Preceptor Education & Credentialing Susan A. Boyer, RN, M.Ed. Director, VT Nurse Intern Project.
Transcript of Preceptor Education & Credentialing Susan A. Boyer, RN, M.Ed. Director, VT Nurse Intern Project.
Preceptor Education & Credentialing
Susan A. Boyer, RN, M.Ed.Director, VT Nurse Intern
Project
Objectives
Describe impact of preceptors
Explore preceptor development
Identify potential collaboration
Role of Preceptors
Orientation of new nursesNurture and teach new graduatesProvide support for nursing studentsCross training staff from other unitsProvide performance feedbackPROTECT SAFETY
Precepting skills
Used in patient/family relationsTeaching and mentoring colleaguesTeaching role with clients/communitySupport the function of the unit
Team work/collaborationConflict resolutionCommunicationRole model, etc
High Quality Preceptors Need:
Educational preparationOngoing Support Time to preceptEvaluation and feedbackRole definition (expansion?)
Educational prep
Just in time, just enough?or
Research and theory based educational preparation - ongoing development
Ongoing support
Program structureClearly defined and accessible resourcesSupport group meetingsContinuing education – rolePlanning for improvement – self and program
Time
Time to preceptTime to planMeeting place Time to give feedback
Evaluation and feedback
Planned into programContinuous performance appraisal Planning for improvement Professional development
Role definition
Clearly defined role and responsibilitiesCommunication between partiesManager understanding of role and expectationsImproved connections with facultyConsider role expansion
What does a preceptor need to know?
Cognitive?Psychomotor skills?Affective objectives?Other?
Development of Preceptors
Two fold purpose:Existing RNs will improve skills in teaching, leadership, communication, and evaluation – thus increasing their effectiveness in working with novicesChange the culture of the workplace!
Research and Theory based education
Self studyWorkshopClinical Application
With support and resourcesEvaluation and feedback
Pre-assignment
Self-learning module ArticlesSelf-explorationStory tellingWeb assignment for learning style and personality inventoriesPractice with critical thinking and reflective practice
Articles assigned for pre-reading
Nurses, are we still eating our young? Professional development through Preceptorship. Interpretive Analysis of Precepting an Unsafe Student. Critical Thinking Skills for at-the-bedside success. Improving Your Ability to Think Critically
Alfaro-LeFevre, R. (2002) Nursing Spectrum - Career Fitness Online http://nsweb.nursingspectrum.com/ce/ce168.htm
Introduction to PreceptingRole & ResponsibilitiesNovice to ExpertLearning styles and adult learning theoryDelegation/Liability Team Building and Group DynamicsPreceptor ToolkitNew Graduates and competency assessmentPersonality StylesCommunicationConflict Management Fostering Critical Thinking in the Novice
Requested topics include:(these are requested in addition to basic workshop!)
Change TheoryCase ScenariosConflict ResolutionCommunications Legal issuesPt. TeachingDealing with the difficult preceptee
Practice with documentation toolsSpecialty area orientation check listsWriting critical & positive evaluation comments More on Benner’s model in precepting
Clinical Application
Develops skills and networkingFeedback basedProfessional developmentPreceptor support groups Preceptor Expertise Evaluation
Statewide Credentialing
Recognition and rewardPay differential ?Standardization of expectationsPerformance appraisalProfessional developmentDemographic data collectionWork with externs ?
Recognized by:Vermont State Nurses AssociationVermont Organization of Nurse LeadersVermont Inservice and Continuing EducationVNA Health Systems of Vermont Long Term Care Community CoalitionVermont Assoc of Hospitals and Health SystemsBlueCross BlueShield of VermontVermont Department of Health, Board of Medical Practice, Division of Health Care Administration, Program for Quality in Health Care, Inc., Area Health Education Centers
Recognition and reward
Pay differentialClinical laddersPaid time for WSLessened workloadColleague supportNetworkingTuition Luncheon &/or coupon for meal
Educational bonusesPreceptor Support Clinical Educator Networking/list serve‘For credit’ course
Certificate or credentialing Nat’l Certification
Program strengths
Collaboration between nurse leaders from education, practice settings, and regulationAdvanced preceptor developmentDeveloping programs for statewide use, rather than facility specificStandardization
Advanced Preceptor Prep
Educational preparationOngoing Support Time to preceptEvaluation and feedbackRole definition (expansion?)Recognition and reward
Collaboration
Builds strengthAdds attendanceSpreads the workloadStandardization of approach
The Effective Preceptor
Educational Monograph Serieshttp://www.oucom.ohiou.edu/fd/monographs/monographs.htm
Southern NH AHECPreceptor developmentThe Effective Preceptor – CME program
VT Nurse Intern Program
web page at: http://www.vahhs.org/vnip.htm
"Teachers do not empower adult
learners; they encourage the use of the power that learners were born with."
Vella, J.
References Addendum:
Craven & Broyles. (1996) Professional Development Through Preceptorship. Journal for Nurses in Staff Development, Vol. 12, No. 6, pp. 294-299
(2001) Critical Thinking Skills for at-the-bedside success (editorial). Nursing Management, January 2001, pp 37 – 39
Freiburger, O. (2001). A Tribute to Clinical Preceptors. Journal for Nurses in Staff Development, Vol. 17, No. 6, 320-327
Godinez, G., Schweiger, J., Gruver, J., Ryan, P. (1999) Role Transition from Graduate to Staff Nurse: A Qualitative. Analysis Journal for Nurses in Staff Development, Vol. 15, No. 3, 97-110
LaDuke, S. (2001). The Role of Staff Development in Assuring Competence. Journal for Nurses in Staff Development, Vol. 17, No. 5, 221-135
Mee, C. (1999) Nurses, are we still eating our young? Nursing99, 29(11), 48-50.
Ohrlin, K, Hallberg, I. (2000) Student nurses’ Lived Experience of Preceptorship. International Journal of Nursing Studies 37 (2000) 13-23
References Addendum:
Rittman and Osburn. (1995) Interpretive Analysis of Precepting an Unsafe Student. Journal of Nursing Education, Vol. 34, No. 5, pp. 217-221 Stone, C., Rowles, C. (2002) What Rewards do Clinical Preceptors in Nursing Think are Important? Journal for Nurses in Staff Development, Vol. 18, No. 3, 162-166Yonge, O., Krahn, H., Trojan, L., Reid, D., Haase, M. (2002) Supporting Preceptors. Journal for Nurses in Staff Development, Vol. 18, No. 2, 73-79Yonge, O., Krahn, H., Trojan, L., Reid, D., Haase, M. (2002) Being a Preceptor is Stressful! Journal for Nurses in Staff Development, Vol. 18, No. 1, 22-27lfaro-LeFevre, R. (2002) Improving Your Ability to Think Critically. , RN, MSN Nursing Spectrum - Career Fitness Online http://nsweb.nursingspectrum.com/ce/ce168.htmBenner, P., Wrubel, J. (1982) Skilled Clinical Knowledge: The Value of Perceptual Awareness The Journal of Nursing Administration, May 1982, Vol 12, No. 5, 11-14