Welcome to the Preceptor Workshop!

1. Welcome to the Preceptor Workshop!

2. Agenda Welcome Warm-up: Your Claim to Fame Preceptorship Defined Attributes of Preceptors Principles of Adult Learning and Intergenerational Differences Coffee Break Learning styles What to do when there is a performance problem Goals and Objectives, learning plans Lunch Coaching and Feedback

3. Claim to Fame • Your Claim to Fame • Tell us something about you that you are proud of or something unique • Write it on the index card • Pick a card from the basket • Introduce yourself to others in the room and find out who owns that card

4. Preceptorship… “Preceptorship….is a formal one to one relationship between an experienced practitioner (preceptor) and a novice (preceptee) designed to assist the novice in successfully adjusting to and performing a new role” Canadian Nurses Association

5. Mentorship Defined • A nurturing, coaching relationship with a more senior or experienced colleague over an undefined period of time • A connection is made where the mentor cares about the future success of the mentee • This may be formal or informal

6. Attributes of a Preceptor • Think of two attributes needed in a preceptor • Write the two attributes on a label and place on the hat in the center

7. Key Qualifications: Experienced and knowledgeable in the clinical area Supportive, open-minded, trustworthy and respectful Passionate about mission, vision and core values Enjoys teaching Empowered and takes initiative Caring and empathetic Sense of humour Engaged in life-long learning Patient Effective interpersonal, communication and organisational skills Reliable and flexible individual to work as part of a diverse work team Remembers what it is like to be a student Position Summary: Orient and welcome the preceptee to the unit Collaborate with the manager, clinical leader, clinical educator, other members of the health care team and the faculty advisor Contribute to a learning plan Assess learning style Clinical supervision Reflective feedback Contribute to evaluation To be responsible for her/his own professional development and for maintaining a current knowledge base Preceptor

8. Preceptor Responsibilities: • Protect and socialize • Teach needed skills (allow for practice) • Demonstrate and Encourage Critical Thinking • Provide Feedback and Evaluation • Role Model Positive Behaviours

9. Principles of Adult Learning

10. Is this the way we learn best?

11. Fast forward to 2012!! • Advances in technology • Economic change • Knowledge explosion • Changes in work • Diversity • Traditional training approaches no longer work • New age focus on spontaneous & continuous learning within organizations

12. Sharing Experiences • Think about a positive learning experience you have had and what made it a positive experience • Think and share how it made you feel • Discuss at your tables

13. To be an effective instructor- Understand how adults learn best We approach adult learners differently than we do children or teens because they come with years of their own experience and other education

14. Andragogy:The Art and Science of Teaching Adults • Less formal • More collaborative • Learners direct their own progress • Draw from learner’s own experience 3 “R’s” RESPECT,RELEVANCE,RESPONSIBILITY

15. Principles of Adult Learning Adult learners are people with years of experience and a wealth of information • Begin learning with, “tell me what you know about __” • Acknowledge present knowledge • Try to link present knowledge with new learning • Remember you don’t always have to have the answer, as long as you know where to find it • Remember you are not “testing” you are teaching!

16. Principles of Adult Learning Adult learners relate new knowledge & information to previously learned information and experiences • Apply concepts to relevant practical situations • Summarize frequently to increase retention and recall • Review components and steps of procedure prior to performing • Have student perform the task/skill, don’t do it for them!

17. Principles of Adult Learning Adults have Pride • Self esteem and ego are a risk in an environment that is not perceived as supportive • People will not ask questions if they are a afraid of being ridiculed • Avoid saying “ I just covered that” • Remember, the only foolish question is the unasked question

18. Principles of Adult Learning Adults tend to have a problem-centered orientation to learning • Emphasize how learning can be applied in practice • Use examples from your personal experience to enhance learning

19. Adults Learn Best When They: • Feel comfortable • Provide input into the learning plan • Can use past experiences to help them learn new things • Have opportunities to engage in social learning

20. In summary…Adults • Are highly motivated & self directed • Have competing priorities & challenges • Have previous experiences & knowledge (positive/negative- “unlearning”) • Have clear objectives & goals • May be more demanding on preceptor because they are highly motivated and eager • Value education • Are less prone to risk taking • Appreciate respect • Wiifm- “What’s in it for me”? Malcolm Knowles (1984)

21. Generational Differences

22. Generational Characteristics

23. Generational Learning Styles

24. Remember…. • Generational lines overlap by 3-4 yrs • STEREOTYPING = danger • Know the individual

25. Learning Styles

26. Learning Styles • Many different learning styles • Use many styles simultaneously • We favour certain styles • We tend to teach in the same style

29. As a preceptor…….. • Identify the more dominant learning styles of your preceptee. • Choose teaching strategies appropriate to the learning styles. • Be aware of your own dominant styles, yet teach using other styles as well.

30. Learning Styles Myers Briggs Type Indicator VAK MI (Multiple Intelligence) Gardner Kolb Learning Styles Experiential Learning

31. What Is Your Learning Style? Lets try the assessment questionnaire….

32. Learning Styles ….VAK Visual: Visual/Linguistic learners learn through reading and writing. They remember what they write down, even if they don’t re-read. Visual/ Spatial learnersdo better with charts, demonstrations, videos, not as good with written language. Auditory: Often talk to themselves . Use questioning . Good listeners, not easily distracted, can take it all in. Kinesthetic: Can concentrate better when they are moving and touching things. These people often take notes, doodle, draw diagrams, use highlighters.

33. ManagingOrientee and Student Performance Issues Prepared by Suzi Laj RN BN CNCC (C)

34. Performance Issues • Confidentiality and sensitivity • Avoid Labeling (look for strengths and understand all students are different) • Identify issues daily to plan learning opportunities for the next day • Monitor time management and organizational skills • Preceptee should start to take on increasing responsibilities

35. Factors Affecting Orientee Job Performance • Personal( age, health status, family responsibilities, motivation) • Professional( level of nursing competency) • Environmental ( physical, social, psychological climate) • Employer/ System( expectations, resources, barriers )

36. Orientee Performance Problems • The “ know it all ” • The “ doesn’t ask and can’t tell ” • The “ disorganized ” • The “ overconfident ” What the preceptor may encounter:

37. The Know It All • Recognize • Always talking, rarely listens, argumentative • BUT very articulate, knowledge, & frequently right • Analyze • Strong needs for security & respect • Need for belonging and to be respected as part of the group

38. The Know It All • Intervention • Be respectful of knowledge • Need to be flexible & provide nonthreatening environment • Needs strong clinical expert as preceptor • Set boundaries • DO NOT ignore/directly challenge/argue (don’t BS a KIA) KIA ~ frequently become leaders and preceptors themselves in the future

39. The Don’t Ask & Can’t Tell • Recognize • Appears disinterested/doesn’t ask questions • Minimalists & low performing • Analyze • Don’t automatically think that this is abnormal • Sometimes preoccupied • Possible cultural differences • May be afraid of making mistakes

40. The Don’t Ask & Can’t Tell • Intervention • Use open ended questions • Promote dialogue • Encourage Orientee journaling • Directly ask Orientee how their behavior should be interpreted

41. The Disorganized • Recognize • Frantic & in constant motion • Poor time management • High maintenance • Occasionally blames others • Analyze • Frequently serves as a crutch • See themselves as working very hard ~ but lacks productivity

42. The Disorganized • Intervention • Temporarily lighten assignment • Give clinical scenarios with multiple outcomes or events that can occur • Give tips on how colleagues get the work done ~ help with prioritizing • Get down to basics • Practice until consistent

43. The Overconfident • Recognize • Doesn’t make sure that preceptor present & does new skills on own • Everything is always “ fine ” • Analyze • Self Confidence = Competent • Has positive view of self • Can be potentially detrimental and unsafe

44. The Overconfident • Intervention • Be aware of these tendencies • Monitor closely • Set clear boundaries & expectations • Needs preceptor to be VERY direct • Important for preceptor to share these observations with educator or other preceptors for interpretation & to confirm opinion

45. Performance Problem Scenarios • At your tables discuss the scenario given to you

46. Who is accountable? Your responsibilities Your student’s responsibilities

47. Get to know the student Ask your student for a copy of their preceptor handbook Be a role model Consider the well being of the patients (provide supervision) Make yourself available to discuss the learning plan Know and understand the level of preparation and objectives of the experience Use good communication skills and be patient and supportive Each preceptor will:

48. Each Preceptor will: • Recommend/facilitate learning experiences • Stimulate critical thinking and reflection • Contact faculty/educator with concerns • Provide feedback into the evaluation of the student in a timely manner • Give real examples when evaluating and giving feedback • STUDENTS DON’T KNOW WHAT THEY DON’T KNOW!!

49. Remember-evaluation should be… • Ongoing and Daily • No Surprises at the end!! • Verbal and Written • Informal and Formal • Include Objectives

50. Students are accountable for: • Contributing to the setting of the objectives • Understanding their role in the provision of care • Using good communication skills, ask for feedback • The quality of their care & seeking guidance appropriately • Seeking out learning opportunities • Following professional ethical frameworks • Following Policies and Procedures of the organization