Respiratory Care Preceptor Respiratory Care Preceptor WorkshopWorkshop

Complements of the AARC HOD Complements of the AARC HOD Sub-committee on MentoringSub-committee on Mentoring

RC Preceptor WorkshopRC Preceptor Workshop

Why are you going over this today?Why are you going over this today? Additional objectiveAdditional objective

– Recognize how your responsibility as Recognize how your responsibility as a preceptor can greatly influence a preceptor can greatly influence learning and change.learning and change.

Assignment - Please Assignment - Please describe the most positive describe the most positive

and negative clinical and negative clinical learning experience that learning experience that

you remember. you remember.

RCP’s are Health Care RCP’s are Health Care ProfessionalsProfessionals

Definition of ProfessionalDefinition of Professional– ““A calling or vocation requiring A calling or vocation requiring

specialized knowledge, methods, and specialized knowledge, methods, and skills, as well as preparation, in an skills, as well as preparation, in an institution of higher learning, in the institution of higher learning, in the scholarly, scientific, and historical scholarly, scientific, and historical principles underlying such methods principles underlying such methods and skills”and skills”

Mishoe, S. and MacIntyre, N.Mishoe, S. and MacIntyre, N.

You are ProfessionalsYou are Professionals

Develop intellectual interest in work.Develop intellectual interest in work. Know and understand the purpose Know and understand the purpose

and value of their work and derive and value of their work and derive pleasure from performing to their pleasure from performing to their fullest potential.fullest potential.

PRIMARY orientation to the PRIMARY orientation to the community interest rather than to community interest rather than to individual self-interest.individual self-interest.

Why Preceptor training?Why Preceptor training?

Model proper actions, attributes, Model proper actions, attributes, behaviorbehavior

Develops clarity of expectationsDevelops clarity of expectations Protects those new to the field, Protects those new to the field,

organizationorganization Engages othersEngages others Energizes the group Energizes the group

What is a Preceptor?What is a Preceptor?

GuideGuide– technicaltechnical– socialsocial

TeacherTeacher Role modelRole model

Some differences between Some differences between Mentor and PreceptorMentor and Preceptor

MentorMentor Sustained Sustained

relationshiprelationship Teacher, Sponsor, Teacher, Sponsor,

Agent, Advisor, Agent, Advisor, Role model, Role model, Coach, ConfidanteCoach, Confidante

PreceptorPreceptor Time-limitedTime-limited

– beginning, beginning, working, working, terminationtermination

Transition of Transition of responsibilityresponsibility

Individual AssignmentIndividual Assignment

Think about your most Think about your most favorable learning favorable learning

experiences. What were experiences. What were some of the individual some of the individual

characteristics that your characteristics that your instructor possessed and instructor possessed and

demonstrated?demonstrated?

Preceptor CharacteristicsPreceptor Characteristics PatiencePatience EnthusiasmEnthusiasm knowledgeknowledge sense of humorsense of humor respect of peersrespect of peers willingness to learn and changewillingness to learn and change non-threatening, non-judgmental, non-threatening, non-judgmental,

cognizant of personal weaknessescognizant of personal weaknesses

Individual SuccessIndividual Success

Skills and KnowledgeSkills and Knowledge Emotional IntelligenceEmotional Intelligence Critical ThinkingCritical Thinking

Individual SuccessIndividual Success

Skills and KnowledgeSkills and Knowledge– MultiskilledMultiskilled– Competent and knowledgeable Competent and knowledgeable

in all specific skill areasin all specific skill areas

Emotional IntelligenceEmotional Intelligence

TwiceTwice as important as cognitive as important as cognitive ability, technical skillsability, technical skills

Self awarenessSelf awareness Impulse controlImpulse control Self-motivation, Persistence, Self-motivation, Persistence,

ZealZeal EmpathyEmpathy Social deftnessSocial deftness

Group AssignmentGroup Assignment

Recalling on your Recalling on your teaching/learning teaching/learning

experiences, describe some experiences, describe some factors that may have factors that may have

influenced your success or influenced your success or difficulty in orientation.difficulty in orientation.

Are there Learning Are there Learning Differences between Differences between

Generations?Generations?

Boomers - 44 - 64 yrs. youngBoomers - 44 - 64 yrs. young Gen X - 24 - 44 years youngGen X - 24 - 44 years young Net Generation - < 24 years youngNet Generation - < 24 years young

BoomersBoomers

accustomed to being dependent on accustomed to being dependent on educatoreducator

want to be in charge of own learningwant to be in charge of own learning want a caring environmentwant a caring environment respond to positive feedback, want to respond to positive feedback, want to

do welldo well connect learning to the mission, like connect learning to the mission, like

being connectedbeing connected

Gen XGen X

self-directed learners, work in teamsself-directed learners, work in teams not necessarily tech savvynot necessarily tech savvy can manage delayed gratificationcan manage delayed gratification want clear information with practical want clear information with practical

valuevalue enjoy fun, humor, activities with enjoy fun, humor, activities with

learninglearning

Net GenerationNet Generation

considerable tech experience, comfortconsiderable tech experience, comfort prefer work groups, teamsprefer work groups, teams enjoy being mentored by older enjoy being mentored by older

generationsgenerations enjoy simulated work environment, enjoy simulated work environment,

virtual realityvirtual reality active learners, seek innovation, active learners, seek innovation,

immediate response to learning needsimmediate response to learning needs

Learning StylesLearning Styles

Kolb’s learning style inventoryKolb’s learning style inventory– Concrete “feel”Concrete “feel”– Reflective “watch”Reflective “watch”– Abstract “think”Abstract “think”– Active “do”Active “do”

Importance of learning style? Importance of learning style?

Personality styles, profilesPersonality styles, profiles

e.g., Myers-Briggse.g., Myers-Briggs Preceptor and learnerPreceptor and learner improved matching?improved matching?

Myers Briggs Personality Myers Briggs Personality OrientationOrientation

Energy Energy OrientationOrientation

IIntroversion – ntroversion – Introspective, Introspective, reflectivereflective

EExtroversion - xtroversion - Engagement in Engagement in outside world outside world

PerceptionPerception IINNtuitive – tuitive – Abstract, Abstract, conceptual, conceptual, possibilitiespossibilities

SSensing – ensing – Clear, tangible, Clear, tangible, here & nowhere & now

JudgmentJudgment TThinking – hinking – Objective, Objective, logical, logical, analyticalanalytical

FFeeling – eeling – Visceral, value Visceral, value orientation, orientation, impact on impact on othersothers

Extraverted Extraverted OrientationOrientation

JJudging – udging – Order, Order, organization in organization in outside worldoutside world

PPerceiving – erceiving – Open, Open, adaptable, adaptable, flexible to flexible to outside.outside.

Perception of Orientation Perception of Orientation Experience – RCP’s at Acute care Experience – RCP’s at Acute care

hospitalshospitals

Orientees ranked satisfaction Orientees ranked satisfaction higher than without preceptorshigher than without preceptors

Preceptors often are harder on Preceptors often are harder on themselves than the orienteesthemselves than the orientees

Almost Almost always always untrueuntrue

Often Often untrueuntrue

Sometimes Sometimes untrue, untrue, sometimes sometimes truetrue

Often Often truetrue

Almost Almost always truealways true

The learner was respectful of my The learner was respectful of my suggestions.suggestions.

… … recognized and respected my recognized and respected my knowledge/experience.knowledge/experience.

… … recognized and capitalized on recognized and capitalized on educational opportunities during educational opportunities during the learning process.the learning process.

… … utilized information to utilized information to administer protocols accurately.administer protocols accurately.

… … was given feedback and was was given feedback and was recognized for a job well done.recognized for a job well done.

… … was given feedback regarding was given feedback regarding areas in need of improvement.areas in need of improvement.

… … took just the right amount of took just the right amount of time to orient.time to orient.

… … was committed to quality was committed to quality respiratory care.respiratory care.

I feel part of a team working I feel part of a team working toward a shared goal.toward a shared goal.

The teaching process with this The teaching process with this learner has been a positive learner has been a positive experience for me.experience for me.

Orientation Evaluation Tool Example – Preceptor Orientation Evaluation Tool Example – Preceptor and Learnerand Learner

Preceptor Preceptor ResponsibilitiesResponsibilities

1. Socialization1. Socialization

2. Building learner skills 2. Building learner skills

3. Critical thinking3. Critical thinking

4. Assignment management4. Assignment management

SocializationSocialization

Major determinant in new orientee Major determinant in new orientee satisfactionsatisfaction

Social initiationSocial initiation– personal/professional backgroundpersonal/professional background– teaching/learning stylesteaching/learning styles– communication stylescommunication styles

What is the Preceptor’s What is the Preceptor’s role in Socialization?role in Socialization?

Introduction to unit staff, culture, Introduction to unit staff, culture, norms, layout, operationsnorms, layout, operations

Role modelRole model Help orientee feel welcomedHelp orientee feel welcomed Initial “protector”Initial “protector”

Building Learner SkillsBuilding Learner Skills

Primary responsibility for skill Primary responsibility for skill development is on the orientee, development is on the orientee, not the preceptornot the preceptor

Use adult based learning techniquesUse adult based learning techniques Evaluate performanceEvaluate performance Validate competencyValidate competency

– policies and procedurespolicies and procedures Provide feedbackProvide feedback

Adult Learning PrinciplesAdult Learning Principles

Content focused on perceived Content focused on perceived needs of learnerneeds of learner

Sequencing and repetitionSequencing and repetition Active learning methodsActive learning methods Safe and supportive learning Safe and supportive learning

environmentenvironment

Evaluating PerformanceEvaluating Performance

prime responsibilityprime responsibility differences between novice differences between novice

experienced RCPexperienced RCP Skill setsSkill sets

Stages of LearnersStages of Learners

NoviceNovice Advanced beginnerAdvanced beginner CompetentCompetent ProficientProficient ExpertExpert

NoviceNovice

CharacteristicsCharacteristics– No experience with No experience with

situationssituations– Inability to use Inability to use

discretionary judgmentdiscretionary judgment– no rules about which no rules about which

tasks most relevant, tasks most relevant, when exception when exception necessarynecessary

Preceptor Preceptor ImplicationsImplications– Teach rules to guide Teach rules to guide

action that can be action that can be recognized without recognized without experienceexperience

Advanced BeginnerAdvanced Beginner

CharacteristicsCharacteristics– Demonstrates Demonstrates

marginally acceptable marginally acceptable performanceperformance

– Gaining experience in Gaining experience in real situationsreal situations

– Starting to formulate Starting to formulate patterns, attributes, patterns, attributes, guidelines for actionsguidelines for actions

– Difficulty identifying Difficulty identifying important aspectsimportant aspects

Preceptor Preceptor ImplicationsImplications– Shift teaching rules Shift teaching rules

to guidelinesto guidelines– Help recognize Help recognize

patterns and patterns and meaningsmeanings

– Assist in prioritizing Assist in prioritizing

CompetentCompetent

CharacteristicsCharacteristics– Sees action in concert Sees action in concert

with overall planwith overall plan– Distinguishes between Distinguishes between

relevant and irrelevant relevant and irrelevant attributesattributes

– Can manage Can manage unforeseen eventsunforeseen events

– Lacks speed of Lacks speed of proficient RCPproficient RCP

Preceptor Preceptor ImplicationsImplications– Focus on improving Focus on improving

decision-making decision-making skillsskills

– Improve coordination Improve coordination of multiple of multiple complicated eventscomplicated events

ProficientProficient

CharacteristicsCharacteristics– Discerns situation as Discerns situation as

whole vs.. pieceswhole vs.. pieces– Past experiences rather Past experiences rather

than rules guide practicethan rules guide practice– Recognizes when Recognizes when

normal responses not normal responses not presentpresent

– Considers few options, Considers few options, hones in on accurate hones in on accurate elements or problemselements or problems

Preceptor Preceptor ImplicationsImplications– Uses complex case Uses complex case

studies to facilitate studies to facilitate learninglearning

– Refinement of Refinement of critical thinking skillscritical thinking skills

ExpertExpert

CharacteristicsCharacteristics– Holistic practice vs.. Holistic practice vs..

respiratory fractionrespiratory fraction– Grasps situations Grasps situations

intuitively and correctly intuitively and correctly identifies solutions without identifies solutions without wasting timewasting time

– Extraordinary Extraordinary management of clinical management of clinical problemsproblems

– Considers expert by othersConsiders expert by others

Preceptor Preceptor ImplicationsImplications– Enjoy the Enjoy the

assignment and ride assignment and ride on!on!

– Refinement of Refinement of critical thinking skillscritical thinking skills

Essential RCP Critical Essential RCP Critical Thinking SkillsThinking Skills

PrioritizePrioritize AnticipateAnticipate TroubleshootTroubleshoot CommunicateCommunicate NegotiateNegotiate Decision makingDecision making ReflectReflect

Critical Thinking Traits Critical Thinking Traits important to RCP’simportant to RCP’s

Willingness to reconsiderWillingness to reconsider Appreciation of multiple perspectivesAppreciation of multiple perspectives Willingness to challenge someone else Willingness to challenge someone else

regardless of power structureregardless of power structure Understanding of how behavior of others Understanding of how behavior of others

impacts them and professionimpacts them and profession Takes responsibility for own learning and Takes responsibility for own learning and

understandingunderstanding Openness to continuing changeOpenness to continuing change

We Communicate in Multiple We Communicate in Multiple WaysWays

7%

38%55%

VerbalVoiceVisual

Small group assignment Small group assignment

What methods or What methods or techniques can you apply techniques can you apply to help develop Critical to help develop Critical Thinking skills in your Thinking skills in your

learners?learners?

Assignment ManagementAssignment Management

OrganizeOrganize PrioritizePrioritize Communicate/DelegateCommunicate/Delegate

Building Confidence is our Building Confidence is our objective!objective!

Small group assignment Small group assignment

What factors do you think What factors do you think would be important in would be important in

developing a successful developing a successful learning experience learning experience

between a learner and between a learner and preceptor?preceptor?

Preceptor Preceptor ResponsibilitiesResponsibilities

1. Socialization1. Socialization

2. Building learner skills 2. Building learner skills

3. Critical thinking3. Critical thinking

4. Assignment management4. Assignment management

Stages of LearnersStages of Learners

NoviceNovice Advanced beginnerAdvanced beginner CompetentCompetent ProficientProficient ExpertExpert

Case #1 - Preceptor working with Case #1 - Preceptor working with a student from a local RT a student from a local RT

program who has not previously program who has not previously been to our hospital. been to our hospital.

What stage is applicable to this learner?What stage is applicable to this learner? Which of the four primary preceptor Which of the four primary preceptor

responsibilities do you feel will be most responsibilities do you feel will be most important to work on important to work on firstfirst??

What What will you dowill you do differentlydifferently to help to help accomplish this task? accomplish this task?

Stages of LearnersStages of Learners

NoviceNovice Advanced beginnerAdvanced beginner CompetentCompetent ProficientProficient ExpertExpert

NoviceNovice

CharacteristicsCharacteristics– No experience with No experience with

situationssituations– Inability to use Inability to use

discretionary judgmentdiscretionary judgment– no rules about which no rules about which

tasks most relevant, tasks most relevant, when exception when exception necessarynecessary

Preceptor Preceptor ImplicationsImplications– Teach rules to guide Teach rules to guide

action that can be action that can be recognized without recognized without experienceexperience

Case Scenario 2Case Scenario 2 You are working with a new graduate You are working with a new graduate

employee from a local RT program. employee from a local RT program. After 3 shifts, your assessment is that After 3 shifts, your assessment is that the skills of this new graduate are not the skills of this new graduate are not up to the level of performance up to the level of performance experienced with other new graduates. experienced with other new graduates. What are your next steps as a What are your next steps as a preceptor?preceptor?

What What will you dowill you do differentlydifferently to help to help get this orientee back on track? get this orientee back on track?

Preceptor Workshop Preceptor Workshop SummarySummary

Preceptors guide, teach and serve Preceptors guide, teach and serve as role models to learners.as role models to learners.

Solid preceptor skills significantly Solid preceptor skills significantly improve the learning experience.improve the learning experience.

Preceptors seek to continually Preceptors seek to continually improve their knowledge, skills, improve their knowledge, skills, critical thinking and emotional critical thinking and emotional intelligence level.intelligence level.