Field Internship Preceptor Orientation Program

Field Internship Preceptor Orientation Program University of Cincinnati EMS Technology Program Blue Ash College and Clermont College

Program Objectives • Explain purpose of Field Internship Preceptor Orientation Program • Identify Delegate, School, Student, and Preceptor responsibilities • Describe the three (3) phases of the “Field Internship” • Describe the characteristics of the field preceptor

Program Objectives • Define and give examples of “Positive/Correctional and Positive Reinforcement Feedback” • Identify tools used to evaluate the paramedic student • Describe problems that the preceptor may encounter and the steps that are taken to rectify specific problems

Purpose of Field Internship Preceptor Orientation Program • To give the field internship preceptor the opportunity to gain insight into the expectations of what is needed to successfully precept a University of Cincinnati paramedic student • Allow the preceptor the opportunity to ask questions he/she may have regarding the program

Delegate Responsibilities • The delegate is the liaison between the University of Cincinnati and the EMS Unit. • He/She is responsible for assigning the student to an approved preceptor • Makes sure that each preceptor has viewed the this program, evaluated the program and filled out a data form that is filed with the EMS Technology Program

School Responsibilities • Assure that the student is prepared for the field internship by observing success: • Didactically • In the lab • In the hospital • Will constantly reassess the student using feedback from the preceptor

School Responsibilities • Faculty will be available to discuss issues that may arise during the field internship • Faculty will remediate students who have been identified by the preceptor as having difficulties

Paramedic Student Responsibilities • Schedule ride time with the EMS Unit as prescribed • Arrive at least ten (10) minutes before the start of the shift • Be properly dressed according to policies and procedures • Wearing his/her University of Cincinnati “Paramedic Student” ID badge

Paramedic Student Responsibilities • Reviews paperwork with the preceptor • Informs the preceptor which phase the student is in • Accepts the preceptors critiques with an open mind • Acts in a professional manner at all times • Reviews all end of shift paperwork with the preceptor

Preceptor Responsibilities • Ensures that the student is given the opportunity to receive the best educational experience possible • Possess good communication skills • Provides positive and correctional feedback when necessary • Supervises field performance of the student

Preceptor Responsibilities • Reviews and signs paperwork at the end of the shift • Evaluates the student and documents strengths and areas that need improvement • Reports any problems or concerns to the delegate or directly to UC EMS faculty

Three Phases of Field Internship • Phase One (1) • First ten (10) ALS runs • Student focuses on manipulative skills and patient assessment • Task oriented • For example, assigned to manage the airway or start the IV • Encouraged to participate in the assessment

Three Phasesof Field Internship • Phase Two (2) • ALS runs #11-20 (or earlier) • Student begins to assimilate patient assessment, diagnostic and treatment skills and information to make decisions as a team leader. • The student will team lead on simple, straight forward runs such as single system trauma, abdominal pain, etc. • Students may need more time in this phase

Three Phasesof Field Internship • Phase Three (3) • Final runs #21-32 (or more) • The student is asked to function as team leader on all ALS runs • As always this is under the direct auspices of the preceptor • Focus on decision making, delegation, communication with EMS and ancillary personnel

The Successful Preceptor • Traits • Roles • Providing Feedback • Problem Resolution • Evaluation of Student

The Successful Preceptor Traits • Honest • Patient • Good Communication Skills (Listening) • Provides positive and correctional feedback • Wants to do it • Acknowledges there are different ways to achieve the same goal

The Successful Preceptor Roles • Coach • Encourages and teaches while educating • Guide • Allows the student to make decisions on their own, while offering insight • Patient Advocate • Patient care and safety is paramount • Student Advocate • Ensures the student gains the best experience possible

The Successful Preceptor Start • At the beginning of each shift • Review with the student how much field time they have completed • Go over the phase they are in • Student perceptions of strength and areas for improvement • Skills they are allowed to perform • Preceptor/Student expectations • Tour quarters / check out equipment

The SuccessfulPreceptor Feedback • Feedback is given as soon as possible after a run • It must be private • All feedback is given one-on-one • Whether correctional or complimentary it must not be shared unless the student wants it to be • Federal Law Prohibits sharing of student data unless it is within the scope of instruction or evaluation, i.e. faculty or supervisor

The SuccessfulPreceptor Feedback • Two (2) Types • Positive / Correctional and • Positive Reinforcement

The SuccessfulPreceptor Feedback • Positive / Correctional • Correctional feedback given in a positive manner • Identifies areas of performance that require improvement or an area in which the student must change behavior • For example: Reminding a student of the importance of auscultating lung sounds immediately after placement of an ET tube

The SuccessfulPreceptor Feedback • Positive Reinforcement • Encourages desired behavior • Helps build self-confidence • For example: “Your calm and confident behavior really helped to relax the patient. You did a very good job.”

The SuccessfulPreceptor Feedback • Be Direct • Always direct at the person for whom the correction is intended • Objective • Ensure feedback is conducted without bias toward race, gender, ethnic origin, sexual preference or creed

The SuccessfulPreceptor Feedback • Be Clear • Does the student understand what you said or meant to say? • Be Specific • Feedback should not be general goals for improvement, but rather direct actions that the student can take to improve patient care

The SuccessfulPreceptor Feedback • After the Run • Ask the student what they think went well with the run • Add positive reinforcement for the good things • Ask what they think they could do to improve their care of the patient • Provide Positive / Correctional feedback • Always begin with the positive!

Student Evaluation • During the Run • Allow the student to complete an assessment before interjecting additional questions that need to be ascertained for a complete assessment (unless this would jeopardize patient care) • While the student is performing skills • Give advice as necessary so as to not compromise patient care and encourage success with a skill

Student Evaluation • Field Evaluation / Skills Tabulation Form • At the end of the shift the student will approach you to fill out his/her evaluation form • The Skills Tabulation should be filled out and completed by the student. Please confirm that the information is correct • Please rate the student on a 1 – 5 scale • Professionalism / Attitude • Phase / Shift Objectives • Psychomotor skills

Student Evaluation • Team Leader Form • If the student was performing as the team leader • Fill out the Team Lead Evaluation Form located on the back of the student run form • Using a 1 – 5 scale the student is assessed on Interview, Exam, Treatment, Skill, and Leadership

Problem Solving (1) • Student arrives at the station dressed inappropriately and without the UC ID badge • Dismiss the student from the rotation and tell him/her to call their instructor • Notify Tony Kramer (513) 936-7130

Problem Solving (2) • After giving positive / correctional feedback to a student regarding IV insertion technique the student tells you, “I have been starting IV’s for two years, I know what I did wrong!” • Keep calm, the student may be embarrassed about the IV miss • Be positive, letting him know you understand he has experience, but that you observed something that could help him • You can’t force students to accept your help, but you should notify the faculty about the situation

Problem Solving (3) • Student comes in late on more than one occasion and always has some excuse as to why they are late. • Explain to the student that you are waiting for them and their tardiness puts you behind • Inform your EMS officer about the situation • The EMS officer should notify the clinical coordinator (Tony Kramer 513-936-7130)

Problem Solving (4) • “The student does not get it!” • The student may be rough, make inappropriate comments, or is just extremely nervous. • Give the student task oriented assignments, i.e. “take the B/P”, or “just focus on the IV.” • If they still cannot focus give them encouragement and call the clinical coordinator.

Problem Solving (5) • You are tired and need a break from precepting. • There is nothing wrong with admitting that you may not be in the right frame of mind to give the student the best educational opportunity. • Notify your EMS officer and see if the student could be placed with a different preceptor

Thank you! • The students and faculty at the University of Cincinnati EMS Technology Program deeply appreciate your commitment to the education of our paramedic students • If you have any questions or comments, please don’t hesitate to contact Janice Evans, Program Director @ 513-936-7132

University of CincinnatiEMS Technology Program • Clermont College • Jeff Waldenmayer • 513-732-5270 • Blue Ash College • Janice Evans • 513-936-7132 • Cincinnati/Northern Ky. International Airport FD • Tony Kramer • 513-936-7130

Field Internship Preceptor Orientation Program