preceptor role for the mcctc emt-basic class.. the ems preceptor … mahoning county ctc, adult...
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Preceptor Role for the MCCTC Preceptor Role for the MCCTC EMT-Basic Class.EMT-Basic Class.
The EMS PreceptorThe EMS Preceptor … …
Mahoning County CTC, Adult Career Mahoning County CTC, Adult Career Center EMT-B classes need experienced Center EMT-B classes need experienced EMTS’ as preceptors for their field EMTS’ as preceptors for their field internship experiences. internship experiences.
We invite you to participate as a We invite you to participate as a preceptor because of being identified as preceptor because of being identified as an EMS provider with great patient-care an EMS provider with great patient-care and communication skills.and communication skills.
The Duty of the PreceptorThe Duty of the Preceptor
The sharing of one’s work experiences, The sharing of one’s work experiences, knowledge, and wisdom to the next knowledge, and wisdom to the next generation of EMS healthcare generation of EMS healthcare providers is providers is an awesome responsibility. an awesome responsibility. You in fact hold You in fact hold the future of EMS the future of EMS in your in your hands!! hands!!
We can offer you Continuing Education We can offer you Continuing Education credits for time spent with our students.credits for time spent with our students.
The Presentation…The Presentation…Hopefully this presentation will help Hopefully this presentation will help answer answer questions you may have about the MCCTC questions you may have about the MCCTC EMT program and how preceptors are part EMT program and how preceptors are part of the education equation.of the education equation.
This presentation will also help familiarize This presentation will also help familiarize you with the paperwork and forms you with the paperwork and forms
that that need to be filled out for each student.need to be filled out for each student.
Role of the Preceptor Role of the Preceptor ……
Provides most of the actual “hands-on” Provides most of the actual “hands-on” training of the new EMT.training of the new EMT.
Has a responsibility to provide the EMT Has a responsibility to provide the EMT student with the highest quality of training student with the highest quality of training possible.possible.
Can make the difference between a successful Can make the difference between a successful or unsuccessful career for a student AND….or unsuccessful career for a student AND….
Can literally make the difference between life Can literally make the difference between life and death!and death!
Preceptor Requirements …Preceptor Requirements …
2 years experience in the field as a 2 years experience in the field as a successful EMT.successful EMT.
Clean work record.Clean work record.
Good communication skills.Good communication skills.
Ability to work well with others.Ability to work well with others.
A genuine desire to help improve the EMS A genuine desire to help improve the EMS profession.profession.
The Preceptor as an Educator The Preceptor as an Educator ……
You are more than just a passive observer.You are more than just a passive observer.
You should have the ability to discuss, You should have the ability to discuss, demonstrate, and evaluate the skills of your demonstrate, and evaluate the skills of your EMT student.EMT student.
Familiarization with different ways in which Familiarization with different ways in which students learn can help you do a better job students learn can help you do a better job of educating them.of educating them.
Learning Styles …Learning Styles …Visual StudentsVisual Students who have a visual strength or who have a visual strength or preference like the teacher to provide preference like the teacher to provide demonstrations.demonstrations.They find it easy to learn through They find it easy to learn through descriptions. descriptions.
√ They often use lists to keep up and to organize They often use lists to keep up and to organize thoughts. thoughts.
√ They often recognize words by sight.They often recognize words by sight.
√ They often remember faces but forget names. They often remember faces but forget names. √ They often have They often have well developed imaginationswell developed imaginations. . √ They are They are easily distracted by movement easily distracted by movement oror action action
in the classroom. in the classroom.
Visual LearnersVisual Learners……
√ Students who are visual often read a page and then Students who are visual often read a page and then realize they don't know what they have read. They realize they don't know what they have read. They then must reread the page. They find it difficult to then must reread the page. They find it difficult to concentrate on reading assignments or overhead concentrate on reading assignments or overhead notes. notes.
Kinesthetic Learners ….Kinesthetic Learners ….
Kinesthetic LearnersKinesthetic Learners often often do best when do best when they are involved or active.they are involved or active. These students often have These students often have high energy levels. They think and learn best while high energy levels. They think and learn best while moving.moving.
They often They often lose much of what is said during lecturelose much of what is said during lecture and have problems concentrating when asked to sit and have problems concentrating when asked to sit and read. These students and read. These students prefer to doprefer to do rather than rather than watch or listen.watch or listen.
Understanding comes with handling things. Understanding comes with handling things.
Auditory Learners ….Auditory Learners ….
Auditory LearnersAuditory Learners like the teacher to provide verbal like the teacher to provide verbal instructions.instructions. They find it easy to learn by listening. They find it easy to learn by listening. They enjoy They enjoy dialogues, discussions, and plays.dialogues, discussions, and plays.
They often remember names but forget faces.They often remember names but forget faces. They often do well They often do well working out solutions or working out solutions or
problems by talking them out. problems by talking them out. They are easily distracted by noise and often need They are easily distracted by noise and often need
to work where it is relatively quiet. to work where it is relatively quiet. Students often do best using recorded books.Students often do best using recorded books.
Auditory Learners ….Auditory Learners ….
√ Students who are auditory sit in a lecture and Students who are auditory sit in a lecture and comprehend what is being said. They comprehend what is being said. They tolerate tolerate concentrating or listening for long periodsconcentrating or listening for long periods of of lecture. They will often tune out everything but lecture. They will often tune out everything but what is being said.what is being said.
Tactile Learners…Tactile Learners…
√ Students who have a tactual strength orStudents who have a tactual strength orpreference often preference often do best when they take do best when they take notesnotes either either during a lecture or when during a lecture or when readingreading something new or difficult. something new or difficult.
√ They often They often like to draw or doodle to rememberlike to draw or doodle to remember. . They do well with hands-on such as They do well with hands-on such as projects, demonstrations, or labs.projects, demonstrations, or labs.
Ways to Help Your Student …Ways to Help Your Student …
Inform the students what you are going Inform the students what you are going to to be covering in your instructions, be covering in your instructions, proceed proceed with the training, end with a with the training, end with a summary of summary of what was covered.what was covered.
Individualize instruction by identifying Individualize instruction by identifying entry knowledge and skills.entry knowledge and skills.
Standards …Standards …
Watch students perform skills, allow them to Watch students perform skills, allow them to complete skills, give them immediate complete skills, give them immediate
feedback on their performance.feedback on their performance.
Never allow a student to perform any skill Never allow a student to perform any skill that may be harmful to the patient.that may be harmful to the patient.
Expect students to be able to rationalize Expect students to be able to rationalize their their care plan to you before allowing them to care plan to you before allowing them to
complete the skill.complete the skill.
Ways to Help Your Student …Ways to Help Your Student …
Provide timely and appropriate feedback.Provide timely and appropriate feedback.
Inform students of expected outcomes.Inform students of expected outcomes.
Be available for consulting or questioning.Be available for consulting or questioning.
Identify Identify youryour type of learning style and be sure that type of learning style and be sure that your teaching methods are not simply an extension of your teaching methods are not simply an extension of your learning type.your learning type. (visual vs. kinesthetic vs. auditory, (visual vs. kinesthetic vs. auditory, etc.)etc.)
Guiding the Student …Guiding the Student …
Your reaction and advice to the EMT student can have a Your reaction and advice to the EMT student can have a profound impact on these issues:profound impact on these issues:
√ Remind the student that “this is how it is done”. You, and every Remind the student that “this is how it is done”. You, and every other EMT has had to go through this process, so must they.other EMT has had to go through this process, so must they.
√ Remind student to keep their eyes on the goal ahead. Getting Remind student to keep their eyes on the goal ahead. Getting caught-up by a distraction could cause them to lose all they have caught-up by a distraction could cause them to lose all they have worked toward.worked toward.
√ Remember; not everyone is suited to work in EMS. Some Remember; not everyone is suited to work in EMS. Some students self-destruct for a good reason.students self-destruct for a good reason.
Preceptor/Student Rapport …Preceptor/Student Rapport …
Type up a sheet that you can pass out to Type up a sheet that you can pass out to your students that includes:your students that includes:
Any personal information about yourself that Any personal information about yourself that you want them to know.you want them to know.
Your overall objectives and goals for them.Your overall objectives and goals for them. Your expectations for them.Your expectations for them. What they can expect from you.What they can expect from you.
Standards …Standards …Use National Registry Standards to teach and evaluate Use National Registry Standards to teach and evaluate your student.your student.
The Registry is the benchmark of our profession.The Registry is the benchmark of our profession. Teach them the NREMT procedure and expect them Teach them the NREMT procedure and expect them
to follow these steps in the field.to follow these steps in the field. Try to keep your own “here’s-how-I-do-it” and Try to keep your own “here’s-how-I-do-it” and
“short-cuts” to a minimum.“short-cuts” to a minimum. YOU should be familiar with the NREMT standards YOU should be familiar with the NREMT standards
yourself!! Keep some NREMT practical skill sheets yourself!! Keep some NREMT practical skill sheets with you.with you.
The Field Internship …The Field Internship …
Students will all be assigned to particular Students will all be assigned to particular preceptors. preceptors.
Students all have a ‘field internship packet’ that Students all have a ‘field internship packet’ that contains: contains:
Rules and Regulations.Rules and Regulations. Time sheet.Time sheet. 10 patient contact sheets (PCR’s)10 patient contact sheets (PCR’s) A note to preceptors from program directorA note to preceptors from program director Candidate evaluation form.Candidate evaluation form. Skill completion chart.Skill completion chart. Skills check off sheet for preceptorsSkills check off sheet for preceptors
The MCCTC Field The MCCTC Field Internship Internship Packet :Packet :
Student should have Student should have name on paperwork.name on paperwork.
Student should have Student should have all paperwork with all paperwork with them when they ride.them when they ride.
Internship Internship Rules:Rules:
These are These are
for the student. for the student.
Look them over to make Look them over to make
sure you understand what is sure you understand what is expected of them, expected of them, thenthen expect them to follow these expect them to follow these rules!rules!
Rules cont.:Rules cont.:
Needle stick policy for Needle stick policy for students.students.
Tell students when Tell students when you want to sign you want to sign paperwork (i.e. during paperwork (i.e. during shift, after end of shift, shift, after end of shift, etc.)etc.)
Time Report:Time Report: Make sure and check Make sure and check
students off on their students off on their time. time. YOUYOU are the are the supervisor that signs the supervisor that signs the paperwork.paperwork.
Make sure you print Make sure you print your nameyour name in in “Preceptor” space so we “Preceptor” space so we can read it!can read it!
PCR’s:PCR’s:
These are based on These are based on Beaver Twp. Fire PCR’s.Beaver Twp. Fire PCR’s.
Student should fill this Student should fill this out whether or not you out whether or not you have computer PCR’s.have computer PCR’s.
Students should get their Students should get their own information.own information.
A note fromA note from
the the program program
director to director to you!you!
Your Your evaluationevaluation
of the of the student:student:
Provide all requested Provide all requested information … information …
Circle appropriate # on Circle appropriate # on Likert Scale.Likert Scale.
Make sure and sign the Make sure and sign the form.form.
Circle the appropriate Circle the appropriate letters at the bottom of letters at the bottom of the form.the form.
Skills Skills Completion:Completion:
Student should check off Student should check off skills listed with the date skills listed with the date they completed the skill. they completed the skill. You do not need to sign You do not need to sign this. this.
You can see what kind of You can see what kind of experiences they have had experiences they have had during their internship.during their internship.
Skills check Skills check off:off:
Mark when the student has Mark when the student has done one of these skills in done one of these skills in the field.the field.
If it is checked, then If it is checked, then someone watched them someone watched them perform the skill correctly perform the skill correctly and you can let them do and you can let them do this skill in the field.this skill in the field.
If there are Questions or ProblemsIf there are Questions or Problems
Contact:Contact:
Margie Davison – Program CoordinatorMargie Davison – Program Coordinator
330.921.8494330.921.8494
ororContact the following:Contact the following:
Frank Dispenza – InstructorFrank Dispenza – Instructor330.720.5948330.720.5948
Adult Career Center – 330.729.4100Adult Career Center – 330.729.4100