Sc4 preceptor training ppt

EMS PRECEPTOR TRAININGSt. Clair CountyCommunity College

EMS Training Program

EMS Program DIRECTOR: Bryan Richter, EMT-P IC

Paramedic Program Director: Lisa Hill, RN EMT-P IC

clinical Coordinator: Roger McClelland, EMT-P IC

OBJECTIVES Identify the roles/responsibilities & legalities of

the preceptor

Identify the responsibilities of a student in the appropriate clinical setting

Identify techniques to facilitate learning

Identify how the preceptor role integrates and interacts with the EMS education program

Discuss feedback, coaching, and benchmark competencies for the graduate

Provide objective assessment of student performance

INTERNSHIP PURPOSE

Assist EMT/Paramedic student to apply pre-hospital care concepts

Experienced EMT/P, physician, RN

Share special skills & insights

Reinforce Program goals and objectives

PURPOSE CONTINUED

Preceptor Shares Special Skills Organization

Prioritizing

Delivery

Calmness

Communication

Etc.

Student Roles and Responsibilities

Daily skills tracking

Complete clinical documentation

Be present during entire rotation

Abide by facility and program clinical Rules & Responsibilities

Perform at appropriate skill/knowledge level

PRECEPTOR ROLES & RESPONSIBILITIES

Knowledge within the preceptors field of practice

Knowledge of the student’s scope of practice

Knowledge of each student’s goals of rotation

Preceptor Roles Cont’d

Be present at ALL times during skill performance

Identify learning experiences for students

Explain clinical techniques as opportunities arise

Allow student to assume Paramedic role in decision making

Allow student to be accountable for their own actions and judgments

Preceptor Roles Cont’d

Actively stimulate critical thinking by use of questions/answers

Guide student to assess the whole patient

Provide pertinent feedback after each contact

Preceptor Role Cont’d

Discuss relationship of EMS profession to medical direction

Use non-patient care time for skills & demos

Use effective counseling techniques

Support program course content

Maintain an environment free of harassment and discrimination = Safe


Establish standard of care

Provide safe environment: Equipment

Personnel

Scene

Learning environment


Coach the student from observer to team leader Provider daily feedback of progress

Communicate student’s progress with clinical coordinator

Promote teamwork

Orientate the student to site, crew, equipment


Confront issues as they arise

Promote confidence

Empower students

Complete a summative evaluation

Assist student with documentation

Evaluate student at end of each shift


Most important:

Be a Role Model!

Mentor: A wise and trusted counselor or teacher.

Preceptor Characteristics

Possess good communication skills

Establish a climate that is conducive to learning

Share practical steps in patient care

Provide positive correctional feedback, when necessary

Listens to the student

Knowledgeable in medicine

SCHOOL FACULTYROLES & RESPONSIBILITES

Be available at all times

Schedule students

Make scheduling adjustments

Assist & support preceptor as needed

Identify appropriate clinical situations/focus

Consult with preceptor on evaluations

SCHOOL FACULTYROLES & RESPONSIBILITES cont.

Provide agency with Program Syllabus

Provide copies of Clinical Rules

Provide copies of Clinical Evaluations

Provide summative evaluation to students

Provide students with working knowledge base

What do I Look For As A Preceptor?

Look for students with the:

Ability to communicate clearly with patients

Ability to manage the scene efficiently

Ability to complete a thorough patient assessment

Ability to identify a patient’s chief complaint

Ability to formulate and provide appropriate treatment strategies at their level of training

Ability to provide clear direction & leadership for other emergency responders

Evaluation of the EMT/Paramedic Student Patient Assessment

During the actual patient assessment:

Allow the student to complete their assessment before intervening to ask questions the student failed to cover

Do not let the student do harm

Take mental notes about what they did right and 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

Equipment & Protocols

Make sure the student understands what is expected of him/her

Tour service area & quarters, if possible

Review daily routine/responsibilities

Review equipment check & department or ambulance layout

Start of Each Shift

Review with the student how much field and clinical time they have completed & what phase they are currently studying.

Find out the student’s perceptions of their own strength & weakness

Find out any issues of concern that student may have and try to discuss and focus on these areas

Relay your expectations of the student

Evaluation of the Paramedic Student Report Writing

Make sure that the chief complaint, patient history, assessment, treatment & outcomes are properly documented

Documentation of pertinent positives & negatives is key to developing critical thinking skills

Documentation of any variances or unusual aspects of the patient encounter that will help to enforce learning

Can you read it and is the spelling correct?

COACHING

What is Coaching? Coaching is a method of directing,

instructing and training a person or group of people, with the aim to achieve some goal or develop specific skills.

There are many ways to coach, types of coaching and methods to coaching.

FEEDBACK

Steps in the Evaluation: Measurement

Comparison

Appraisal

Decision

FEEDBACK Cont’d

Always start with the positive

Positive vs. negative Try to always provide some positive

Constructive When necessary provide constructive

Unless in emergencies, avoid giving negative feedback

FEEDBACK Cont’d Elements:

Describe what was observed: who, what, where, when, how

Be as specific as possible

Avoid judging or criticizing

Relate how the observed behavior made you feel

Suggest an alternate behavior

Problem solve - Why did you use a 16 gauge on an 80 yo for nausea?

Paramedic Clinical Report

Give Credit for Skills Performed Medication Administration - The student

demonstrated the ability to safely administer medications through oral, IV, injection or inhalation methods. Oxygen does not count.

Intubation - The student demonstrated the ability to safely and successfully perform endotracheal intubation.

Paramedic Clinical Report cont’d

IV - The student demonstrated the ability to safely and successfully gain venous access in any age group.

Ventilation - The student demonstrated the ability to effectively ventilate patients.


Pediatric Assessment - The student participated in performing a comprehensive assessment on a pediatric patient. (including newborns, infants, toddlers, and school age).

Adult Assessment - The student participated in performing a comprehensive assessment on an adult patient.


Geriatric Assessment - The student participated in performing a comprehensive assessment on a geriatric patient.

Obstetric Assessment - The student participated in performing a comprehensive assessment on an obstetric patient.


Trauma Assessment - The student participated in performing a comprehensive assessment on an trauma patient.

Psychological Assessment - The student participated in performing a comprehensive assessment on an psycological patient.


Chest Pain Patient - The student participated in performing a comprehensive assessment, formulating and implementing a treatment plan for a patient with chest pain.

Adult Dyspnea - The student participated in performing a comprehensive assessment, formulating and implementing a treatment plan for an adult patient with difficulty breathing.


Pediatric Dyspnea - The student participated in performing a comprehensive assessment, formulating and implementing a treatment plan for a pediatric patient with difficulty breathing.

Syncope or near syncope - The student participated in performing a comprehensive assessment, formulating and implementing a treatment plan for a patient with a chief complaint of syncope or near syncope.


Abdominal Complaints - The student participated in performing a comprehensive assessment, formulating and implementing a treatment plan for a patient with abdominal complaints.

Altered Mental Status - The student participated in performing a comprehensive assessment, formulating and implementing a treatment plan for a patient with an altered mental status of any etiology.

Paramedic Clinical Report Internship Team Leader - The student lead the

comprehensive assessment, formulation and implementation of a treatment plan for a patient of any etiology.

Internship – Please fill out the student evaluation on the back of the clinical record.

TIPS FOR PRECEPTORS

Remember how you felt the first day of clinical

New students may be nervous

New students may forget an easy concept or panic easily

Think out loud (when/where appropriate)

Tell your students to think out loud Voice or verbalize and why, why, why

TIPS FOR PRECEPTORS

Use the practicum objectives

Help students set daily goals

Use humor & compassion

Guide “patient care”, not just performance of skills

TIPS

Catch problems early

Evaluate/identify problems Problem, perception, goals

Entry level vs. graduate

Share, discuss, coach

TIPS

If student is not ready for next level: Define (skills/competency)

Be Objective vs. subjective

Criteria

TIPS

Common Problems: He said, she said

Lack of communication/interpretation

Determine root: Skill – Lack of physical ability to complete

the task

Cognitive – Lack of knowledge

Affective – Lack of professional behavior

Scene control

Remove distracters

TIPS

Corrections

Journaling, recording, simulations

Communicate with SC4 College Staff

Clarify, document, meetings, plan of action

Date of follow-up

PHASES

I Orientation to Field Environment (basic)

II Function as an EMT-Intermediate

III Function as entry-level Paramedic

IV Must demonstrate full TEAM Leadership

TIPS

Initial meeting

Intro, expectations, forms, house rules, manuals

Encourage preceptor hands off (if appropriate)

Communicate, Communicate, Communicate!

PRECEPTOR BILL OF RIGHTS

1. Clear definition of their role;

2. A clearly stated set of expectations for their performance;

3. A clear delineation of their responsibilities in relation to others who are involved in the program;

4. A clear enumeration of all expected outcomes;


5. A clear delineation of their responsibilities to the student;

6. Valid and reliable evaluation tools to appraise student performance;

7. The resources necessary to fulfill their responsibilities;

8. Continuing and responsive support system for fulfillment of their roles;


9. Adequate preparation for integration of the preceptor role;

10. Adequate training in the knowledge, skills, and attitudes necessary to fulfill their role responsibilities.

PROBLEM STUDENTS

Apathetic

Know it all

Non-participant

Over Enthusiastic

SENDING A STUDENT HOME

If student is not prepared for shift Late, Out of Uniform, No Photo ID, Poor

Hygiene Appear intoxicated, Or otherwise unprepared

Poor attitude, Not engaged in Patient care

If Unable to resolve with student, ask student to go home and come back when they are prepared

CALL CLINICAL COODNIATOR PRIOR SENDING STUDENT HOME Roger T. McClelland 810-824-0521

PRECEPTOR EVALUATION

ROLE MODELING

ORGANIZATION

FEEDBACK

See evaluation form

THANK YOU!

It is dedicated preceptors like yourself that allow us to educate and train quality pre-hospital medical providers.

Policies and procedures for clinical education can be obtained by referring to the St. Clair County Community College EMS Training Program Clinical Preceptor Manual. You can access it at your workplace.

Contact Information

Please feel free to contact us with any questions or concerns

Clinical Coordinator : Roger McClelland Cell (810) 824-0521

E-mail [email protected]

Paramedic Program Director: Lisa Hill Cell (810)434-7550


EMS Program Director: Bryan Richter Cell (586)709-1475


mailto:[email protected]



Sc4 preceptor training ppt

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