Learning Needs and Goal Setting

1. 2 Learning Needs and Goal Setting I Need A Plan?

2. “Yes! You need a plan!” Teaching Plan What do you need to teach to facilitate your preceptee to become a member of the team? How do you teach? Learning Plan What does your preceptee need to learn to become a member of the team? How does your preceptee learn? 2-2

3. Getting Started If possible, get acquainted with your preceptee before the first working day. During hospital orientation arrange to meet her/him during lunch. Or, have lunch with her/him on one of your days off before you’re scheduled to work together. 2-3

4. Teaching - Learning Partnership Get to know each other. Respect each other. Mutual expectations Together, establish clearly defined goals and expected outcomes. Communicate openly and honestly. 2-4

5. Teaching - Learning Partnership • Greet them warmly. • Find out what they know and need to know. • Set goals together. • Facilitate their learning by developing an empowering relationship. 2-5

6. Identify Learning Needs • What does the preceptee already know? • What is the preceptee’s preferred learning style? • What are barriers to learning? • What instructional methods are available? 2-6

7. Expected Outcomes • What does the facility expect the nurse to learn? • What does the unit manager/educator expect the nurse to learn? 2-7

8. Must have mutual expectations to establish achievable goals. 2-8

9. Expectations for New Staff Variety of Institutional Forms 2-9

10. Priorities Learning Needs Fatal Fundamental Frequent Fixed Facility (Alspach, 2000) Learning Interests Are they priorities? 2-10

11. Prioritizing Learning Needs Fatal — Failure to meet this need could result in serious harm or loss of life to a patient or staff member. Fundamental — Represents a fundamental or essential aspect of competent performance for a given position. 2-11

12. Prioritizing Learning Needs Frequent — Reflects a performance area that must be performed frequently by an employee in a specific position. Fixed — Must be met within a specific time frame. Facility — The health care facility mandates its inclusion in the orientation program. 2-12

13. Benner’s Stages of Nursing Proficiency Five stages: Novice Advanced beginner Competent practitioner Proficient practitioner Expert practitioner (Benner, 1984) 2-13

14. Novice Characteristics Limited practical skills Relies on rules and expectations of others for direction Implications for teaching/learning 2-14

15. Advanced Beginner Characteristics Marginally competent skills Use theory and principles Difficulty establishing priorities Implications for teaching/learning 2-15

16. Competent Practitioner Characteristics Feels competent; organized Plans and sets goals Thinks abstractly and analytically Coordinates several tasks simultaneously Implications for teaching/learning 2-16

17. Proficient Practitioner Characteristics Views patients holistically; recognizes subtle changes Establishes priorities with ease Focuses on long-term goals Implications for teaching/learning 2-17

18. Expert Practitioner Characteristics Performs fluidly Grasps patient needs automatically Responses are integrated Expertise comes naturally Implications for teaching/learning 2-18

19. Clinical Teaching Learning is evolutionary. Participation, repetition and reinforcement strengthen and enhance learning. Variety in learning activities increases interest, and readiness to learn enhances retention. Immediate use of information and skills enhances retention. (Burns et al., 2006) 2-19

20. Negotiate to arrive at a mutually acceptable and numbered list of learning priorities. Record this list in writing. It becomes your contract. Prioritize Together 2-20

21. Your Plan The Learning Contract Documents the mutual responsibilities of preceptors and preceptees in attaining learning needs throughout a designated period of time Must be clearly defined to evaluate achievement 2-21

22. Goals – General Intent 1. ___________________________ 2. ___________________________ 2-22

23. Specific Outcomes Clearly observable results. Nurse will initiate IV access correctly. 2-23

24. Nursing Process Assess Plan Implement Evaluate There should be NO surprises! 2-24

25. Implementing the Learning Plan: What and How to Teach • Competency component • Knowledge • Attitudes • Skills 2-25

26. Critical Thinking 2-26

27. Critical Thinking Jack and Jill were found dead in a small puddle of water surrounded by pieces of broken glass. There was no blood. What happened? (Alfaro-LeFevre, 2003) 2-27

28. Critical Thinking in Nursing Constantly striving to improve What are the outcomes? study results How can we achieve these outcomes more efficiently? study process What was done to achieve outcomes? 2-28

29. Critical Thinking Entails purposeful, informed, outcome-focused (results-oriented) thinking that requires careful identification of problems, issues and risks involved. Deliberate logical reasoning and linear and nonlinear thinking used to analyze, synthesize and evaluate relationships between components of the nursing process for the purpose of self-regulatory judgments and clinical decision making. (Abel & Freeze, 2006) 2-29

30. Critical Thinking Indicators • CTIs – behaviors that demonstrate critical thinking characteristics and attitudes as well as knowledge and intellectual skills. • www.alfaroteachsmart.com/new200-8cti.pdf 2-30