Precptor Training -RHORC - · PDF fileDecision Making A systematic sequential process of...
Transcript of Precptor Training -RHORC - · PDF fileDecision Making A systematic sequential process of...
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Preceptor ProgramPreceptor Program
A CollaborationA Collaboration
California Economic and Workforce DevelopmentCalifornia Economic and Workforce Development
Regional Health Occupations Resource CenterRegional Health Occupations Resource Center
The Orange County Ethnic Workforce InitiativeThe Orange County Ethnic Workforce Initiative
The Nurse Workforce InitiativeThe Nurse Workforce Initiative
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Program OverviewProgram Overview
�� GoalGoal
�� Program ObjectivesProgram Objectives
�� Preceptor RolesPreceptor Roles
�� Role ModelRole Model
�� EducatorEducator
�� FacilitatorFacilitator
�� EvaluatorEvaluator
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Icebreaker ActivityIcebreaker Activity
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Module OneModule One
Preceptor RolePreceptor Role
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DefinitionsDefinitions
�� PreceptorPreceptor
�� PrecepteePreceptee
�� PreceptorshipPreceptorship
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Module 1:Module 1: RoleRole
�� DACUMDACUM
�� DDevelop evelop AA CurriculCurriculUMUM
�� A method to determine the A method to determine the
competencies or tasks in a given job.competencies or tasks in a given job.
�� Philosophy that expert workers can Philosophy that expert workers can
most accurately describe the job.most accurately describe the job.
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DACUM ProcessDACUM Process
�� JobJob
�� DutyDuty
�� TaskTask
�� StepStep
�� Knowledge and SkillsKnowledge and Skills
�� EquipmentEquipment
�� Traits and BehaviorsTraits and Behaviors
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Role TransitionRole Transition
�� Staff NurseStaff Nurse
�� PreceptorPreceptor
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ActivityActivity(preceptor qualities)(preceptor qualities)
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An Effective PreceptorAn Effective Preceptor
KnowledgeKnowledge SkillsSkills
Attitudes Attitudes
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KnowledgeKnowledge
�� Policies/proceduresPolicies/procedures
�� Practice standardsPractice standards
�� RoutinesRoutines
�� DocumentationDocumentation
�� PrecepteePreceptee’’s job s job descriptiondescription
�� BiculturalismBiculturalism
�� ResourcesResources
�� Principles of Principles of
teaching/learning/teaching/learning/
adult educationadult education
�� TeamworkTeamwork
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AttitudesAttitudes
�� RespectfulRespectful
�� RealisticRealistic
�� PatientPatient
�� OpenOpen--mindedminded
�� DependableDependable
�� Good ListenerGood Listener
�� SupportivenessSupportiveness
�� PositivePositive
�� Sense of humorSense of humor
�� ConstructiveConstructive
�� MatureMature
�� HonestHonest
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SkillsSkills
�� Patient carePatient care
�� CommunicationCommunication
�� Use of equipmentUse of equipment
�� Use of resourcesUse of resources
�� Interpersonal Interpersonal relationsrelations
�� Work organizationWork organization
�� ProblemProblem--solvingsolving
�� DecisionDecision--makingmaking
�� PriorityPriority--settingsetting
�� DelegationDelegation
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PreceptorPreceptor’’s Expectationss Expectations
�� Role definitionRole definition
�� Performance expectationsPerformance expectations
�� Delineation of responsibilitiesDelineation of responsibilities
�� Enumeration of expected outcomes Enumeration of expected outcomes for the preceptor programfor the preceptor program
�� Valid and reliable evaluation toolsValid and reliable evaluation tools
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PreceptorPreceptor’’s Expectations s Expectations
�� Available resourcesAvailable resources
�� Support systemSupport system
�� Adequate preparation for the roleAdequate preparation for the role
�� Adequate trainingAdequate training
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Responsibilities of theResponsibilities of the
PrecepteePreceptee�� Identifies own Identifies own
learning needslearning needs
�� Is active in the Is active in the
learning processlearning process
�� Readily asks Readily asks
questionsquestions
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Responsibilities of theResponsibilities of the
Preceptee Preceptee (continued)(continued)
�� Reads and follows Reads and follows
policy/procedure policy/procedure
manuals manuals
�� Utilizes resourcesUtilizes resources
�� Identifies goalsIdentifies goals
�� CompetenciesCompetencies
�� Reports concernsReports concerns
�� EvaluatesEvaluates
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Preceptee ExpectationsPreceptee Expectations
�� Job DescriptionJob Description
�� Preceptor/Job ExpectationsPreceptor/Job Expectations
�� Unit staffUnit staff
�� ResponsibilitiesResponsibilities
�� Evaluation Tools/MeasuresEvaluation Tools/Measures
�� HandsHands--on Experienceson Experiences
�� Support SystemsSupport Systems
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StressStress
�� Internal StressInternal Stress
�� External stressExternal stress
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Reality ShockReality Shock
�� Reality shock phasesReality shock phases
�� HoneymoonHoneymoon
�� ShockShock
�� RecoveryRecovery
�� ResolutionResolution
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Reality Shock Reality Shock -- HoneymoonHoneymoon
�� CharacteristicsCharacteristics
�� Everything is Everything is
wonderfulwonderful
�� ExcitedExcited
�� RoseRose--colored colored
glassesglasses
�� EnthusiasticEnthusiastic
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Reality Shock Reality Shock -- HoneymoonHoneymoon
�� StrategiesStrategies
�� Take an interestTake an interest
�� Help to set realistic expectationsHelp to set realistic expectations
�� Encourage to ask questions about the Encourage to ask questions about the
history of the organizationhistory of the organization
�� Assist to focus on developing a Assist to focus on developing a
reputation for competencereputation for competence
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Reality Shock Reality Shock -- ShockShock
�� CharacteristicsCharacteristics
�� Anger, moral Anger, moral
outrageoutrage
�� Frustration, Frustration,
rejectionrejection
�� ConfusionConfusion
�� DisappointmentDisappointment
�� DisillusionmentDisillusionment
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Reality Shock Reality Shock -- ShockShock
�� StrategiesStrategies
�� Be a good listenerBe a good listener
�� Encourage a look at current learning statusEncourage a look at current learning status
�� Focus on the good thingsFocus on the good things
�� Create a climate for learningCreate a climate for learning
�� It is all right to be a learnerIt is all right to be a learner
�� Prevent feelings of abandonmentPrevent feelings of abandonment
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Reality Shock Reality Shock -- RecoveryRecovery
�� CharacteristicsCharacteristics
�� Stress is reducedStress is reduced
�� Able to grasp the roleAble to grasp the role
�� Realized the truth; more than one Realized the truth; more than one
perspective existsperspective exists
�� Sense of humor begins to returnSense of humor begins to return
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Reality Shock Reality Shock -- RecoveryRecovery
�� StrategiesStrategies
�� Nurture ability to see humor in the Nurture ability to see humor in the situationsituation
�� Give positive feedback; share stories Give positive feedback; share stories about preceptorabout preceptor’’s own first work s own first work experienceexperience
�� Assist to turn disappointments into Assist to turn disappointments into learning experienceslearning experiences
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Reality Shock Reality Shock -- ResolutionResolution
�� CharacteristicsCharacteristics
�� Adjustment Adjustment
�� job hoppingjob hopping
�� returning to schoolreturning to school
�� Bicultural adaptationBicultural adaptation
�� Integration of two conflicting value Integration of two conflicting value
systemssystems
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Reality Shock Reality Shock -- ResolutionResolution
�� StrategiesStrategies
�� Assist to evaluate work situation Assist to evaluate work situation
objectivelyobjectively
�� Help identify appropriate and Help identify appropriate and
obtainable goalsobtainable goals
�� Discuss constructive problemDiscuss constructive problem--solvingsolving
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Implementing a ProgramImplementing a Program
�� RolesRoles
�� ResponsibilitiesResponsibilities
�� PlanPlan
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Module TwoModule Two
Role ModelRole Model
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Module 2: Role ModelModule 2: Role Model
�� Role Modeling is a process in which an Role Modeling is a process in which an
individual identifies with and assumes individual identifies with and assumes
the values and behaviors of another the values and behaviors of another
person that ultimately results in person that ultimately results in
behavior modification that is usually behavior modification that is usually
permanent. (Bidwell & Braswell)permanent. (Bidwell & Braswell)
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Role ModelRole Model
�� Demonstrates by example how competent Demonstrates by example how competent staff perform their job staff perform their job
�� Attributes includeAttributes include
�� ClarityClarity
�� ConsistencyConsistency
�� OpennessOpenness
�� CommunicativenessCommunicativeness
�� SpecificitySpecificity
�� AccessibilityAccessibility
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Role ModelRole Model
�� Provides competent Provides competent
patient care.patient care.
�� Examples: Examples:
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Role ModelRole Model
�� Maintains current Maintains current
practice.practice.
�� Examples:Examples:
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Role ModelRole Model
�� Participates in unit Participates in unit
governancegovernance
�� Examples:Examples:
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Role ModelRole Model
�� Serves as resource Serves as resource
person.person.
�� Examples:Examples:
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Role ModelRole Model
�� Maintains effective Maintains effective
working working
relationships with all relationships with all
members of the members of the
healthcare team.healthcare team.
�� Examples:Examples:
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Role ModelRole Model
�� Demonstrates time Demonstrates time
management and management and
organizational skills.organizational skills.
�� Examples:Examples:
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Role ModelRole Model
�� Promotes effective Promotes effective
communication. communication.
�� Example:Example:
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ActivityActivity(drawing)(drawing)
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Role Modeling CommunicationRole Modeling Communication
�� WhoWho
�� WhatWhat
�� When When
�� WhereWhere
�� HowHow
�� WhyWhy
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Module ThreeModule Three
EducatorEducator
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Learning:Learning:
A Higher Mental ProcessA Higher Mental Process
�� Differs from instinctDiffers from instinct
�� ComplexComplex
�� Lots of theoriesLots of theories
�� Still researchingStill researching……....
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What influences learning?What influences learning?
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EnvironmentEnvironment
�� StressStress
�� NoiseNoise
�� BusynessBusyness
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CultureCulture
�� GenerationalGenerational
�� EthnicEthnic
�� GenderGender
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Intellectual AbilityIntellectual Ability
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Primary LanguagePrimary Language
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Philosophy of EducationPhilosophy of Education
�� LiberalLiberal
�� ProgressiveProgressive
�� BehavioristBehaviorist
�� HumanisticHumanistic
�� RadicalRadical
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MemoryMemory
�� Learning by associationLearning by association
�� Learning through contextualismLearning through contextualism
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Transfer of LearningTransfer of Learning
�� Program participantsProgram participants
�� Program design and deliveryProgram design and delivery
�� Program contentProgram content
�� Changes required to apply learningChanges required to apply learning
�� Resistance to change Resistance to change
�� ActivityActivity
�� Organizational contextOrganizational context
�� Community/Societal forcesCommunity/Societal forces
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Categories of LearningCategories of Learning
�� KnowledgeKnowledge
�� Attitudes Attitudes
�� SkillsSkills
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KolbKolb’’s Learning Style Inventorys Learning Style Inventory
�� Keep sheet togetherKeep sheet together
�� Rate each questionRate each question
�� DonDon’’t try to read into the questionst try to read into the questions
�� Go with your first responseGo with your first response
�� DonDon’’t go backt go back
�� Press hard to go through to back copyPress hard to go through to back copy
�� Follow directions for scoringFollow directions for scoring
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RankingRanking
�� 4= most4= most
�� 1=least1=least
�� 3= next most3= next most
�� 2= left over2= left over
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The Learning Process
CE
ROAE
AC
Perc
eiv
ing
Processing
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Learning StylesLearning Styles
�� Concrete Experience (CE)Concrete Experience (CE)
�� Reflective Observation (RO)Reflective Observation (RO)
�� Abstract Conceptualization (AC)Abstract Conceptualization (AC)
�� Active Experimentation (AE)Active Experimentation (AE)
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Concrete ExperienceConcrete Experience
�� Learning opportunityLearning opportunity
�� Personal meaningPersonal meaning
�� Why is this important to me?Why is this important to me?
�� Feelings importantFeelings important
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Abstract ConceptualizationAbstract Conceptualization
�� Logic & ideasLogic & ideas
�� Systematic planningSystematic planning
�� Thirst for knowledgeThirst for knowledge
�� Feelings less importantFeelings less important
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Reflective ObservationReflective Observation
�� PlanningPlanning
�� Mull it overMull it over
�� Need timeNeed time
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Active ExperimentationActive Experimentation
�� Does this work?Does this work?
�� PracticalPractical
�� HandsHands--onon
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The Learning Process
CE
ROAE
AC
Perc
eiv
ing
Processing
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Sample Learning ProfilesSample Learning Profiles
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Profiles 1 and 2Profiles 1 and 2
Concrete Experience and Reflective Observation
CE
RO
Reflectors
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Profiles 3 and 4Profiles 3 and 4
AC
RO
Abstract Conceptualization and Reflective Observation
Theorizers
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Profiles 5 and 6Profiles 5 and 6
AE
AC
Abstract Conceptualization and Active Experimentation
Pragmatists
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Profiles 7 and 8Profiles 7 and 8
AE
CE
Active Experimentation and Concrete Experience
Activists
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Profile 9Profile 9
CE
AE
AC
RO
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Profile 10Profile 10
CE
AC
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Profile 11Profile 11
ROAE
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Profile 12Profile 12CE
RO
AC
AE
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Comparing Learning StylesComparing Learning Styles
�� No good or bad, just differentNo good or bad, just different
�� How you learn bestHow you learn best
�� Focus on improving other areasFocus on improving other areas
�� Respect the differencesRespect the differences
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The Learning Process
CE
ROAE
AC
Perc
eiv
ing
Processing
Stage 1
Stage 2
Stage 4
Stage 3
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Learning ActivitiesLearning Activities
�� Stage 1Stage 1
�� Personal InterestPersonal Interest
�� Reason for learningReason for learning
�� MotivationMotivation
�� How does it relate to meHow does it relate to me
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Learning ActivitiesLearning Activities
�� Stage 2Stage 2
�� Gather important Gather important
factsfacts
�� Direct teachingDirect teaching
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Learning ActivitiesLearning Activities
�� Stage 3Stage 3
�� Using the materialUsing the material
�� HandsHands--on on
practicepractice
�� ExperimentalExperimental
�� ActionAction--orientedoriented
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Learning ActivitiesLearning Activities
�� Stage 4Stage 4
�� Integration into Integration into
practicepractice
�� Relate to Relate to
information you information you
already holdalready hold
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Additional Learning StylesAdditional Learning Styles
�� Logical/mathematicalLogical/mathematical
�� Verbal/linguisticVerbal/linguistic
�� IntrapersonalIntrapersonal
�� InterpersonalInterpersonal
�� Visual/spatialVisual/spatial
�� Body/kinestheticBody/kinesthetic
�� Musical/rhythmicMusical/rhythmic
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Principles of Adult LearningPrinciples of Adult Learning
�� Malcolm KnowlesMalcolm Knowles
�� Learning retentionLearning retention
�� Relationships to KolbRelationships to Kolb’’s works work
CE
ROAC
AE
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ActivityActivity(napkins)(napkins)
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Teaching Psychomotor SkillsTeaching Psychomotor Skills
�� StepsSteps
��PreparePrepare
��PresentPresent
��TryTry--outout
��FollowFollow--upup
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Cycle of TeachingCycle of Teaching
Prepare
PresentTryout
Follow-up
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PreparePrepare
�� PlanPlan
�� Assess Assess
readinessreadiness
�� MotivateMotivate
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PresentPresent
�� DemonstrationDemonstration
�� Return Return
demonstrationdemonstration
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Try outTry out
�� Trial with Trial with
cueing by cueing by
instructorinstructor
�� Behavior Behavior
modelingmodeling
�� ReinforceReinforce
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FollowFollow--upup
�� Encourage Encourage
questionsquestions
�� FeedbackFeedback
�� Model behaviorModel behavior
�� Taper offTaper off
�� EvaluateEvaluate
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Psychomotor SkillsPsychomotor Skills
�� Effective methods in teachingEffective methods in teaching
�� Be preparedBe prepared
�� MotivateMotivate
�� Create safe learning environmentCreate safe learning environment
�� Develop a trusting relationship with Develop a trusting relationship with
precepteepreceptee
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Determining Learning NeedsDetermining Learning Needs
�� Current level of performanceCurrent level of performance
�� Identify what needs to be learnedIdentify what needs to be learned
�� Prioritize NeedsPrioritize Needs
�� High risk/high frequencyHigh risk/high frequency
�� MandatedMandated
�� Learning needs mutually agreedLearning needs mutually agreed--uponupon
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Levels of CompetencyLevels of Competency
�� NoviceNovice
�� Advanced beginnerAdvanced beginner
�� CompetentCompetent
�� ProficientProficient
�� ExpertExpert
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Selecting Teaching MethodsSelecting Teaching Methods
KnowledgeKnowledge SkillsSkills
Attitudes Attitudes
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KnowledgeKnowledge AttitudesAttitudes SkillsSkills KolbKolb LearningLearning
ActivityActivity
ReadingReading
Role playRole play
Providing Providing
patientpatient
carecare
Practice onPractice on
MannequinsMannequins
Asking Asking
questionsquestions
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Creating a Learning PlanCreating a Learning Plan
�� Who?Who?
�� What?What?
�� When?When?
�� Where?Where?
�� How?How?
�� Why?Why?
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Goal SettingGoal Setting
�� The most important thing about goals isThe most important thing about goals is
having them.having them.
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Goal SettingGoal Setting
�� PurposePurpose
�� BenefitsBenefits
�� BarriersBarriers
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Goal CharacteristicsGoal Characteristics
�� MutualMutual
�� RelevantRelevant
�� PositivePositive
�� RealisticRealistic
�� MeasurableMeasurable
�� WrittenWritten
�� SpecificSpecific
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ActivityActivity
Write one positive, realistic, Write one positive, realistic, measurable, and obtainable goal you measurable, and obtainable goal you might set for a preceptee in your work might set for a preceptee in your work
setting.setting.
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Using GoalsUsing Goals
�� Meet with preceptee regularlyMeet with preceptee regularly
�� Encourage preceptee to come Encourage preceptee to come
prepared with a list and selfprepared with a list and self--evaluationevaluation
�� Limit number of goalsLimit number of goals
�� Do not duplicate competency listsDo not duplicate competency lists
�� Share ideas Share ideas
�� Plan to reevaluatePlan to reevaluate
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Model Goal SettingModel Goal Setting
�� Long Term GoalsLong Term Goals
�� If you want to do something better, you If you want to do something better, you
must do something different that must do something different that
requires a change.requires a change.
�� Letter to selfLetter to self
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Day TwoDay Two
Preceptor WorkshopPreceptor Workshop
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Review HomeworkReview Homework
AssignmentsAssignments
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Module FourModule Four
FacilitatorFacilitator
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FacilitatorFacilitator
�� Familiarize with Familiarize with
physical physical
environmentenvironment
�� People toolPeople tool
�� Scavenger huntScavenger hunt
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FacilitatorFacilitator
�� Promote sense of Promote sense of
belongingbelonging
�� Socializing to the Socializing to the
unitunit
�� Unwritten rulesUnwritten rules
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FacilitatorFacilitator
�� Arranging the Clinical ExperienceArranging the Clinical Experience
�� Choosing assignmentsChoosing assignments
�� Negotiating with staffNegotiating with staff
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VideoVideo
A Peacock in the Land of A Peacock in the Land of
PenguinsPenguins
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FacilitatorFacilitator
�� Develop reflective Develop reflective
thinkersthinkers
�� Model a systematic Model a systematic
approach to thinkingapproach to thinking
and problem solvingand problem solving
�� Foster critical Foster critical
thinkingthinking
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ActivityActivity(Brain teasers)(Brain teasers)
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Critical Thinking People Are:Critical Thinking People Are:
�� Truth seekingTruth seeking
�� OpenOpen--mindedminded
�� AnalyticalAnalytical
�� SystematicSystematic
�� SelfSelf--ConfidentConfident
�� InquisitiveInquisitive
�� MatureMature
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Decision MakingDecision Making
�� A systematic sequential process of A systematic sequential process of
choosing among alternatives and choosing among alternatives and
putting the choice into action. (W. putting the choice into action. (W.
Lancaster & J. Lancaster, 1982)Lancaster & J. Lancaster, 1982)
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Decision MakingDecision Making
�� Analyzing alternative courses of Analyzing alternative courses of
action, their potential effects, and action, their potential effects, and
selecting the best course of action selecting the best course of action
�� Implementing the selected action, Implementing the selected action,
monitoring the effects and monitoring the effects and
reevaluating the decision in light of reevaluating the decision in light of
the effectsthe effects
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Problem SolvingProblem Solving
�� Problem solving is Problem solving is
cognitive processing cognitive processing
directed at achieving directed at achieving
a goal when no a goal when no
solution method is solution method is
obvious to the obvious to the
problem solver. problem solver.
(Mayer & Wittrock, (Mayer & Wittrock,
1996)1996)
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Problem Solving Problem Solving
�� Rational, analytical thinkingRational, analytical thinking
�� An investigative actionAn investigative action
�� Use of the nursing process Use of the nursing process
�� Assess Assess
�� Plan Plan
�� Implement Implement
�� Evaluate Evaluate
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Critical Thinking Critical Thinking
�� A composite of the attitudes, A composite of the attitudes,
knowledge, and skills. (Watson & knowledge, and skills. (Watson &
Glaser, 1980)Glaser, 1980)
�� A process, the goal of which is to A process, the goal of which is to
make reasonable decisions about make reasonable decisions about
what to believe in and what to do. what to believe in and what to do.
(Ennis, 1996)(Ennis, 1996)
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Paul, Binker, Adamson, and Paul, Binker, Adamson, and
Martin (1989)Martin (1989)
�� The art of thinking about your thinking The art of thinking about your thinking
while you are thinking in order to make while you are thinking in order to make
your thinking better: more clear, more your thinking better: more clear, more
accurate, or more defensible.accurate, or more defensible.
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Critical Thinking StepsCritical Thinking StepsPeter Facione 1998Peter Facione 1998
�� Interpretation Interpretation
�� Analysis Analysis
�� Inference Inference
�� ExplanationExplanation
�� EvaluationEvaluation
�� Self regulation Self regulation
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InterpretationInterpretation
�� ComponentsComponents
�� CategorizingCategorizing
�� DecodingDecoding
�� Clarifying meaningClarifying meaning
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InterpretationInterpretation
�� Distinguish facts, Distinguish facts,
assumptions, and assumptions, and
inferences inferences
�� Knowledge Knowledge
componentcomponent
�� Interpret data Interpret data
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Interpretation Interpretation
�� BP 160/98BP 160/98
�� Reports elevated Reports elevated
BPBP
�� Question to askQuestion to ask
�� Tell me what you Tell me what you
know about this know about this
drug, diagnosis, drug, diagnosis,
procedure, procedure,
treatment? treatment?
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AnalysisAnalysis
�� ComponentsComponents
�� PrioritizingPrioritizing
�� Making Making relationshipsrelationships
�� Making Making connections connections
�� Defining various Defining various courses of courses of actionaction
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AnalysisAnalysis
�� Recognize the existence of problems Recognize the existence of problems
�� Distinguish between relevant and Distinguish between relevant and
irrelevant informationirrelevant information
�� Begin to analyze nursing problems and Begin to analyze nursing problems and
define the possible courses of actiondefine the possible courses of action
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AnalysisAnalysis
�� Questions to askQuestions to ask
�� What lab work would you want to What lab work would you want to
monitor while the patient is on this drug? monitor while the patient is on this drug?
�� What are the elements in the patientWhat are the elements in the patient’’s s
admission assessment findings that admission assessment findings that
relate to the admitting diagnosis?relate to the admitting diagnosis?
�� What should you do first for this patient? What should you do first for this patient?
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Case StudyCase Study
�� A MVA patient, age 13, had an open A MVA patient, age 13, had an open
reduction of a right tibial fracture three days reduction of a right tibial fracture three days
ago and is also in pelvic traction. She is ago and is also in pelvic traction. She is
complaining of pain in her right leg. She complaining of pain in her right leg. She
states that her pain level is an 8/10 and that it states that her pain level is an 8/10 and that it
is worse than yesterday. The patient has is worse than yesterday. The patient has
Vicodin and MS ordered for pain. The Vicodin and MS ordered for pain. The
preceptee prepares to medicate the patient preceptee prepares to medicate the patient
with morphine.with morphine.
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InferenceInference
�� ComponentsComponents
�� Drawing Drawing
conclusions conclusions
based on based on
evidence/dataevidence/data
�� Comprehending Comprehending
the meaning of the meaning of
subjective and subjective and
objective dataobjective data
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InferenceInference
�� Weighing risks and Weighing risks and
benefits of various benefits of various
courses of actionscourses of actions
�� Identifying gaps in Identifying gaps in
informationinformation
�� Making sound Making sound
decisionsdecisions
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InferenceInference
�� Based on these symptoms, what Based on these symptoms, what
conclusions can you draw?conclusions can you draw?
�� New nurses have a tendency to go for New nurses have a tendency to go for
the obvious.the obvious.
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Case StudyCase Study
�� A MVA patient, age 13, had an open A MVA patient, age 13, had an open
reduction of a right tibial fracture three days reduction of a right tibial fracture three days
ago and is also in pelvic traction. She is ago and is also in pelvic traction. She is
complaining of pain in her right leg. She complaining of pain in her right leg. She
states that her pain level is an 8/10 and that it states that her pain level is an 8/10 and that it
is worse than yesterday. The patient has is worse than yesterday. The patient has
Vicodin and MS ordered for pain. The Vicodin and MS ordered for pain. The
preceptee prepares to medicate the patient preceptee prepares to medicate the patient
with morphine.with morphine.
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ExplanationExplanation
�� Components Components
�� ExplainingExplaining
�� Providing Providing
rationales for rationales for
conclusions conclusions
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ExplanationExplanation
�� Explaining in verbal or written format, Explaining in verbal or written format,
sound reasons for actions taken or sound reasons for actions taken or
conclusions drawnconclusions drawn
�� Explaining relationships between dataExplaining relationships between data
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ExplanationExplanation
�� Questions to askQuestions to ask
�� Why would you want to do this Why would you want to do this
treatment first?treatment first?
�� Why is this drug not used for this Why is this drug not used for this
patient when it was prescribed for a patient when it was prescribed for a
patient with the same diagnosis? patient with the same diagnosis?
�� Why is the pain getting worse?Why is the pain getting worse?
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ExplanationExplanation
�� Why?Why?
�� So what?So what?
�� What if?What if?
�� WhatWhat’’s next?s next?
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Case StudyCase Study
�� The patient is admitted for atrial The patient is admitted for atrial
fibrillation, has CHF and is on bed rest. fibrillation, has CHF and is on bed rest.
The patientThe patient’’s medications include s medications include
Heparin SQ bid and Digoxin daily. Heparin SQ bid and Digoxin daily.
�� In discussing the patientIn discussing the patient’’s medications s medications
with the preceptee, she tells you that with the preceptee, she tells you that
heparin is given because the patient is heparin is given because the patient is
on bed rest. on bed rest.
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EvaluationEvaluation
�� Components Components
�� Continuously assessing the data for Continuously assessing the data for
relevancy to the situationrelevancy to the situation
�� Ensuring that the data supports the Ensuring that the data supports the
conclusion conclusion
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EvaluationEvaluation
�� Questioning the data, Questioning the data,
signs and symptoms for signs and symptoms for
relevancyrelevancy
�� Evaluating Evaluating
appropriateness of careappropriateness of care
�� CostCost--effectivenesseffectiveness
�� Anticipating, thinking Anticipating, thinking
aheadahead
�� Looking at the big Looking at the big
picturepicture
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EvaluationEvaluation
�� Questions to askQuestions to ask
�� What would indicate to you that this What would indicate to you that this
medication has been effective?medication has been effective?
�� If a patient is developing an infection, If a patient is developing an infection,
what symptoms would you expect to what symptoms would you expect to
see?see?
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Self Regulation Self Regulation
�� Components Components
�� Continuously Continuously
questioning, questioning,
examining and examining and
monitoring onemonitoring one’’s s
thinking for thinking for
accuracy accuracy
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Self RegulationSelf Regulation
�� Asking questionsAsking questions
�� Comparing and contrasting situations Comparing and contrasting situations
�� Seeking further data to support and Seeking further data to support and
validate conclusionsvalidate conclusions
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Self Regulation Self Regulation
�� Last week you took care of a patient Last week you took care of a patient
with a similar diagnosis. with a similar diagnosis.
�� What symptoms are the same? What symptoms are the same?
�� What differences do you notice? What differences do you notice?
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Self RegulationSelf Regulation
�� Questions to ask: Questions to ask:
��Did an attitude or perception Did an attitude or perception influence my conclusion? influence my conclusion?
��What is interfering or coloring the What is interfering or coloring the way I am looking at this situation?way I am looking at this situation?
��Am I drawing the wrong Am I drawing the wrong conclusion?conclusion?
��Could I be overlooking something?Could I be overlooking something?
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Self RegulationSelf Regulation
What am I missing?What am I missing?
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Putting It TogetherPutting It Together
�� Frame the QuestionFrame the Question�� Use the critical thinking components.Use the critical thinking components.
�� Pose questions that encourage problem Pose questions that encourage problem
solving.solving.
�� Encourage the preceptee to come to you Encourage the preceptee to come to you
with questions/problems but also possible with questions/problems but also possible
solutions.solutions.
�� Why? What if? So what? What now?Why? What if? So what? What now?
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Use Case ScenariosUse Case Scenarios
The physician leaves the following order for the The physician leaves the following order for the patient who is one day postpatient who is one day post--op appendectomy:op appendectomy:
1. DAT1. DAT
2. d/c IV fluids when taking fluids well2. d/c IV fluids when taking fluids well
�� What are the facts?What are the facts?
�� What are the alternatives/choices?What are the alternatives/choices?
�� What other assessments should be made?What other assessments should be made?
�� What factors will influence the choice?What factors will influence the choice?
�� How will know if I made the correct choice?How will know if I made the correct choice?
�� What am I overlooking?What am I overlooking?
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Build ConfidenceBuild Confidence
�� Give feedback that Give feedback that
tells the preceptee tells the preceptee
that you trust their that you trust their
abilityability
�� ““I think you can I think you can
handle this, but I am handle this, but I am
right here if you right here if you
need me.need me.””
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Build ConfidenceBuild Confidence
�� Acknowledge when Acknowledge when
the preceptee has the preceptee has
made an made an
appropriate appropriate
decision.decision.
�� ““I would have done I would have done
the same thing.the same thing.””
�� ““I couldnI couldn’’t have t have
done it better.done it better.””
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Build ConfidenceBuild Confidence
�� Validate the Validate the
precepteepreceptee’’s s
assessments/findings/assessments/findings/
conclusionsconclusions
�� ““ThatThat’’s exactly what I s exactly what I
heard in the lungs. heard in the lungs. ””
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Build ConfidenceBuild Confidence
�� Collaborate with the Collaborate with the
preceptee in making preceptee in making
out assignments.out assignments.
�� ““Where do you think Where do you think
we should start we should start
today?today?””
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Build ConfidenceBuild Confidence
�� When setbacks or When setbacks or
““badbad”” days occur, days occur,
remind preceptee of remind preceptee of
their progress and their progress and
successes.successes.
�� ““Remember the first Remember the first
time you recorded a time you recorded a
code how everyone code how everyone
complimented you.complimented you.””
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Practice TimePractice Time
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Conflict Conflict -- DefinitionDefinition
�� When what you have and what you When what you have and what you
want are different.want are different.
�� A pattern of energyA pattern of energy
�� NatureNature’’s primary motivation for changes primary motivation for change
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Conflict ManagementConflict Management
�� Conflicts forConflicts for
�� PrecepteePreceptee
�� PreceptorPreceptor
�� StaffStaff
�� ManagerManager
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Causes of ConflictCauses of Conflict
�� Personality differencesPersonality differences
�� Difference in valuesDifference in values
�� Difference in perspectiveDifference in perspective
�� Difference in goalsDifference in goals
�� Cultural differencesCultural differences
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Conflict MythsConflict Myths
�� Conflict is negativeConflict is negative
�� Conflict is a contestConflict is a contest
�� A sign of poor A sign of poor
managementmanagement
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Conflict Myths Conflict Myths (continued)(continued)
�� If left alone, conflict If left alone, conflict
will take care of will take care of
itselfitself
�� Conflict must be Conflict must be
resolvedresolved
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ActivityActivityFace your partner.Face your partner.
Place your hands against the other personPlace your hands against the other person’’s hands.s hands.
Person One face the screen.Person One face the screen.
Person Two face away from the screen.Person Two face away from the screen.
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Person OnePerson One
�� When I say When I say ““gogo”” push against your push against your
partnerpartner’’s hands.s hands.
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Change positions so Person Two Change positions so Person Two
is now facing the screen.is now facing the screen.
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Person TwoPerson Two
�� When I say When I say ““GoGo””, push against your , push against your
partnerpartner’’s hands. Dons hands. Don’’t back down. t back down.
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New Directions New Directions
Person TwoPerson Two
�� When I say When I say ““gogo”” push against your push against your
partnerpartner’’s hands.s hands.
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Change positions so Person One Change positions so Person One
is now facing the screen.is now facing the screen.
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Person OnePerson One
�� When I say When I say ““GoGo””, give no resistance , give no resistance
when your partner pushes your hands.when your partner pushes your hands.
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Conflict Mode InstrumentConflict Mode Instrument
�� Consider conflict situations.Consider conflict situations.
�� How do you usually respond?How do you usually respond?
�� If neither response is typical, choose the If neither response is typical, choose the
one you would be more likely to use.one you would be more likely to use.
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ConflictConflict--Handling ModesHandling Modes
�� CompetingCompeting
�� CollaboratingCollaborating
�� CompromisingCompromising
�� AvoidingAvoiding
�� AccomodatingAccomodating
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COMPETING COLLABORATING
COMPROMISING
AVOIDING ACCOMODATING
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CompetingCompeting
�� ForcingForcing
�� Assertive and Assertive and
uncooperativeuncooperative
�� PowerPower--orientedoriented
�� Useful for:Useful for:
�� Standing up for Standing up for
rightsrights
�� Defending an Defending an
important positionimportant position
�� Trying to winTrying to win
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AccommodatingAccommodating
�� SmoothingSmoothing
�� Unassertive and Unassertive and
cooperativecooperative
�� Involves selfInvolves self--
sacrificesacrifice
�� Useful for:Useful for:
�� Charitable Charitable
causes/generositycauses/generosity
�� Obeying ordersObeying orders
�� Yielding to Yielding to
another point of another point of
viewview
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AvoidingAvoiding
�� WithdrawingWithdrawing
�� Unassertive and Unassertive and
uncooperativeuncooperative
�� Does not address Does not address
conflictconflict
�� Useful for:Useful for:
�� Diplomatic Diplomatic
sidesteppingsidestepping
�� Avoiding until a Avoiding until a
better timebetter time
�� Withdrawing form Withdrawing form
a threatening a threatening
situationsituation
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CollaboratingCollaborating
�� Problem SolvingProblem Solving
�� Assertive and Assertive and
cooperativecooperative
�� Seeks to satisfy Seeks to satisfy
both sidesboth sides
�� Useful for:Useful for:
�� Gaining additional Gaining additional insightsinsights
�� Avoiding negative Avoiding negative competition for competition for resourcesresources
�� Solving Solving interpersonal interpersonal problemsproblems
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CompromisingCompromising
�� SharingSharing
�� Somewhat Somewhat
assertive and assertive and
somewhat somewhat
cooperativecooperative
�� Solutions are Solutions are
mutually mutually
satisfying; satisfying;
acceptable to allacceptable to all
�� Useful for:Useful for:
�� Splitting the Splitting the
differencedifference
�� Making Making
concessionsconcessions
�� Finding a quick Finding a quick
middlemiddle--ground ground
positionposition
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TKI ProfileTKI Profile
�� Were you surprised?Were you surprised?
�� Compare with othersCompare with others
�� No wrong answersNo wrong answers
�� Are there strategies you want to Are there strategies you want to
explore?explore?
�� Which strategies work in which Which strategies work in which
situations?situations?
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Module FiveModule Five
EvaluatorEvaluator
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EvaluationEvaluation
�� Observable and measurable Observable and measurable
�� Learning can only be inferred Learning can only be inferred
�� Change in behaviorChange in behavior
�� Based on standards of performanceBased on standards of performance
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Evaluation ProcessEvaluation Process
�� Formative evaluationFormative evaluation
�� Summative evaluationSummative evaluation
�� Documentation ToolsDocumentation Tools
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Performance EvaluationPerformance Evaluation
�� ParticipativeParticipative
�� Using GoalsUsing Goals
�� Long Term GoalsLong Term Goals
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Communication is the KeyCommunication is the Key
�� Body LanguageBody Language
�� PerceptionsPerceptions
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Effective CommunicationEffective Communication
�� Who?Who?
�� What?What?
�� When?When?
�� Where?Where?
�� How?How?
�� Why?Why?
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ActivityActivity
((Perceptions/Paying Attention)Perceptions/Paying Attention)
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Assertive CommunicationAssertive Communication
�� Changing the Changing the
message:message:
�� I thinkI think……
�� I feel...I feel...
�� I wantI want……
�� II’’m concerned m concerned
thatthat……
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Coaching the PrecepteeCoaching the Preceptee
�� DefinitionDefinition
�� Coaching ConversationsCoaching Conversations
�� FeedbackFeedback
�� Problem SolvingProblem Solving
�� DevelopmentalDevelopmental
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Coaching the PrecepteeCoaching the Preceptee
�� Constructive FeedbackConstructive Feedback
��PProvides information to improve rovides information to improve
performance.performance.
�� Is a vehicle to promote constructive Is a vehicle to promote constructive
relationships.relationships.
�� Promotes an environment of Promotes an environment of
openness and mutual respect.openness and mutual respect.
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Constructive FeedbackConstructive Feedback
�� Provides a way to monitor how things Provides a way to monitor how things are going.are going.
�� Creates a way for issues to come to the Creates a way for issues to come to the forefront before they become major forefront before they become major problems.problems.
�� Keeps lines of communication open.Keeps lines of communication open.
�� Assists staff in owning problems and Assists staff in owning problems and creating solutions.creating solutions.
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Constructive Feedback StepsConstructive Feedback Steps
�� EngageEngage
�� EmpathizeEmpathize
�� EducateEducate
�� EnlistEnlist
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What to do whenWhat to do when……..
�� Preceptees you Preceptees you
might encountermight encounter
�� DiscussionDiscussion
�� Role playRole play
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Evaluating PerformanceEvaluating Performance
�� Satisfactory/RemediationSatisfactory/Remediation
�� Ongoing and writtenOngoing and written
�� CriteriaCriteria
�� Consistent demonstrationConsistent demonstration
�� Demonstration with minimal promptDemonstration with minimal prompt
�� Demonstration with repeated Demonstration with repeated
prompts prompts
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Formative EvaluationFormative Evaluation
�� Ongoing process and documentationOngoing process and documentation
�� Weekly updates with precepteeWeekly updates with preceptee
�� Multiple preceptors must communicateMultiple preceptors must communicate
�� Written goals and followWritten goals and follow--upup
�� No surprises at end of orientationNo surprises at end of orientation
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Summative Evaluation Summative Evaluation
Collaboration with ManagerCollaboration with Manager
�� Meet with manager before Meet with manager before
preceptorship beginspreceptorship begins
�� Decide what data must be collected.Decide what data must be collected.
�� Develop methods to collect the data.Develop methods to collect the data.
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Final EvaluationFinal Evaluation
�� ManagerManager’’s responsibilitys responsibility
�� Clarify preceptor roleClarify preceptor role
�� Analyze and interpret the dataAnalyze and interpret the data
�� Write the evaluation reportWrite the evaluation report
�� Share the evaluation results with Share the evaluation results with precepteepreceptee
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Putting it all togetherPutting it all together
�� ToolsTools
�� Conducting the ProgramConducting the Program
�� FocusFocus
�� Daily tasks (goals)Daily tasks (goals)
�� EvaluateEvaluate
�� DocumentationDocumentation
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Preceptor SupportPreceptor Support
�� Ideas for recognition, incentives, Ideas for recognition, incentives,
rewardsrewards
�� Resources for preceptorsResources for preceptors
�� Support GroupsSupport Groups
�� Advanced trainingAdvanced training
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Beyond PreceptoringBeyond Preceptoring
�� Letting goLetting go
�� MentoringMentoring
�� Changing the relationshipChanging the relationship
�� Support rather than judgeSupport rather than judge
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