sc4 preceptor training ppt
TRANSCRIPT
EMS PRECEPTOR TRAINING
St. Clair County
Community 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
Preceptor Role Cont’d
Establish standard of care
Provide safe environment:
Equipment
Personnel
Scene
Learning environment
Preceptor Role Cont’d
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
Preceptor Role Cont’d
Confront issues as they arise
Promote confidence
Empower students
Complete a summative evaluation
Assist student with documentation
Evaluate student at end of each shift
Preceptor Role Cont’d
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.
Paramedic Clinical Report cont’d
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.
Paramedic Clinical Report cont’d
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.
Paramedic Clinical Report cont’d
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.
Paramedic Clinical Report cont’d
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.
Paramedic Clinical Report cont’d
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.
Paramedic Clinical Report cont’d
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;
PRECEPTOR BILL OF RIGHTS
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;
PRECEPTOR BILL OF RIGHTS
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
E-mail [email protected]
EMS Program Director: Bryan Richter
Cell (586)709-1475
E-mail [email protected]