1. Precepting the EMS Student

2. THANK YOU Scott Walker EMS Program Director
On behalf of the Trinity Valley College EMS Education Program we would like to personally thank you for working with our paramedic students to assure their competence as a graduate paramedic. Without your evaluation of our students we could not have the quality paramedic program that students and employers have come to expect. After completing this quiz, you can fax it to , scan it and it to or by regular mail. The mailing address is PO Box 2530 Palestine Texas
You will receive 1 hour of continuing education.
Scott Walker EMS Program Director
Heidi Knowles M.D. EMS Medical Director

3. Contacts Heidi Knowles, MD EMS Medical Director
Scott Walker BS, NRM, LP EMS Program Director
JD Mason AS, NRM, LP Lead Instructor Paramedic
John Miles Med, EMT EMT Program Coordinator
Chenoa McGee RN, LP EMS Office Coordinator

4. Objectives Define the role of EMS Preceptor
Define EMS Education expectations
Define Preceptor’s relationship to students
Describe the tools used for adult learning
Discuss education principles / ideas
State what this does for the student

5. Who should review this Paramedic Preceptor Training Program?
Paramedics in TVCC EMS System
Nurses in clinical areas (pre-assigned locations)
Preceptors in off-site areas (pre-assigned locations)
Requirements to function in preceptor role as a paramedic:

6. Success of the Preceptorship
Success of a preceptorship is determined by the relationship between the student and the preceptor.
Students look to preceptors for answers and guidance.
Preceptors are an extension of the classroom.

7. Role of a Preceptor
Support students to make them feel they are safe and valued
Demonstrate by example how competent staff perform their job
Know and appreciate the student’s knowledge level
Remember what it was like to be a student yourself
Facilitate learning rather than controlling it
Preceptor directs the process of learning
Student sets the pace of learning
Direct, coach, support, and delegate
Be willing to provide constructive and regular feedback on student’s performance
Be responsible for the student for the entire shift the student is scheduled

8. Preceptor Bill of Rights
All preceptors have the RIGHT to:
Be treated with dignity and respect
-Be free from intimidation or harassment
-Expect their students to discuss and/or demonstrate core
knowledge
-Expect their student will be eager to learn
-Expect their student will initiate questions
-Be creative in student instruction
-Report student deficiencies they perceive
-Be free from the threat or act of retribution

9. Student Bill of Rights All students have the RIGHT to:
-Be treated with dignity and respect
-Be free from intimidation or harassment
-Make mistakes; have a preceptor who is able to correct and/or intervene
-Expect their preceptor wants to teach
-Expect fair and impartial evaluations
-Expect fair and reasonable answers to questions
-Not be subjected to inappropriate situations
-Report situations to appropriate supervisor without threat of retribution or retaliation

10. Conflict Resolution
In any situation where a conflict arises, the primary concern should be to ensure the safety of the patient and providers. Actions taken difficult situations should, at a minimum, “do no harm”

11. Conflict Resolution Patient Care Issues
The student should inform the preceptor whenever he/she is asked to perform or withhold an intervention they feel ill-equipped for, or which is inappropriate for the patients.
If the student is directed to perform the intervention after his/her concerns, they should turn control of the patient over to the preceptor and refuse to perform the intervention
The preceptor shall respect the student’s concern and take over patient management with minimum disruption in the continuity of care.
The student should document the above in writing to the Program Director as soon as possible following the incident.

12. Conflict Resolution Intern – Preceptor conflicts:
If conflicts arise between the student and his/hers preceptor, the Program Director should be notified by phone as soon as possible; this should be followed up in writing within 72 hours
The Director, in consultation with the Program Medical Director, will review the situation and make recommendations for its resolution.
Problems not resolved to the satisfaction of either party will be referred to Harold Jones who handles student issues for the final resolution.

13. Conflict Resolution Substitute for required staffing
Should the student find that he/she is replacing a required member of the ALS crew during a rotation, they should remove themselves from the unit and notify the Program Director as soon as possible. This should be followed up in writing within 72 hours.
The student is expected to exercise good judgment in doing no harm to patients.

14. Laws of Learning
Individuals accept and repeat responses that are pleasant
First impressions are lasting
Repetition yields habit
Skills not practiced are forgotten
Dramatic experiences leave lasting impressions

15. Characteristics of Interns
Millennials
Positive and confident
Seek structure but without impeding their freedom
Multitasking is a way of life
Expect to always be connected
Learning is like Nintendo, not logic
Intolerant of delays

16. Characteristics of Interns
Adult learners prefer learning situations that are:
Practical and problem-centered
Promote their positive self-esteem
Integrate new ideas with existing knowledge
Capitalize on their experience
Allow choice and self direction

17. Characteristics of Interns
Learning styles
Visual learners: prefer to see your body language and facial expressions; will do better with written instructions; better understand client from the chart
Auditory learners: interpret meaning through tone of voice, pitch and other nuances; will do well with case conferences and meetings, interviewing and instructing patients
Kinesthetic learners: prefer a hands-on approach; will learn by practicing skills; be adept food production, anthropometric measures, demonstrating skills to others

18. Learning Barriers Poor work habits Poor attitude
Lack of experience in applying theory to practice
Discomfort working with those with illness
Discomfort working with professional colleagues and/or employees
Feelings of inadequacy
Fear of making mistakes
Unwillingness to venture out of one’s comfort zone

19. Learning Barriers Too much or too little self-confidence Stress
Overly strong or weak personalities
Learning disabilities: Attention Deficit Disorder, reading disorders, dyslexia, slow processing issues
Medical problems

20. Students who Receive Regular Feedback about their Performance
Often perform significantly better
Develop better judgment
Learn faster than students who do not receive regular feedback
Goal of feedback is for the student to become competent at the level expected at a given point in his/her education and to be ready to move on to the next rotation/experience.

21. Adult Learners Characteristics Self-directed
Are motivated by their desires
Want to participate in planning and evaluation
Relate current experience to previous experiences
Want to be heard
Want their efforts acknowledged
Want to be treated with respect and dignity

22. Creating a Conducive Learning Environment
Display mutual respect
Collaborate; don’t compete
Have open, 2 way communication
Feedback is encouraged and enhances growth
Feedback needs to be concurrent, immediate and shared in a manner void of blame or personal attacks
Feedback should never be provided as a put down

23. Student Development
Students are in a process of developing entry level knowledge, skills and behaviors
Student development is a gradual phased progression
Orientation and a plan outlining activities and expectations for the rotation should be reviewed
Students appreciate the opportunities to participate in activities and learn from observing practices of more experienced colleagues

24. Benner, P (1982) From Novice to Expert. AJN 82( 3), 402-407
2. Advanced Beginner
3. Competent*
4. Proficient
5. Expert
* (goal of entry level)
Benner, P (1982) From Novice to Expert. AJN 82( 3),

25. Novice Student Participate in orientation program(s)
Perform in an observational role
Demonstrate competency of BLS skills
Possess a general knowledge base
Be able to follow directions
Be dependable
Possess an attitude open to learning

26. Advanced Beginner Begins to focus on ALS Skills
Model behaviors observed
Additional responsibilities added if student can demonstrate they can handle more and are approved through the training program and are functioning within their scope of practice
Overall patient management should be the responsibility of the preceptor

27. Competency (goal of entry level) Proficient Student
Focuses on overall patient management
Demonstrates team leadership skills
Demonstrates evaluation completed thoroughly and with accurate assessment
Delegates tasks to other team members
Capability for accurate treatment, transportation decisions, effective communication
Displays confidence, performs with authority
Demonstrates flexibility and professionalism

28. Field Evaluations
2nd Semester
3rd Semester
4th Semester

29. Field Evaluations
Page 2
Page 3

30. Clinical Evaluation
1st Semester
2nd Semester

31. Providing Feedback Start with positive feedback Find something to say!
Reinforces behaviors and encourages repetition
Needs to be timely
Needs to be objective
Needs to be constructive
What was done right
What opportunities for improvement are evident
Needs to be documented to provide continuity throughout the learning process

32. THANK YOU FOR ALL YOU DO FOR OUR STUDENTS!
Summary
You are Educators, Teachers, Counselors
Our expectations of you are to be our eyes and ears, to teach, and to evaluate
If we use these teaching tools properly we can pass on our knowledge to the students
If we all do our part, we can continue to graduate quality EMT’s and Paramedics.
THANK YOU FOR ALL YOU DO FOR OUR STUDENTS!

33. Resources