“Leadership is like art, sometimes it can’t be explained but it can be demonstrated!”

George Bernard Shaw

Preceptors have a great opportunity and responsibility to teach, train and develop their student into a truly effective leader.

10 Reasons to be a clinical preceptor

1. sharing skills

2. challenging students' knowledge

3. preparing tomorrow's caregivers

4. sharing experience

5.being challenged by a student's knowledge

6. being an educator

7. continuing a tradition

8.improving the quality of education

9.showing students what it's really like

10. helping students grow

What is our Program What is our Program Goal?Goal? Prepare students Prepare students

to be to be competentcompetent entry-level EMT-entry-level EMT-Paramedic Paramedic PractitionersPractitioners

What is the definition What is the definition of Competent?of Competent? Properly or well Properly or well

qualifiedqualified CapableCapable Adequate for the Adequate for the

purpose purpose SufficientSufficient Legally qualified Legally qualified

or fitor fit

Three Learning Three Learning DomainsDomains Cognitive DomainCognitive Domain Psychomotor Psychomotor

DomainDomain Affective DomainAffective Domain Student must be Student must be

measured in each measured in each domain to domain to achieve entry-achieve entry-level competency level competency

Cognitive DomainCognitive Domain

Student Student demonstrates the demonstrates the knowledge and knowledge and reasoning reasoning required to required to perform tasks or perform tasks or skill skill independently independently and proficientlyand proficiently

Psychomotor DomainPsychomotor Domain

Student can Student can thoroughly thoroughly describe all describe all elements of elements of applicable applicable procedures and procedures and accomplish accomplish psychomotor skills psychomotor skills independently and independently and proficientlyproficiently

Affective DomainAffective Domain

Often referred to as the behavioral domainOften referred to as the behavioral domain The student’s behavior demonstrated The student’s behavior demonstrated

integrity, empathy, self-motivation, self-integrity, empathy, self-motivation, self-confidence, team work, diplomacy, confidence, team work, diplomacy, respect, patient advocacy, careful delivery respect, patient advocacy, careful delivery of inservice, appropriate time of inservice, appropriate time management, appropriate appearance, management, appropriate appearance, and personal hygieneand personal hygiene

Reports to work on-time and in full uniformReports to work on-time and in full uniform

Course ScheduleCourse Schedule

1st Day of Class 1st Day of Class is:is:

Four SemestersFour Semesters

Clinical ScheduleClinical Schedule

Pre-Operative / Same-Pre-Operative / Same-Day SurgeryDay Surgery

Emergency & Trauma Emergency & Trauma AnesthesiaAnesthesia

ICUICU Psychiatric UnitPsychiatric Unit Labor & DeliveryLabor & Delivery Pediatrics Pediatrics

Field Internship Field Internship ScheduleSchedule Field Internship I: Field Internship I: Field Internship II: Field Internship II: Field Internship III: Field Internship III: Field Internship IV:Field Internship IV:

Terminal Objectives in Terminal Objectives in the Clinical and Field the Clinical and Field Internship ProgramInternship Program Medications: 15 live patientsMedications: 15 live patients Intubations: 5 live patientsIntubations: 5 live patients Venous Access: 25 live patientsVenous Access: 25 live patients Ventilations: 20 live patientsVentilations: 20 live patients Pediatrics: 30 live patient assessmentsPediatrics: 30 live patient assessments Adults: 50 live patient assessmentsAdults: 50 live patient assessments Geriatrics: 30 live patient assessmentsGeriatrics: 30 live patient assessments Trauma: 40 live patient assessmentsTrauma: 40 live patient assessments

Terminal Objectives Terminal Objectives ContinuedContinued

Psychiatric: 20 live patient assessmentsPsychiatric: 20 live patient assessments Chest Pain: 30 live patient assessmentsChest Pain: 30 live patient assessments Adult Respiratory Complaints: 20 live patient Adult Respiratory Complaints: 20 live patient

assessmentsassessments Pediatric Respiratory Complaints: 8 live patient Pediatric Respiratory Complaints: 8 live patient

assessmentsassessments Syncope: 10 live patient assessmentsSyncope: 10 live patient assessments Abdominal Complaints: 20 live patient Abdominal Complaints: 20 live patient

assessmentsassessments Altered Mental Status: 20 live patient Altered Mental Status: 20 live patient

assessmentsassessments

Terminal Objectives Terminal Objectives ContinuedContinued

Team Leader Skills: Team Leader Skills: – The student must demonstrate an ability to The student must demonstrate an ability to

serve as a team leader in a variety and a serve as a team leader in a variety and a total of 50 prehospital emergency total of 50 prehospital emergency situationssituations

Field Internship II & III:Field Internship II & III:– 20 team leads (5 ALS - 15 BLS)20 team leads (5 ALS - 15 BLS)

Field Internship IV:Field Internship IV:– 30 team leads (20 ALS - 10 BLS)30 team leads (20 ALS - 10 BLS)

Clinical & Field Clinical & Field Internship Student Internship Student EvaluationsEvaluations Student responsibilities: Student responsibilities: Complete top portion and list Complete top portion and list

learning objectives learning objectives Fill in gender, age, and diagnosis, Fill in gender, age, and diagnosis,

and field impression for each and field impression for each patient contact or observation on patient contact or observation on back pageback page

Student Evaluations Student Evaluations ContinuedContinued

Preceptor responsibilities: Fill in time arrived, Preceptor responsibilities: Fill in time arrived, time departed, objectives completed (yes or time departed, objectives completed (yes or no), and total hours in clinical/field areano), and total hours in clinical/field area

Rate student’s cognitive, psychomotor, Rate student’s cognitive, psychomotor, behavioral and team leader performance on behavioral and team leader performance on a scale of 1-5a scale of 1-5

Rate student’s performance in each skill Rate student’s performance in each skill category on a scale of 1-5category on a scale of 1-5

Make comments regarding strengths, Make comments regarding strengths, weaknesses, and plan for improvementweaknesses, and plan for improvement

Student Evaluations Student Evaluations ContinuedContinued Sign and return form Sign and return form

to:to:

Vicki BerrethVicki Berreth

Po Box 778 Po Box 778

Jamestown NDJamestown ND

5840258402

FISDAPFISDAP The student will complete a patient report The student will complete a patient report

for each patient contactfor each patient contact The student will take that report and log The student will take that report and log

onto www.fisdap.net and enter patient dataonto www.fisdap.net and enter patient data FISDAP is a data collection program that FISDAP is a data collection program that

displays a real time report of the student’s displays a real time report of the student’s clinical and field internship experiencesclinical and field internship experiences

We use it to monitor the student’s progress We use it to monitor the student’s progress in meeting the outlined terminal in meeting the outlined terminal competenciescompetencies

Other Key PointsOther Key Points

The student will complete a mock trip ticket The student will complete a mock trip ticket after each successful team leadafter each successful team lead

The student may collect data during the The student may collect data during the patient contact for the purpose of patient contact for the purpose of completing a case studycompleting a case study

FISDAP must display completion in all FISDAP must display completion in all terminal competency categories prior to terminal competency categories prior to graduationgraduation

Introduction to Mentoring

• Characteristics of Good Mentors • Characteristics of Good Preceptors• The “How” and “Why”

Mentoring for the futureMentoring for the future

Mentorship: What & WhyMentorship: What & Why What is a Mentor? What is a Mentor? Why do we need or want Why do we need or want

Mentors?Mentors?

Mentorship: What is a Mentor?

M Motivational E Esteem builder N Needs assessor T Talks less, listens more O Outcome focused R Refining abilities

The catch words for The catch words for mentoring are:mentoring are:

InstructInstruct&&GuideGuide

Mentoring is about giving Mentoring is about giving people broader outlooks, more people broader outlooks, more things to consider. It is for things to consider. It is for career planning, succession career planning, succession planning, and retentionplanning, and retention

People want to be around People want to be around people who are exceptional!people who are exceptional!

The Role of a The Role of a MentorMentor

Be willing to share personal and Be willing to share personal and professional experienceprofessional experience

Be willing to direct the new employee to Be willing to direct the new employee to available resourcesavailable resources

Be willing to commit time and effort Be willing to commit time and effort assisting the employeeassisting the employee

Be willing to coach them through Be willing to coach them through difficult situationsdifficult situations

Understand the needs of the “new” EMTUnderstand the needs of the “new” EMT

Ten Tips for MentorsTen Tips for Mentors

Know you workKnow you work Know your Know your

organizationorganization Get to know your Get to know your

associateassociate Learn to teachLearn to teach Learn to learnLearn to learn

Be patientBe patient Be tactfulBe tactful Take risksTake risks Celebrate successCelebrate success Encourage your Encourage your

associate to be a associate to be a mentormentor

Mentor DefinedMentor Defined

A wise and trusted counselor A wise and trusted counselor and teacher. One who offers and teacher. One who offers

knowledge, insight, knowledge, insight, perspective or wisdom that is perspective or wisdom that is especially useful to the other especially useful to the other

person.person.

So what is a So what is a preceptor?preceptor?

A preceptor is someone who is A preceptor is someone who is involved and supportive in involved and supportive in the teaching approach for the teaching approach for allowing others to realize allowing others to realize their potentialtheir potential. .

You are the coach!You are the coach!

So how do you become a So how do you become a good coach?good coach?

It is as much about passion as it is about It is as much about passion as it is about reason- a good preceptor must motivatereason- a good preceptor must motivate

It is about substance and treating students It is about substance and treating students as consumers of knowledgeas consumers of knowledge

It is about listening, questioning, being It is about listening, questioning, being responsive, and remembering that each responsive, and remembering that each student and each class is differentstudent and each class is different

It is about being flexible and fluid, It is about being flexible and fluid, experimenting and having the confidence experimenting and having the confidence to react and respond to changing to react and respond to changing circumstancecircumstance

Paramedic Preceptor Paramedic Preceptor RolesRoles

1.1. Must be able to sit back and let Must be able to sit back and let the student care for the the student care for the patient. (DO NO HARM) patient. (DO NO HARM)

2.2. Make mental notes about the Make mental notes about the good and bad aspects of care good and bad aspects of care and reviews with the student and reviews with the student as soon as possible after the as soon as possible after the runrun. .

Paramedic Preceptors Paramedic Preceptors Roles Roles

Preceptors should keep an open mind that there is Preceptors should keep an open mind that there is more that one way to reach a certain goal. more that one way to reach a certain goal.

When a paramedic student has a different style When a paramedic student has a different style consider it. consider it.

1.1. Is it safe? Is it safe? 2.2. Does it meet the standard of care? Does it meet the standard of care? 3.3. Does it provide the same outcome as my Does it provide the same outcome as my

method? method? 4.4. Would medical direction approve? Would medical direction approve? 5.5. Does it cause no harm? Does it cause no harm?

That may help you determine if the students That may help you determine if the students alternative method is wrong or just different. alternative method is wrong or just different.

3 Phases of “Field 3 Phases of “Field Internship”Internship”

Phase 1: Students are just Phase 1: Students are just beginning.beginning.

The primary focus during the The primary focus during the phase is for the student to phase is for the student to become comfortable in the become comfortable in the field environment and practice field environment and practice the newly learned skills. the newly learned skills.

Field InternshipField Internship

Phase 2: Phase 2:

The student will begin gaining The student will begin gaining experience in the ALS team. They experience in the ALS team. They should be allowed to start taking the should be allowed to start taking the role as “team leader” on ALS non-role as “team leader” on ALS non-critical calls and BLS calls.critical calls and BLS calls.

Field InternshipField Internship

Phase 2 (cont)Phase 2 (cont)Under direct supervision of the Under direct supervision of the

paramedic preceptor the student is paramedic preceptor the student is encouraged to take a more global encouraged to take a more global

view of the scene paying attention to view of the scene paying attention to details such as: details such as:

Delegation of assignmentsDelegation of assignments Transportation needs Transportation needs Re-assessment of the patient and providing Re-assessment of the patient and providing

care accordinglycare accordingly. .

Field InternshipField Internship

Phase 3Phase 3

The student should be able to The student should be able to be the “Team Leader” and be the “Team Leader” and take charge of Most ALS call take charge of Most ALS call including Cardiac Arrests and including Cardiac Arrests and other involved calls.other involved calls.

Remember, Students will progress Remember, Students will progress to phases at different rates. to phases at different rates.

Field InternshipField Internship

Phase 4Phase 4

The student should act as The student should act as anan

entry level paramedic.entry level paramedic.

Starting outStarting outGreetings are importantGreetings are important. .

The first ride! Making a good The first ride! Making a good impression. Why you ask? impression. Why you ask?

We need to start off with a We need to start off with a positive note. Building a honest positive note. Building a honest and productive relationship. I did and productive relationship. I did not say friendship. I said not say friendship. I said relationship.relationship.

Start of Each ShiftStart of Each Shift

Review with the student the phase Review with the student the phase level reached. level reached.

Get the students perception of their Get the students perception of their strengths and weaknessesstrengths and weaknesses

Ask if they have a focus or goal for the Ask if they have a focus or goal for the day. Get their goal sheet for the day. day. Get their goal sheet for the day.

Tell the student what your Tell the student what your expectations are from them. expectations are from them.

Protocols and Protocols and EquipmentEquipment Ensure from day one that the student Ensure from day one that the student

understands what is expected from understands what is expected from him/her.him/her.

Review daily routines/duties and invite Review daily routines/duties and invite participation in the completion of the participation in the completion of the duties.duties.

Do not expect the student to do what the Do not expect the student to do what the preceptor won’t do. Daily duties are still preceptor won’t do. Daily duties are still the preceptors responsibility.the preceptors responsibility.

Problem ResolutionProblem Resolution

The lines of communication begin The lines of communication begin @ the level of student and @ the level of student and preceptor.( not the bar or coffee preceptor.( not the bar or coffee shop with others) shop with others)

If an issue can not be resolved, the If an issue can not be resolved, the paramedic student and the paramedic student and the preceptor need to contact the preceptor need to contact the Course Coordinator. Course Coordinator.

Providing FeedbackProviding Feedback

Positive / ReinforcementPositive / Reinforcement Encourage desired behaviorEncourage desired behavior Helps build self-confidence Helps build self-confidence

Example: “Your calm and confident Example: “Your calm and confident behavior really helped relax the behavior really helped relax the patient. You did a very good job!”patient. You did a very good job!”

Qualities of FeedbackQualities of Feedback

Timely manor Timely manor Feedback is provided as soon as possible Feedback is provided as soon as possible

after a performance. after a performance.

PrivatePrivate Correctional feedback is always done in Correctional feedback is always done in

private. private. Positive feedback can be in private or in Positive feedback can be in private or in

front of others, depending on the front of others, depending on the personality of the person receiving the personality of the person receiving the reinforcement. reinforcement.

Qualities of FeedbackQualities of Feedback

Direct Direct Always directed at the person to Always directed at the person to

whom it was intended. whom it was intended. Never discuss correctional feedback Never discuss correctional feedback

with any other than those concerned. with any other than those concerned. Objective Objective Please ensure that your feedback is Please ensure that your feedback is

conducted without bias to race, ethnic conducted without bias to race, ethnic origin, gender or sexual preference. origin, gender or sexual preference.

Qualities of FeedbackQualities of Feedback

Be ClearBe Clear Does the student understand what Does the student understand what

the preceptor said or meant to say? the preceptor said or meant to say?

Feedback should not be general Feedback should not be general goals for improvement, but pinpoint goals for improvement, but pinpoint actions that the student can take to actions that the student can take to improve patient care. i.e. improve patient care. i.e. assessment skills assessment skills

Qualities of FeedbackQualities of Feedback

Feedback can be unpleasant, but Feedback can be unpleasant, but must not be avoided. must not be avoided.

Needs to be timely and specificNeeds to be timely and specific Vague feedback doesn’t give the Vague feedback doesn’t give the

student any ideas of how to student any ideas of how to realistically improve their realistically improve their performance. performance.

Providing Correctional Providing Correctional FeedbackFeedback

• Ask the student what they think went Ask the student what they think went well first. Then what went wrong with well first. Then what went wrong with the call. the call.

• Add your list of positive Add your list of positive reinforcement for things that the reinforcement for things that the student did correctly.student did correctly.

• Identify the weak areas of the call Identify the weak areas of the call and provide correctional feedback. and provide correctional feedback.

Preceptor Scenario #1 Preceptor Scenario #1

At the start of a shift the maleAt the start of a shift the male

paramedic student is unshaven, paramedic student is unshaven, poor poor

personal hygiene, and a wrinkled personal hygiene, and a wrinkled

uniform. uniform.

What do you do?? What do you do??

Preceptor Scenario #2Preceptor Scenario #2

When trying to provide When trying to provide correctional feedback to a correctional feedback to a student for rocking on the teeth student for rocking on the teeth during an intubation attempt during an intubation attempt the student denies it and says “ the student denies it and says “ I know what I am doing, it was a I know what I am doing, it was a hard intubation, you would have hard intubation, you would have had problems to.”had problems to.”

What would your response be? What would your response be?

Preceptor Scenario #3Preceptor Scenario #3

Your unit responds to a call for a Your unit responds to a call for a 30 y/o male with chest pain. 30 y/o male with chest pain. While the student is While the student is interviewing the patient, the interviewing the patient, the patient states that he is HIV patient states that he is HIV positive and has AIDS. The positive and has AIDS. The student backs up and asks you student backs up and asks you to finish the call. to finish the call.

What do you do? What do you do?

So What do those So What do those sheets mean?sheets mean?

Assessing the Cognitive Domain: Assessing the Cognitive Domain: (knowledge)(knowledge)

• KnowledgeKnowledge• ComprehensionComprehension• ApplicationApplication• AnalysisAnalysis• SynthesisSynthesis• EvaluationEvaluation

Assessing the Affective Domain Assessing the Affective Domain (Attitude)(Attitude)

• ReceivingReceiving• RespondingResponding• ValuingValuing• OrganizingOrganizing• CharacterizingCharacterizing

So What do those So What do those sheets mean?sheets mean?

Assessing the Psychomotor Domain Assessing the Psychomotor Domain (Skill)(Skill)

• ImitationImitation• ManipulationManipulation• PrecisionPrecision• ArticulationArticulation• NaturalizationNaturalization

So What do those So What do those sheets mean?sheets mean?

I hear; I forget.

I see; I remember.

I do; I understand

Thank You For All Thank You For All That you Do!That you Do!

THANK YOU!THANK YOU!THANK YOU!THANK YOU!

1-800-450-2216Mitch Babcock, RN, NREMT-P

Clinical Coordinator, Critical Care Coordinatormbabcock@ringdahlems.com

www.ringdahlems.com

1-800-450-2216Mitch Babcock, RN, NREMT-P

Clinical Coordinator, Critical Care Coordinatormbabcock@ringdahlems.com

www.ringdahlems.com