Preceptor Internship Workshop #3 Feedback & Validating Learning.
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Transcript of Preceptor Internship Workshop #3 Feedback & Validating Learning.
Preceptor Internship
Workshop #3
Feedback & Validating Learning
Agenda
Checking in
Preceptor Practice
Feedback– Break
Validating Learning
Evaluations and Close
Preceptor Workshop #2(Feb 1)
Preceptor Workshop #3(Feb 22)
Preceptor Workshop #4-(Mar 28)
Preceptor cohort15-25 preceptors
Coach
Preceptor Internship Model14-18 week timeframe (including evaluation and follow-up)
Preceptor Workshop #1(Jan 11)
Coaching (in learning triads)
Learning Triad session
Learning Triad session
Learning Triad session
- “To Study’
-To “Practice Constantly”
Learning…
How do we Learn?
Checking in…
Successes
Challenges
Learning Triads
Practice Makes Perfect
Pair up with a learner from your cohort that you don’t know well
Use Planning Worksheet
Establish Relationship– Learner needs, styles,
– Feedback plan
Day to Day LearningSetting S.M.A.R.T Daily Goals
S-Specific
M-Measurable
A-Attainable
R-Realistic
T-Timely
Setting goals is the first step in turning the invisible into
the visible.
~Anthony Robbins
Positive Feedback
Affords feelings of success
Enhances motivation for learning
Reinforces desired performance
Positive Feedback
Fun and easy to do:
Be Specific
Be Generous
Use permission and placement
Strive for Self – directed learning
Write it or say it!
30 Day Feedback Challenge
SAW
Constructive Feedback
Purpose:
To help others learn
You can never learn less; you can only learn more. The reason
I know so much is because I have made so many mistakes.
~Buckminster Fuller
Key Principles
Maintain or enhance self esteem
Listen and respond with empathy
Ask for help and encourage involvement
Share thoughts feelings and rationale
Provide support without removing responsibility
Constructive Feedback Process
Contains elements of:
– Positive Feedback
– Observation
– Coaching
– Teaching
Constructive Feedback
Exercise 7.2
– Preceptor• Set goals for scenario (I want to focus on…)
• Share goals with observer
– Learner/Student• Role play a novice learner
– Observer• Give feedback to observer
• Use “I Saw U notes”
Break
Clinical Judgment
A series of decisions made by the practitioner in, interaction with the client/patient regarding:– Observations to be made
– Evaluation of data observed and deriving meaning
– Actions that should be taken
Good to go? How do you know?
Reflection Exercise 8.1
I knew my learner was NOT making an appropriate clinical judgment because…
I knew my learner was making an appropriate clinical judgment because…
How do you know they know?
Validating learning:
Many ways to assess if learning has occurred
Tests
Self-assessment
Return demo
Simulation
Verbal rehearsal
Think aloud
Coaching
Questioning techniques
Case studies
Observation
Peer review
OSCEs
Knowing
Knowing is a unique form of knowledge that [preceptors]
gain only through interpersonal relationships.
~Jenks, 1993
Steps to Knowing©
Setting the Stage
Fostering Reflective PracticeStrategies for assessing thinking:
•Reflection-in-action:Reflection-on-action:
Observation
Connected
KNOWING"OK to let go"
"Getting it"
©D. Van Stolk, 2003
Step 1: Setting the Stage Establish relationship
Build trust
Build confidence
Create culture of questioning, coaching and learning
Step 2: Foster Reflective Practice
Reflection-in-action
– “Thinking on your feet”
– During activity
Reflection-on-action
– After activity
Think alouds
Verbalizing assessments and actions
Questioning techniques and coaching
Verbal rehearsal
Feedback
Coaching conversations
Questioning techniques
Think aloud
Technique to understand processes taking place in learner’s mind as they perform task
Learner verbalizes thoughts out loud
Verbal Rehearsal
Similar to think aloud but usually done before the task
Allows learner to revisit activity in a safe way
Provides opportunity for preceptor to assess level of readiness and provide additional feedback/teaching
Questioning techniques and coaching
Recall questions– Facts, figures, data
Analysis/Synthesis questions– Understanding of facts
– Contextual
Application questions – Specific to particular patient
– Apply knowledge, skills and attitudes to patient context
Step 3: Observation
See the whole picture
Interactions with patients and staff
Clarity and confidence in conversations
Verbal and non-verbal cues
Questioning of others
Organized
Knows boundaries and scope of practice
Conscious incompetent stage
Seeks out resources
Identifies and responds to threats/opportunities
Step 4: Connected Knowing
“Sixth Sense”
Validation in action!
In your learning triads:
Preceptor (Validator)
Student/Learner
Observer
Teaching/learning activity:
Part 1:
Planning day to day experiences
Preceptor (Validator)
Student/Learner
Observer
Part 2:
Verbal Rehearsal
Preceptor-Validator
Student/Learner
Observer
Part 3:
Think aloud and feedback
Preceptor-Validator
Student/Learner
Observer
Part 4:
Feedback, Feedback and more Feedback!
Preceptor-Validator
Student/Learner
Observer
Learning Triads
Meet every 3-4 weeks
Work with coach
Work on learning goals
Support network for each other
Preceptor
Prece
ptorPreceptor
“Triangles are a learning lab.... experiment and enjoy your journey.”
~Erna Hagge
Closing and Evaluation
Check-in
Next steps
Feedback….