Respiratory Care Preceptor Workshop

1. Respiratory Care Preceptor Workshop Complements of the AARC HOD Sub-committee on Mentoring

2. RC Preceptor Workshop • Why are you going over this today? • Additional objective • Recognize how your responsibility as a preceptor can greatly influence learning and change.

3. Assignment - Please describe the most positive and negative clinical learning experience that you remember.

4. RCP’s are Health Care Professionals • Definition of Professional • “A calling or vocation requiring specialized knowledge, methods, and skills, as well as preparation, in an institution of higher learning, in the scholarly, scientific, and historical principles underlying such methods and skills” • Mishoe, S. and MacIntyre, N.

5. You are Professionals • Develop intellectual interest in work. • Know and understand the purpose and value of their work and derive pleasure from performing to their fullest potential. • PRIMARY orientation to the community interest rather than to individual self-interest.

6. Why Preceptor training? • Model proper actions, attributes, behavior • Develops clarity of expectations • Protects those new to the field, organization • Engages others • Energizes the group

7. What is a Preceptor? • Guide • technical • social • Teacher • Role model

8. Mentor Sustained relationship Teacher, Sponsor, Agent, Advisor, Role model, Coach, Confidante Preceptor Time-limited beginning, working, termination Transition of responsibility Some differences between Mentor and Preceptor

9. Individual AssignmentThink about your most favorable learning experiences. What were some of the individual characteristics that your instructor possessed and demonstrated?

10. Patience Enthusiasm knowledge sense of humor respect of peers willingness to learn and change non-threatening, non-judgmental, cognizant of personal weaknesses Preceptor Characteristics

11. Individual Success • Skills and Knowledge • Emotional Intelligence • Critical Thinking

12. Individual Success • Skills and Knowledge • Multiskilled • Competent and knowledgeable in all specific skill areas

13. Emotional Intelligence • Twice as important as cognitive ability, technical skills • Self awareness • Impulse control • Self-motivation, Persistence, Zeal • Empathy • Social deftness

14. Group AssignmentRecalling on your teaching/learning experiences, describe some factors that may have influenced your success or difficulty in orientation.

15. Boomers - 44 - 64 yrs. young Gen X - 24 - 44 years young Net Generation - < 24 years young Are there Learning Differences between Generations?

16. accustomed to being dependent on educator want to be in charge of own learning want a caring environment respond to positive feedback, want to do well connect learning to the mission, like being connected Boomers

17. self-directed learners, work in teams not necessarily tech savvy can manage delayed gratification want clear information with practical value enjoy fun, humor, activities with learning Gen X

18. considerable tech experience, comfort prefer work groups, teams enjoy being mentored by older generations enjoy simulated work environment, virtual reality active learners, seek innovation, immediate response to learning needs Net Generation

19. Learning Styles • Kolb’s learning style inventory • Concrete “feel” • Reflective “watch” • Abstract “think” • Active “do” • Importance of learning style?

20. Personality styles, profiles • e.g., Myers-Briggs • Preceptor and learner • improved matching?

22. Perception of Orientation Experience – RCP’s at Acute care hospitals • Orientees ranked satisfaction higher than without preceptors • Preceptors often are harder on themselves than the orientees

23. Orientation Evaluation Tool Example – Preceptor and Learner

24. Preceptor Responsibilities 1. Socialization 2. Building learner skills 3. Critical thinking 4. Assignment management

25. Socialization • Major determinant in new orientee satisfaction • Social initiation • personal/professional background • teaching/learning styles • communication styles

26. What is the Preceptor’s role in Socialization? • Introduction to unit staff, culture, norms, layout, operations • Role model • Help orientee feel welcomed • Initial “protector”

27. Building Learner Skills • Primary responsibility for skill development is on the orientee, not the preceptor • Use adult based learning techniques • Evaluate performance • Validate competency • policies and procedures • Provide feedback

28. Content focused on perceived needs of learner Sequencing and repetition Active learning methods Safe and supportive learning environment Adult Learning Principles

29. prime responsibility differences between novice experienced RCP Skill sets Evaluating Performance

30. Novice Advanced beginner Competent Proficient Expert Stages of Learners

31. Characteristics No experience with situations Inability to use discretionary judgment no rules about which tasks most relevant, when exception necessary Preceptor Implications Teach rules to guide action that can be recognized without experience Novice

32. Characteristics Demonstrates marginally acceptable performance Gaining experience in real situations Starting to formulate patterns, attributes, guidelines for actions Difficulty identifying important aspects Preceptor Implications Shift teaching rules to guidelines Help recognize patterns and meanings Assist in prioritizing Advanced Beginner

33. Characteristics Sees action in concert with overall plan Distinguishes between relevant and irrelevant attributes Can manage unforeseen events Lacks speed of proficient RCP Preceptor Implications Focus on improving decision-making skills Improve coordination of multiple complicated events Competent

34. Characteristics Discerns situation as whole vs.. pieces Past experiences rather than rules guide practice Recognizes when normal responses not present Considers few options, hones in on accurate elements or problems Preceptor Implications Uses complex case studies to facilitate learning Refinement of critical thinking skills Proficient

35. Characteristics Holistic practice vs.. respiratory fraction Grasps situations intuitively and correctly identifies solutions without wasting time Extraordinary management of clinical problems Considers expert by others Preceptor Implications Enjoy the assignment and ride on! Refinement of critical thinking skills Expert

36. Essential RCP Critical Thinking Skills • Prioritize • Anticipate • Troubleshoot • Communicate • Negotiate • Decision making • Reflect

37. Critical Thinking Traits important to RCP’s • Willingness to reconsider • Appreciation of multiple perspectives • Willingness to challenge someone else regardless of power structure • Understanding of how behavior of others impacts them and profession • Takes responsibility for own learning and understanding • Openness to continuing change

38. We Communicate in Multiple Ways

39. Small group assignment What methods or techniques can you apply to help develop Critical Thinking skills in your learners?

40. Assignment Management • Organize • Prioritize • Communicate/Delegate Building Confidence is our objective!

41. Small group assignment What factors do you think would be important in developing a successful learning experience between a learner and preceptor?

42. Preceptor Responsibilities 1. Socialization 2. Building learner skills 3. Critical thinking 4. Assignment management

43. Novice Advanced beginner Competent Proficient Expert Stages of Learners

44. Case #1 - Preceptor working with a student from a local RT program who has not previously been to our hospital. • What stage is applicable to this learner? • Which of the four primary preceptor responsibilities do you feel will be most important to work on first? • What will you dodifferently to help accomplish this task?

45. Novice Advanced beginner Competent Proficient Expert Stages of Learners

46. Characteristics No experience with situations Inability to use discretionary judgment no rules about which tasks most relevant, when exception necessary Preceptor Implications Teach rules to guide action that can be recognized without experience Novice

47. Case Scenario 2 • You are working with a new graduate employee from a local RT program. After 3 shifts, your assessment is that the skills of this new graduate are not up to the level of performance experienced with other new graduates. What are your next steps as a preceptor? • What will you dodifferently to help get this orientee back on track?

48. Preceptor Workshop Summary • Preceptors guide, teach and serve as role models to learners. • Solid preceptor skills significantly improve the learning experience. • Preceptors seek to continually improve their knowledge, skills, critical thinking and emotional intelligence level.