1. Northcentral Technical College
Emergency medical services
Preceptor Training Program

2. Purpose of the this training
To prepare staff to precept EMS students and review the role of preceptor with other staff
To provide a quality preceptorship and learning environment for EMS students
To provide a mechanism for identifying EMS students who do not meet minimum performance standards prior to certification
Remember:
You were a student once too!!!!

3. Requirements for a Wisconsin EMS Preceptor
Be trained as a paramedic or higher (with at least 2 years experience) with the knowledge/experience of the skills, equipment, and medications required in the EMS scope of practice.
Have a willingness to supervise students, help guide their learning, and complete the records necessary to document the training.
Be willing to give feedback to the student and the clinical site

4. Roles and Responsibilities of the Preceptor
Guide, monitor and evaluate the student’s performance to assure successful completion and identify those who need remediation
Support students to make them feel safe and valued, providing them the space to practice their skills
Provide a positive role model for the EMS student
Be willing to provide constructive and regular feedback on student’s performance
Keep accurate and complete records (paperwork will be covered at the end of the presentation)
Be understanding-remember the student is in the process of learning!
Be thoughtful of where the student is in the learning process, is this something they should have known?
Make ‘em show what they have learned!

5. Five Characteristics of an Effective Paramedic Preceptor
Strong desire to EDUCATE as well as train
Technically proficient
PATIENT
Motivated to help others learn
Mature and Respectful

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. 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

8. 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

9. 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

10. 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

11. Expectations of the Student
Arrive on time, in uniform and ready to work
Behave professionally
Bring all paperwork for documentation
Take an active role during the day
Help with rig checks, chores, etc.
Effectively utilize any down time
Study course work
Review local protocols
Study/practice skills with the preceptors
Are prepared for calls and take an active role in patient care

12. Benner’s Theory: From Novice to Expert
2. Advanced Beginner
3. Competent*
4. Proficient
5. Expert
* (goal of entry level)

13. Capability of 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

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

15. 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

16. Preceptor Feedback
FEEDBACK should be: Start with something POSITIVE Constructive –does this feedback help the student improve? Specific- what does the student need to do better? Frequent- throughout the shift after each patient or run Valid- did the student really do something wrong or just in a different way then the way you do it? Documented- provides continuity throughout the learning process

17. Common Evaluation Errors
Contrast effect:
Tendency for a rater to evaluate a person relative to other individuals rather than a standard
First impression:
Tendency for a rater to make a first favorable or unfavorable judgment
Similar to me effect:
Tendency to judge more favorable those whom the rater sees similar to themselves
Central tendency:
When people want to play it safe – everyone “meets standards”
Negative and positive leniency:
Errors committed by the rater who is either too hard or too easy in rating students
Negative leniency
May cause feeling of inadequacy
Positive leniency
May raise unfounded expectations

18. Clinical Paperwork Documentation is a critical part of EMS.
NTC’s EMS students will bring a clinical binder with them every shift they ride.
You, as preceptors, will need to review and sign some of these forms.

19. Paperwork Patient Encounter Form/Student Evaluation:
Filled out by the student for every patient seen.
On the back is an area for the preceptor to sign and evaluate

20. Paperwork Student Evaluations
Evaluate student performance at the end of each shift.
Discuss with them areas that need improvement!

21. (This should be worked out before arriving on scene)
Paperwork
Team Lead Evaluation:
Needs to be filled out if student is taking the role of Team Leader on the call.
(This should be worked out before arriving on scene)

22. Preceptor Evaluations
Paperwork
Preceptor Evaluations
Students fill out at the end of each shift and give to clinical coordinator.

23. Evaluations Student Evaluation of Preceptor
Preceptor Evaluation of Student
At the end of each shift the student will be filling out an evaluation of the preceptor. These evaluation will be kept on file at NTC.
If at any point the field site would like an overall evaluation by the students, contact the clinical coordinator and they will arrange it and have the results forwarded to the department
At the end of each shift the preceptor will fill out and evaluation of the student.
Please discuss the results with the student (the good and the bad) and send the student with the evaluation to turn in. These are terrific learning tools and if the student is underperforming they will never know unless the preceptor talks to them.
In the event that there simply is not enough time to complete the evaluation before the student leaves, they will leave the evaluation with the preceptor along with a self addressed stamped envelope for the preceptor to return the evaluation.

24. Complaints/concerns
Part of your role as preceptor is to help evaluate students for competency to work in EMS.
If you feel a student is not performing up to the standard for where the student is in class, please contact the student’s instructor or clinical coordinator
If you are uncomfortable filing out the student evaluation and returning it to the student, we are happy to provide mailing envelopes, the
instructor/clinical coordinator can come pick them up,
or you could scan and it to the
instructor/clinical coordinator.

25. Clinical Manual Each student has a clinical manual:
Outlines their goals for each clinical rotation
Outlines their roles, responsibilities and requirements. The students should be familiar with that document inside and out.
A copy has also been provided to your department for review if you have any questions on what is expected of the student during their time with the department.

26. Final thoughts
You, as preceptor, ultimately control what the student can do. If you are not comfortable with a student performing a skill, or participating in a call, you may tell that to the student.
This is your chance to pass on your experience. Make the most of it. Many people helped you learn this profession, and you have the privilege of helping others learn!

27. Contacts Madeleine Puissant, NREMT-P, PhD
EMS Faculty / Clinical Coordinator
Marty Aubol BS, NREMT-P
EMS Faculty / Program Director
Northcentral Technical College
1000 W. Campus Dr.
Wausau WI 54401

28. The END