The Effective Preceptor

The Effective Preceptor

Bridging the Gap of education and practice, knowledge and experience.

A 44 page presentation

2

At the end of this CBL the learner will be able to:

At the end of this CBL the learner will be able to:

Describe what a preceptor is and the personal benefits of being a preceptor

Understand common characteristics of adult learners

Understand how to facilitate learning, and give feedback

Describe what a preceptor is and the personal benefits of being a preceptor

Understand common characteristics of adult learners

Understand how to facilitate learning, and give feedback

3

Definition of PreceptorDefinition of PreceptorA preceptor is a qualified practitioner who

provides transitional role support and effective clinical learning for a newcomer within a collegial partnership.

A preceptor supports the growth and development of a newcomer for a predetermined length of time with the specific purpose of socializing and integrating that newcomer into a new role

A preceptor wears the hat of teacher, tutor, mentor, facilitator, and coach

A preceptor is a qualified practitioner who provides transitional role support and effective clinical learning for a newcomer within a collegial partnership.

A preceptor supports the growth and development of a newcomer for a predetermined length of time with the specific purpose of socializing and integrating that newcomer into a new role

A preceptor wears the hat of teacher, tutor, mentor, facilitator, and coach

4

The Effective PreceptorThe Effective Preceptor

Characteristics ofthe Effective Preceptor Careful analysis

Communication

Skillful management

Motivating the patient

Motivating the learner

Characteristics ofthe Effective Preceptor Careful analysis

Communication

Skillful management

Motivating the patient

Motivating the learner

5

Adult Learning PrinciplesAdult Learning Principles• Adults are autonomous and self-directed.

• Adults come armed with related experience and knowledge.

• Adults respond to a variety of teaching methods.

• Adults need to be shown respect.

•Adults want immediate application of what they learn.

• Adults are goal-oriented.

Considerations for Teaching Adults

Considerations for Teaching Adults

Are they READY sufficient skills see a need to learn

How will it effect their daily job life personal benefits

Practical practice hands-on exercises, real-life scenarios

Knowledge sharing/Participation ask questions encourage discussion

Relate training to something they know

Are they READY sufficient skills see a need to learn

How will it effect their daily job life personal benefits

Practical practice hands-on exercises, real-life scenarios

Knowledge sharing/Participation ask questions encourage discussion

Relate training to something they know

Learners

New learning is shaped by the learner’s

prior knowledge

Much learning occursthrough social

interaction

Successful learning involves the use of numerous strategies

Learning is tied to particular situations

Four Principles of Learning

Theorists seek to analyze and synthesize, looking for the rational schema. They like models and seek

to resolve ambiguity.

Reflectors like to ponder, to observe from different perspectives, do not draw quick conclusions but listen and observe.

Activists try anything once, are easily bored, seek new experiences and are willing to have a go.

Pragmatists test ideas to see if they work – down to earth, problem solvers.

Read

Hear Words

Watch still picture

Watch moving picture

Watch demonstration

Do a site visit

Do a dramatic presentation

Simulate a real experience

Do the real thing

Visual

Kinesthetic(Experiential)

Verbal

10% of what they read

20% of what they hear

30% of what they see

50% of what they hearand see

70% of what theysay or write

90% of whatthey say asthey do a thing

“Cone of Experience” People generally remember:

Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale

10

TOP TEN TIPS FOR TEACHING

TOP TEN TIPS FOR TEACHING

11

1. Remember your great teachers and role models:

1. Remember your great teachers and role models:

A great teacher is part of you forever

A great teacher is part of you forever

12

What makes a great teacher?

What makes a great teacher?

Enthusiasm one of the most important characteristics

Clinical skills, organized approach.

Adept at interacting with students, actively involves student, gives ongoing feedback

Enthusiasm one of the most important characteristics

Clinical skills, organized approach.

Adept at interacting with students, actively involves student, gives ongoing feedback

13

Motivating the LearnerMotivating the Learner

The Effective Preceptor

Emphasizes problem solving Promotes active

involvement of the learner Demonstrates enjoyment

and enthusiasm for patient care and teaching

Develops a supportive relationship with the learner

The Effective Preceptor

Emphasizes problem solving Promotes active

involvement of the learner Demonstrates enjoyment

and enthusiasm for patient care and teaching

Develops a supportive relationship with the learner

14

2. Do An Orientation : The Elks can seem like a maze

to a new learner

2. Do An Orientation : The Elks can seem like a maze

to a new learner

Take the time to orient the Take the time to orient the learner to the department learner to the department

Introduce them to the support Introduce them to the support staffstaff

Go over your expectationsGo over your expectations

Take the time to orient the Take the time to orient the learner to the department learner to the department

Introduce them to the support Introduce them to the support staffstaff

Go over your expectationsGo over your expectations

15

Orient yourself to the learner

Orient yourself to the learner

Find out what is their level of training, previous experience, what are their objectives for the day?

Find out what is their level of training, previous experience, what are their objectives for the day?

16

Careful Analysis of the Learner

Careful Analysis of the Learner

The Effective Preceptor

Accurately assesses the learner’s knowledge, attitudes and skills

Uses direct observation of the learner

Provides effective feedback Performs fair and thoughtful

evaluations

The Effective Preceptor

Accurately assesses the learner’s knowledge, attitudes and skills

Uses direct observation of the learner

Provides effective feedback Performs fair and thoughtful

evaluations

17

3. Prime The Learner3. Prime The Learner

Prepare the learner before entering the patient’s room

Set the stage Give clear purpose and

goals

Prepare the learner before entering the patient’s room

Set the stage Give clear purpose and

goals

18

4: Use Effective Questioning4: Use Effective Questioning Get a commitment from the learner

“What do you think is going on?”

Broadening “What else should we assess?”

Justifying “What about this patient is typical of a Left

Hemi?” Hypothetical

“What if this was a Right Hemi?”

Get a commitment from the learner “What do you think is going on?”

Broadening “What else should we assess?”

Justifying “What about this patient is typical of a Left

Hemi?” Hypothetical

“What if this was a Right Hemi?”

Stages of LearningStages of Learning

*Unconscious Incompetence Conscious Incompetence

Conscious Competence Unconscious Competence

*Very first step!Help them discover what they don’t know

They will stay in this stage for a while….they know it but need to think to apply it.

20

Wait timeWait time

Wait for the light to come on: Give Give the learner sufficient time to formulate their answer

Studies show that teachers often wait about one second before they answer the question themselves

Wait for the light to come on: Give Give the learner sufficient time to formulate their answer

Studies show that teachers often wait about one second before they answer the question themselves

21

CommunicationCommunication

The Effective Preceptor Possesses and

demonstrates broad knowledge

Explains the basis for actions and decisions

Answers learner questions clearly and precisely

The Effective Preceptor Possesses and

demonstrates broad knowledge

Explains the basis for actions and decisions

Answers learner questions clearly and precisely

22

CommunicationCommunication

The Effective Preceptor Is open to conflicting ideas

and opinions Connects information to

broader concepts Communicates clear goals

and expectations Captures learners attention Makes learning fun

The Effective Preceptor Is open to conflicting ideas

and opinions Connects information to

broader concepts Communicates clear goals

and expectations Captures learners attention Makes learning fun

23

5: Identify 1 minute teachable moments:

5: Identify 1 minute teachable moments:

Learner asks a question Interesting clinical finding Interpreting labs & x-rays demonstrating an exam

maneuver or procedure communications with

patients or consultants

Learner asks a question Interesting clinical finding Interpreting labs & x-rays demonstrating an exam

maneuver or procedure communications with

patients or consultants

Every moment can be a teachable moment

24

When may it not be the best time for a teachable

moment

When may it not be the best time for a teachable

moment Things are going wrong/ patient

crashing Emotionally charged situation for

you, the learner or patient End of shift Learner is saturated, tired,

distracted, hungry etc.

Things are going wrong/ patient crashing

Emotionally charged situation for you, the learner or patient

End of shift Learner is saturated, tired,

distracted, hungry etc.

25

Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of Needs

Physical

Emotional

Intellectual

Spiritual

Self-Actualization

Remember that learning is an activity that will only happen when lower, more basic needs are all ready met.

26

6: Use Modeling6: Use Modeling Be CapableBe Capable:: Demonstrate your belief in competency Demonstrate your belief in competency

and excellence in providing the best possible care to and excellence in providing the best possible care to your patients.your patients.

Be SensitiveBe Sensitive:: Demonstrate sensitivity to patient Demonstrate sensitivity to patient concerns as well as to the anxiety and needs of the concerns as well as to the anxiety and needs of the learnerlearner

Be EnthusiasticBe Enthusiastic:: Sharing your enthusiasm for Sharing your enthusiasm for patient care, teaching and learning can produce patient care, teaching and learning can produce more enthusiastic (and fun) learners.more enthusiastic (and fun) learners.

Be YourselfBe Yourself:: Demonstrating your approach to Demonstrating your approach to patient care and honestly dealing with the patient care and honestly dealing with the uncertainty and ambiguity of clinical careuncertainty and ambiguity of clinical care..

Be CapableBe Capable:: Demonstrate your belief in competency Demonstrate your belief in competency and excellence in providing the best possible care to and excellence in providing the best possible care to your patients.your patients.

Be SensitiveBe Sensitive:: Demonstrate sensitivity to patient Demonstrate sensitivity to patient concerns as well as to the anxiety and needs of the concerns as well as to the anxiety and needs of the learnerlearner

Be EnthusiasticBe Enthusiastic:: Sharing your enthusiasm for Sharing your enthusiasm for patient care, teaching and learning can produce patient care, teaching and learning can produce more enthusiastic (and fun) learners.more enthusiastic (and fun) learners.

Be YourselfBe Yourself:: Demonstrating your approach to Demonstrating your approach to patient care and honestly dealing with the patient care and honestly dealing with the uncertainty and ambiguity of clinical careuncertainty and ambiguity of clinical care..

27

Skillful Teaching and Practice

Skillful Teaching and Practice

The Effective Preceptor

Provides effective role modeling

Demonstrates skillful interactions with patients

Presents information with organization and clarity

The Effective Preceptor

Provides effective role modeling

Demonstrates skillful interactions with patients

Presents information with organization and clarity

28

Skillful Teaching and Practice

Skillful Teaching and Practice

The Effective Preceptor

Organizes and controls the learning experience

Gives appropriate responsibility to the learner

Balances clinical and teaching responsibilities

The Effective Preceptor

Organizes and controls the learning experience

Gives appropriate responsibility to the learner

Balances clinical and teaching responsibilities

29

7: PROVIDE FEEDBACK7: PROVIDE FEEDBACK

•You can observe a lot by watching•Yogi Berra

Effective feedback provides constructive

suggestions to reinforce or modify behavior

Effective feedback provides constructive

suggestions to reinforce or modify behavior

30

Why Is Feedback Important?

Why Is Feedback Important? Learners who get feedback:

do significantly better develop better judgement learn faster

Learners rate feedback as second most important quality of a good preceptor

Most learners want more feedback on their clinical skills

Feedback helps everyone

Learners who get feedback: do significantly better develop better judgement learn faster

Learners rate feedback as second most important quality of a good preceptor

Most learners want more feedback on their clinical skills

Feedback helps everyone

31

Barriers to Giving Feedback

Barriers to Giving Feedback

“The learners already know how they are doing.”“I don’t have time.”“That must have been an anomaly.”“I’m not used to this. I feel awkward.”“Learners get defensive.”

Part of being an effective preceptor is to get past these inaccurate or limiting beliefs

How to Give FeedbackHow to Give Feedback

Set expectations

Assess learner

Feed information back to learner

33

Feedback…how to

Feedback…how to

Always start with one thing that went well….even if it is just their attitude or willingness to try.

After the positive feedback focus on one item that could be improved (Sandwich technique)

I liked how you …….. but make sure you also……..

Always start with one thing that went well….even if it is just their attitude or willingness to try.

After the positive feedback focus on one item that could be improved (Sandwich technique)

I liked how you …….. but make sure you also……..

34

8: Know how to troubleshoot

8: Know how to troubleshoot

But remember, your ability to model keeping cool under pressure and coming up with “plan C” is a valuable part of mentoring. Reality is we need to work in less than ideal conditions…..but still strive for great outcomes. The learners also need to develop these skills.

35

9. You won’t have all the answers

9. You won’t have all the answers

36

When you don’t know the answer

When you don’t know the answer

Admit it!! Teacher should be a facilitator of

learning rather than an encyclopedic source of knowledge

Model ways of gathering the data Ask another team member What resources you can use

Become co-learners together

Admit it!! Teacher should be a facilitator of

learning rather than an encyclopedic source of knowledge

Model ways of gathering the data Ask another team member What resources you can use

Become co-learners together

And remember….research has shown that

Learners care more about your enthusiasm than your

fund of knowledge

And remember….research has shown that

Learners care more about your enthusiasm than your

fund of knowledge

37

38

It's not what is poured into a

student, but what is planted

Linda Conway

It's not what is poured into a

student, but what is planted

Linda Conway

39

10: The Nike Rule: JUST DO IT !

10: The Nike Rule: JUST DO IT !

40

The Effective PreceptorThe Effective Preceptor

Growing in EffectivenessBecome a “connoisseur”

of teaching

Careful Study Try new things Talk about it with others Meet with other interesting

people

Growing in EffectivenessBecome a “connoisseur”

of teaching

Careful Study Try new things Talk about it with others Meet with other interesting

people

41

WHAT’S IN IT FOR ME?WHAT’S IN IT FOR ME?

To teach is to learn twice over

To teach is to learn twice over

Joseph JoubertJoseph Joubert

Teaching is one of the best ways to challenge and motivate yourself to stay current in skills and knowledge.

42

The mediocre teacher tells. The good teacher explains. The superior

teacher demonstrates. The great teacher

inspires.

William Ward

The mediocre teacher tells. The good teacher explains. The superior

teacher demonstrates. The great teacher

inspires.

William WardThere is great personal satisfaction in “passing on” what we all learned “the hard way”

Remember the person you mentor today ….may be your caretaker tomorrow!

44

“It’s always helpful to learn from your mistakes because

then your mistakes are worthwhile”

Garry Marshall

“It’s always helpful to learn from your mistakes because

then your mistakes are worthwhile”

Garry Marshall

45

Thank you for your attention

Thank you for your attention

Please take the exam to receive credit

Please take the exam to receive credit