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?
Educator

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?
Communication

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!