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Communication, Coaching and Feedback, Evaluating Others

Communication, Coaching and Feedback, Evaluating Others . Module 4 Objectives. Recognize and role model effective communication Promote effective communication in others Explain the components of feedback that promotes growth Understand importance of developing a reflective practice

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Communication, Coaching and Feedback, Evaluating Others

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  1. Communication, Coaching and Feedback, Evaluating Others Module 4 Objectives Recognize and role model effective communication Promote effective communication in others Explain the components of feedback that promotes growth Understand importance of developing a reflective practice Verbalize various strategies for evaluations

  2. Communication • Importance • (such as SBAR) • Types • Attitudes • Barriers • Lack of time • Lack of comfort • Lack of motivation • The work environment • Lack of honesty • Failure to listen

  3. Coaching and feedback Feedback Helps improve performance Decrease turnover Motivates self-improvement Builds trust How Am I Doing?

  4. Purpose of feedback is to promote growth Doing it well Timely Honest Focus on skill, not person Motivation is on performance improvement Balance the positive and the negative Everyone makes mistakes, what is important is how we communicate and encourage change so mistakes are not repeated. This is done with patience and compassion.

  5. Encourage self reflection As a means to provide feedback How did you think that went?

  6. Strategies to Evaluateformal • Review established goals for orientation • Completed skills checklist, manage 4 patients • Peer and self evaluation • Rubrics- criterion based • Report criteria • Checklists • SBAR, steps in a process • Technology • Computer quizzes

  7. Evaluations • University of Wyoming FWWSN has an evaluation form in the preceptor handbook

  8. Let us each and all realize the importance of our influence on others- stand shoulder to shoulder- and not alone, in good cause Florence Nightingale

  9. References • Baltimore, J.J. (2004). The hospital clinical preceptor: Essential preparation for success. The Journal of Continuing Education in Nursing, 35(3), p. 133. • Barnes, C. (2004). Preceptor workshop. St John’s Medical Center, July 16, 2004. • Barrett, C., & Myrick, F. (1998). Job satisfaction in preceptorship and its effect on the clinical performance of the preceptee. Journal of Advanced Nursing, 27(2), p. 364. • Bastable, S.B. (2003). Nurse as educator: Principles of teaching and learning for nursing practice (2nd ed.). Sudbury, MA: Jones & Bartlett.

  10. References • Battaglini, D.J., & Schenkat, R.J. (1987). Fostering cognitive development in college students. Retrieved from, http://www.ericdigests.org/pre- 925/perry.htm • Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Addison- Wesley:Menlo Park, CA. • Billings, D.M. & Halstead, J.A. (2005). Teaching in nursing: A guide for faculty (2nded.). Elsevier Saunders: St. Louis, MO.

  11. References • Burns, C., & Beauchese, M., Ryan-Krause, P., & Sawin, K. (2006). Mastering the preceptor role: Challenges of clinical teaching. Journal of Pediatric Health Care, 20(3), p.172 • Dickerson, P.S. (2005). Nurturing critical thinkers. The Journal of Continuing Education in Nursing, 36(2), p.68. • Erven, B.L. (2001). Evaluating performance and providing feedback to employees. Retrieved from, www.ir.eku.edu/Assessment/docs/ • Hansten, R.I., & Washburn, M.J. (1999). Individual and organizational accountability for development of critical thinking. Journal of Nursing Administration, 29(11), p. 39.

  12. References • Harris, K-L., Krause, K., Gleeson, D., Peat, M., Taylor, C., & Garnett, R. (2007). Enhancing assessment in the biological sciences: Ideas and resources for university educators. Retrieved from, www.bioassess.edu.au • Heaslip, P. (2005). Critical thinking: To think like a nurse. Retrieved from, http://www.cariboo.bc.ca/nursing/faculty/heaslip/nrsct.htm • Henderson, A., Fox, R., & Malko-Nyhan, K. (2006). An evaluation of preceptors’ perceptions of educational preparation and organizational support for their role. The Journal of Continuing Education in Nursing. 37(3), p.130 • Krugman, M. (2006). Precepting: The chance to shape nursing’s future. Retrieved from, http://www.nurse.com/ce/CE393-60/Precepting-The- Chance-To-Shape-Nursing’s-Future

  13. References • Lee, V., & Harris, T. (2007). Mentoring new nursing graduates. Retrieved from, http://www.minoritynurse.com/features/other/ 080207d.html • Medical College of Georgia, Department of Family Medicine, (2005). Teaching effectiveness. Retrieved from, http://www.mcg.edu/som/fmfacdev/fd_teaching.htm • Mottet, L.M. (2006). Nurse Mentor Magic. Simon & Kolz Publishing, LLC: Dubuque, Iowa. • Oermann, M. (2001). One-minute mentor. Nursing Management, 32(4), p. 12. • O’Neil, C.A., Fisher, C.A., & Newbold, S.K. (2004). Developing an online course: Best practices for nurse educators. New York, New York: Springer Publishing Company.

  14. References • Pickens, J.M., & Fargotstein, B.A. (2006). Preceptorship: A shared journey between practice and education. Journal of Psychological Nursing and Mental Health Services 44(2), p.31 • Pope, B., Rodzen, L., & Spross, G. (2007). Raising the SBAR: How better communication improves patient outcomes. Nursing2007, 73(3), p.41. • Redding, D.A. (2001). The development of critical thinking among students in baccalaureate nursing education. Holistic Nursing Practice, 15(4), p. 57 • Ryan-Nicholls, K.D. (2004). Preceptor recruitment and retention. Canadian Nurse, 110(6), p.18. • Scheffer, B.K., & Rubenfield, M.G. (2000). A consensus statement on critical thinking in nursing. Retrieved from, http://www.ncbi.nlm.nih.gov/pubmed/11103973

  15. References • Smedley, A.M. (2008). Becoming and being a preceptor: A phenomenology study. The Journal of Continuing Education in Nursing, 39(4), p. 185 • Smith Higuchi, K.A., & Donald, J.G. (2002). Thinking processes used by nurses in clinical decision making. Journal of Nursing Education, 41(4), p. 145. • Troxel, D. (2009). Online preceptor education. Nursing Management, 40(10), p.33 • Ulrich, B. (2006). Teaching nurses to teach: A good investment for all. Nephrology Nursing Journal, 33(6), p.602

  16. References • University of Memphis (2010). Effective intern evaluation. Retrieved from, http://www.memphis.edu/hss/clnt/preceptor- training.htm • University of Wyoming. (2009). Professional preceptor handbook: A resource guide for nurses in partnership with the Fay W. Whitney School of Nursing. Retrieved from, http://uwadmnweb,uwyo,edu/nursing/info.asp?p=6075 • Vermont Nurse Internship Program. (2005). Preceptor development. Retrieved from, http://www.vnip.org/preceptor.html

  17. References • Walsh, C.M. (2006). Critical thinking: Back to square two. Journal of Nursing Education, 45(6), p. 212. • Wright, A. (2002). Precepting in 2002. The Journal of Continuing Education in Nursing, 33(3), p. 13 • Zori, S., & Morrison, B. (2009). Critical thinking in nurse managers. Nursing Economics. Retrieved from, http://findarticles.com/p/articles/mi_ m0FSW/is_2_27/ai_n31642738/?tag=content;col1

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