. Boyer, M.Ed., RN Vermont Nurses In Partnership
Protocols & Data Collection
Evidence-based
Evaluation (data collection)
Support Systems for Intern
Policies – orient, preceptor, competency
Clearly Defined Expectations
Performance Expectations
Competency assessment
Coaching Plans
Instructional strategies
Preceptor Support
Basic instruction
Tools/Resources to support roles
Ongoing skill development
Teaching Critical Thinking/Work org
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

8. Why Preceptorship? Builds one on one relationship
Improves satisfaction, retention, and orientation process
Provides bridge between theory and reality
Develops capability
Collects evidence of competence
Protects safety for
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9. Why mentorship? Ongoing development of clinical capability
Support through 2nd & 3rd phase of initial transition to practice
Development of nursing judgment
Development towards proficient practice
Transition within the profession
Deciding how and where you fit within the nursing profession
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10. VNIP Preceptor development
Preceptor Development & Support
Multi-disciplinary approach
Need to:
Revise/update the preceptor model
Develop high level preceptor workshops
Consider recognition and reward
Prioritize protector role
Delineate evaluator/validator role
Establish protocols
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11. Determining content? What's the goal?
How do we determine “what to teach” in regards to development of preceptors and clinical coaches?
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12. Establish our goal
Preceptors will collect evidence of clinical capability of the novice care provider.
Must effectively develop capability, where it is missing
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13. Developing Nursing Judgment
VT Nurses In Partnership, Inc Susan A Boyer, RN, MEd, FAHCEP, Executive Director
4/15/2017
Developing Nursing Judgment
Develop & utilize cognitive foundation to:
Analyze – Evaluate - Synthesize
Affective
Attitude/feelings
Internalize values
Adopt behavior
Organize personal
Develop value system
Value - to understand & act upon
Psychomotor
Follow directions
Develop technical skills
Naturalization
Integrate related skills
Become automatic
Articulation & Precision
Does your current system develop the novice’s ability to perform above the line?
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

14. Goal: To effectively develop & collect evidence of capability
Preceptors will require:
Effective Communication
Supportive Interpersonal Skills
Core teaching/learning principles
Foster critical thinking skills
Team process:
Relationship-based care
Relationship-based development
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15. To develop capability Preceptor roles & responsibilities
Teaching and learning theory
Learning styles, Novice to expert, Simple to complex, Principles of adult learning
Story-telling, Use of case scenarios, and/or practice with difficult situations
Collaborative team approach
Relationship-based process, Interpersonal issues, conflict management, Socialization
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16. To validate capability
Define “competent practice”
Delegation, accountability, liability
Nurse practice act, job descriptions, P & P
Performance management
Communication & feedback
Assessment & evaluation of capability
Data collection
Validating performance, collecting evidence, complete documentation tools
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

17. VNIP: Collaborative Outreach Core Concepts
Theory and evidence-based
Clearly defined expectations
Competency-based – COPA model
Concept focus rather than task, procedure, case-based
Preceptor development and support
Critical thinking development
Data collection/evaluation
Clinical coaching – plan for teaching
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

18. VNIP: Collaborative Outreach
Electronic manuals with site license,
Roles, JD, and protocols
How to teach, how to foster critical thinking development
Tools for competency assessment
Tools for clinical coaching
PowerPoint Presentations, activities, notes, etc. for preceptor development
Same for intern development
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

19. VNIP: Collaborative Outreach
Consulting services & collaborative workgroup
Explanation of VNIP framework, core concepts, and key processes
Instruction specific to use & roles of various resource materials
Cyber-communications network
Expert contributors adding to resource pool
Web-based updates as they occur
Linkages for shared workshop delivery/participation
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

20. VNIP: Collaborative Outreach
Key processes
Preceptor development and support
Critical thinking & critical thinking development
Data collection/evaluation of process change &/or effectiveness
Clinical coaching with instruction specific to various learning styles
Clinical Coaching plan development & use
Competency based evaluation – COPA model
Concept focused rather than case-based
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22. Preceptor Prot ecto r Faci litat or Edu cato r
- Safeguards patient & preceptee
Faci litat or
- Role model, Socializer & Team leader
Edu cato r
- Teacher, Coach, Evaluator
Preceptor
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23. VNIP Annotated Bibliography 2009
Nurses reported missing an alarming amount of care and when nurses cannot provide the care they feel is necessary, it leads to turnover and nurses leaving the field of nursing. (Kalisch et al, 2009)
The foundation of the preceptor’s role is the “Protector”, but formative and summative data collection have shown the vital importance of the “Evaluator” role as well. (Boyer, 2008)
Preceptorship programs facilitate development of confidence, competence, self-sufficiency and accountability (Bell and Deans, 2000; Boyer, 2008; Hilligweg, 1993)
Preceptors need core instruction, ongoing support, recognition, and access to reference resources (Boyer, 2008; Reid, et al., 2002)
Early identification and intervention of unsafe practice are critical and consist of red flags regarding knowledge, attitudes, skills, and professionalism. (Luhanga et al, 2008)
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

24. VNIP Annotated Bibliography 2009
Ten years of research shows that new graduates meet basic entry level expectations only 35% of the time. (del Bueno, 2005)
Research reveals the ‘transition to practice’ as a continuum that requires twelve months. During that year, specific stages of development result in evolving nursing judgment. (Boychuk, 2008)
Students need more opportunity to acquire broad general competencies that facilitate transition to practice. These include critical thinking and clinical judgment skills, teamwork, cost awareness, and accountability. The millennial nurse views the first year as a process and needs/wants support for this process . (Olson, 2009)
Graduates are not prepared for the realities of today's practice. Gaps in capability include problem solving and clinical decision making . When they enter the workforce, it is essential that those in the field implement strategies to promote their success. (Hickey, 2009)
S. Boyer, RN, MEd, FAHCEP, Executive Director , VNIP
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25. VT Nurses In Partnership
Go to
Check the links and learning page for connections to additional resources and other web sites
Utilize the VNIP outcomes to validate or modify your own systems for intern or preceptor development
Print our 2009 Bibliography list & peruse the supporting literature and concepts that we apply for development and delivery of the evolving VNIP framework
© Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.