1 PRECEPTOR ORIENTATION July 2006. 2 Welcome! Welcome! Thank you for becoming a preceptor for the...
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Transcript of 1 PRECEPTOR ORIENTATION July 2006. 2 Welcome! Welcome! Thank you for becoming a preceptor for the...
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Welcome! Welcome!
Thank you for becoming a preceptor for the Thank you for becoming a preceptor for the Okaloosa-Walton College EMS Programs Okaloosa-Walton College EMS Programs
The purpose of this orientation is to The purpose of this orientation is to familiarize you with: familiarize you with:
• The Preceptor The Preceptor • Clinical Training Clinical Training • How to provide feedback How to provide feedback • How to evaluate studentsHow to evaluate students
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Remember That You Weren’t Remember That You Weren’t Always Successful Always Successful
Many new paramedics look at successful pre-Many new paramedics look at successful pre-hospital care providers & think they were always hospital care providers & think they were always that waythat way
Most professionals have had great mentors Most professionals have had great mentors
We developed over time & through much trial & We developed over time & through much trial & errorerror
We received correction along the wayWe received correction along the way
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You Are Now The MentorYou Are Now The Mentor
You are now a preceptor and thus a mentorYou are now a preceptor and thus a mentor
Many times, you are the first medical professional that Many times, you are the first medical professional that students will see “in action”students will see “in action”
Your attitudes and actions has an impact on the kind Your attitudes and actions has an impact on the kind of EMT or paramedic the student will eventually of EMT or paramedic the student will eventually becomebecome
The mentoring the student receives is just as The mentoring the student receives is just as important (maybe more so) as the training he/she important (maybe more so) as the training he/she receives in the classroomreceives in the classroom
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Why Do They Need A Why Do They Need A Preceptor? Preceptor?
Students need help managing anxietyStudents need help managing anxiety
They need to develop a professional identificationThey need to develop a professional identification
They need to understand that there are a variety of They need to understand that there are a variety of strategies that are effective – there is not just one strategies that are effective – there is not just one wayway
They need to develop their own “style”They need to develop their own “style”
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Preceptor ResponsibilitiesPreceptor Responsibilities
Provide a model for the student to emulateProvide a model for the student to emulate
Transmit knowledge of “problem” callsTransmit knowledge of “problem” calls
Help the student manage anxietyHelp the student manage anxiety
Supervise & guide field performanceSupervise & guide field performance
Provide positive & correctional feedback that will allow the Provide positive & correctional feedback that will allow the student to “grow”student to “grow”
Completely & honestly filling out & signing the students Completely & honestly filling out & signing the students evaluation formsevaluation forms
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Preceptor CharacteristicsPreceptor Characteristics
Possess good communication skillsPossess good communication skills
Establish a climate that is conducive to learningEstablish a climate that is conducive to learning
Share practical steps in patient careShare practical steps in patient care
Provide positive & correctional feedback, when necessaryProvide positive & correctional feedback, when necessary
Listen to the studentListen to the student
Knowledgeable in medicineKnowledgeable in medicine
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ReminisceReminisce
What makes a bad preceptor?What makes a bad preceptor?
What makes a good preceptor?What makes a good preceptor?
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EMS Preceptor Roles EMS Preceptor Roles
Guides the student and provides help when neededGuides the student and provides help when needed
Shares knowledge Shares knowledge
Must be able to sit back & let the student care for the Must be able to sit back & let the student care for the patient while preventing the student from doing harm to patient while preventing the student from doing harm to the patient or themselves. the patient or themselves.
Makes mental notes about the good & the bad aspects of Makes mental notes about the good & the bad aspects of care & reviews with the student in a private setting. care & reviews with the student in a private setting.
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Roles (continued)Roles (continued)
Preceptors should keep an open mind that there is Preceptors should keep an open mind that there is more than one way to reach a certain goalmore than one way to reach a certain goal
Allow the student to experimentAllow the student to experiment
Remember that they are still in the learning processRemember that they are still in the learning process
They should not be expected to perform to the level They should not be expected to perform to the level of an experienced EMT or Paramedicof an experienced EMT or Paramedic
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If The Student Has A Different StyleIf The Student Has A Different Style
Is it safe?Is it safe?
Does it meet the standard of care?Does it meet the standard of care?
Would the Medical Director approve of the style?Would the Medical Director approve of the style?
Does it cause any harm?Does it cause any harm?
Is it offensive in any way?Is it offensive in any way?
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Phase-1 of clinical study Phase-1 of clinical study
The beginning of the education (First Semester)The beginning of the education (First Semester)
The student may be “book smart,” but lack experienceThe student may be “book smart,” but lack experience
The primary focus during this phase is for the student to practice The primary focus during this phase is for the student to practice newly learned skills and become competent with them. newly learned skills and become competent with them.
Answer questions & “quiz” themAnswer questions & “quiz” them
Be available to the studentBe available to the student
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Phase-2 of Clinical Training Phase-2 of Clinical Training
The student will begin gaining experience in their role as an The student will begin gaining experience in their role as an EMT or Paramedic.EMT or Paramedic.
EMT students should start to integrate as a member of the EMT students should start to integrate as a member of the medical teammedical team
Paramedic students should be allowed to start taking the role Paramedic students should be allowed to start taking the role of “team leader” of non-complicated ALS & BLS calls, i.e., of “team leader” of non-complicated ALS & BLS calls, i.e., chest pain or single system traumachest pain or single system trauma
Be there to “oversee” the careBe there to “oversee” the care
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Phase-2 (continued)Phase-2 (continued)
Under the supervision of the paramedic preceptor, the student Under the supervision of the paramedic preceptor, the student should be encouraged to take a more global view of their role should be encouraged to take a more global view of their role by paying attention to such details as:by paying attention to such details as:
Delegation of assignmentsDelegation of assignments
Transportation needsTransportation needs
Re-assessment of the patient & providing care accordinglyRe-assessment of the patient & providing care accordingly
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EMS Field Internship EMS Field Internship
The student should be the “team leader”The student should be the “team leader”
He/she should take charge of most ALS calls, He/she should take charge of most ALS calls, including cardiac arrests & multi-system trauma including cardiac arrests & multi-system trauma callscalls
They should, by this point, show competence with They should, by this point, show competence with and comfort in their role as a future paramedicand comfort in their role as a future paramedic
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Start of Each ShiftStart of Each Shift
Review with the student how much field and Review with the student how much field and clinical time they have completed & what phase clinical time they have completed & what phase they currently studying. they currently studying.
Find out the student’s perceptions of their own Find out the student’s perceptions of their own strength & weaknessstrength & weakness
Find out any issues of concern that student may Find out any issues of concern that student may have and try discuss and focus on these areashave and try discuss and focus on these areas
Relay your expectations of the studentRelay your expectations of the student
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Equipment & Protocols Equipment & Protocols
Make sure the student understands what is Make sure the student understands what is expected of him/herexpected of him/her
Tour service area & receiving hospitals or Tour service area & receiving hospitals or departments, if possibledepartments, if possible
Review daily routine/responsibilitiesReview daily routine/responsibilities
Review equipment check & department or Review equipment check & department or ambulance layoutambulance layout
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Problem ResolutionProblem Resolution
The lines of communication begin at the level of the The lines of communication begin at the level of the student & preceptorstudent & preceptor
If an issue cannot be resolved, the EMS Programs If an issue cannot be resolved, the EMS Programs Manager should be contacted atManager should be contacted at
- 699-5824 or - 699-5824 or [email protected]@owc.edu
EMS Programs Medical Director: Dr. Chris Tanner EMS Programs Medical Director: Dr. Chris Tanner
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Providing FeedbackProviding Feedback
Types of feedback:Types of feedback: Positive or correctionalPositive or correctional Positive reinforcementPositive reinforcement
Qualities of feedback
Tips for less stressful feedback
Post-incident feedback
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Types of FeedbackTypes of Feedback
Positive / Correctional:Positive / Correctional:
Correctional feedback that is given in a positive mannerCorrectional feedback that is given in a positive manner
Identifies areas of performance that require improvement Identifies areas of performance that require improvement or an area in which the student must change their or an area in which the student must change their behaviorbehavior
Example: Reminding a student of the importance of auscultating lung sounds after placement of an ET tube or reminding them them to use end-tidal CO2 monitoring
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Types of FeedbackTypes of Feedback
Positive reinforcement:Positive reinforcement: Encourages desired behaviorEncourages desired behavior Helps build self-confidenceHelps build self-confidence
Example: “Your calm & confident behavior really helped to relax the patient. You did a very good job”
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Qualities of FeedbackQualities of Feedback
Timely mannerTimely manner:: Feedback should be provided as soon as Feedback should be provided as soon as
possible after performancepossible after performance
Private: Correctional feedback is always done in private Positive reinforcement can be done in private or In front of others, depending on the personality of the person receiving the reinforcement
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Qualities of FeedbackQualities of Feedback
Direct:Direct: Always directed at the person for whom it was Always directed at the person for whom it was
intendedintended Only discuss correctional feedback with those Only discuss correctional feedback with those
individuals that are directly concernedindividuals that are directly concerned
Objective: Your feedback is conducted without any bias to race, gender, ethnic origin, sexual preference, or creed
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Qualities of FeedbackQualities of Feedback
Clear:Clear: Does the student understand whatDoes the student understand what you as the preceptor said or meant to say?you as the preceptor said or meant to say?
Remember that feedback should not be general goals for improvement, but pinpointed actions that the student can take to improve patient care
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Correctional FeedbackCorrectional Feedback
Can be unpleasant, but must not be avoidedCan be unpleasant, but must not be avoided
Needs to be timely & specificNeeds to be timely & specific
Vague feedback doesn’t give the student any idea Vague feedback doesn’t give the student any idea of how to realistically improve their performanceof how to realistically improve their performance
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Providing Correctional Feedback Providing Correctional Feedback
Ask the student what he/she thinks went well or Ask the student what he/she thinks went well or wrong with the callwrong with the call
Talk about the positive aspects and provide Talk about the positive aspects and provide reinforcement for things that the student did reinforcement for things that the student did correctlycorrectly
Identify the weak areas of the call & provide Identify the weak areas of the call & provide correctional feedbackcorrectional feedback
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Correctional FeedbackCorrectional Feedback (continued) (continued)
End the run or patient review with a summary of the End the run or patient review with a summary of the positive aspects and tips for student improvementpositive aspects and tips for student improvement
Most people are more receptive to constructive Most people are more receptive to constructive criticism if positive feedback was provided firstcriticism if positive feedback was provided first
A good example would be a student with good A good example would be a student with good assessment skills but poor IV techniqueassessment skills but poor IV technique
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What do I Look For As A Preceptor?What do I Look For As A Preceptor?
Look for students with the: Look for students with the:
Ability to communicate clearly with patientsAbility to communicate clearly with patients Ability to manage the scene efficientlyAbility to manage the scene efficiently Ability to complete a thorough patient assessmentAbility to complete a thorough patient assessment Ability to identify a patient’s chief complaintAbility to identify a patient’s chief complaint Ability to formulate and provide appropriate treatment Ability to formulate and provide appropriate treatment
strategies at their level of trainingstrategies at their level of training Ability to provide clear direction & leadership for other Ability to provide clear direction & leadership for other
rescuers on the scenerescuers on the scene
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Evaluation of the EMT/Paramedic StudentEvaluation of the EMT/Paramedic Student Patient Assessment Patient Assessment
During the actual patient assessment:During the actual patient assessment:
Allow the student to complete their assessmentAllow the student to complete their assessment before intervening to ask questions the student before intervening to ask questions the student
failed to coverfailed to cover
Do not let the student do harmDo not let the student do harm
Take mental notes about what they did right and Take mental notes about what they did right and how they could improve their assessments how they could improve their assessments
Evaluation of the EMT/Paramedic Student
Skills Performance Be positive but honest
Remember that the patient is an audience to the process
Note weaknesses in skill competencies
Do not let the student do harm
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Evaluation of the EMT/Paramedic studentEvaluation of the EMT/Paramedic student Report Writing Report Writing
Make sure that the chief complaint, patient history, Make sure that the chief complaint, patient history, assessment, treatment & treatment outcomes are assessment, treatment & treatment outcomes are properly documentedproperly documented
Documentation of pertinent positives & negatives is Documentation of pertinent positives & negatives is key to developing critical thinking skillskey to developing critical thinking skills
Documentation of any variances or unusual aspects Documentation of any variances or unusual aspects of the run will help to enforce learningof the run will help to enforce learning
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THANK YOU!THANK YOU!
It is dedicated preceptors like yourself that allow It is dedicated preceptors like yourself that allow us us
to educate and train quality pre-hospital medical to educate and train quality pre-hospital medical providersproviders.
Policies and procedures for clinical education can be obtained by referring to the OWC EMS Programs Preceptor Guide located within your department, EMS station or facility educator. You can also access it on-line at www.owc.com/ems
Contact the EMS Programs Manager at: [email protected]