Paramedic Clinical Preceptor Program For Paramedics In Embryo

Paramedic Clinical Preceptor ProgramParamedic Clinical Preceptor ProgramFor Paramedics In EmbryoFor Paramedics In Embryo

Paramedic Clinical PreceptorParamedic Clinical Preceptor

PurposePurposeTo prepare the experienced Paramedic for his/her role as a trainer of Paramedic students.

To prepare the experienced Paramedic for his/her role as a trainer of Paramedic students.

To ProvideTo ProvideA mechanism for identifying EMS students who do not meet minimum performance standards prior to certification.

A mechanism for identifying EMS students who do not meet minimum performance standards prior to certification.

UVU Paramedic Clinical PreceptorUVU Paramedic Clinical Preceptor

Paramedic Clinical Preceptor - means a Utah certified paramedic with a minimum of two years of emergency medical services experience who meets the standard requirement for paramedic preceptor training as established by the UVU Paramedic Program.

Paramedic Clinical Preceptor - means a Utah certified paramedic with a minimum of two years of emergency medical services experience who meets the standard requirement for paramedic preceptor training as established by the UVU Paramedic Program.

UVU Paramedic Clinical PreceptorUVU Paramedic Clinical Preceptor

While in training preparatory to becoming certified, paramedic trainees may perform any of the functions specified under the direct supervision of a duly licensed physician, a registered nurse, or an approved Paramedic Clinical Preceptor.

While in training preparatory to becoming certified, paramedic trainees may perform any of the functions specified under the direct supervision of a duly licensed physician, a registered nurse, or an approved Paramedic Clinical Preceptor.

Success of the PreceptorshipSuccess of the PreceptorshipSuccess of a preceptorship is determined by

the relationship between the student and the preceptor.

Students look to preceptors for answers and guidance.

Preceptors are an extension of the classroom.

Success of a preceptorship is determined by the relationship between the student and the preceptor.

Students look to preceptors for answers and guidance.

Preceptors are an extension of the classroom.

Role of a PreceptorRole of a PreceptorSupport students to make them feel they are safe and valuedDemonstrate by example how competent staff perform their jobKnow and appreciate the student’s knowledge level

Remember what it was like to be a student yourself

Facilitate learning rather than controlling itPreceptor directs the process of learningStudent sets the pace of learning

Direct, coach, support, and delegateBe willing to provide constructive and regular feedback on student’s performanceBe responsible for the student for the entire shift the student is scheduled

Support students to make them feel they are safe and valuedDemonstrate by example how competent staff perform their jobKnow and appreciate the student’s knowledge level

Remember what it was like to be a student yourself

Facilitate learning rather than controlling itPreceptor directs the process of learningStudent sets the pace of learning

Direct, coach, support, and delegateBe willing to provide constructive and regular feedback on student’s performanceBe responsible for the student for the entire shift the student is scheduled

Preceptor Bill of RightsPreceptor Bill of RightsAll preceptors have the RIGHT to:

• Be treated with dignity and respect• Be free from intimidation or harassment• Expect their students to discuss and/or demonstrate

core knowledge• Expect their student will be eager to learn• Expect their student will initiate questions• Be creative in student instruction• Report student deficiencies they perceive• Be free from the threat or act of retribution

All preceptors have the RIGHT to:

• Be treated with dignity and respect• Be free from intimidation or harassment• Expect their students to discuss and/or demonstrate

core knowledge• Expect their student will be eager to learn• Expect their student will initiate questions• Be creative in student instruction• Report student deficiencies they perceive• Be free from the threat or act of retribution

Student Bill of RightsStudent Bill of RightsAll students have the RIGHT to:

• Be treated with dignity and respect• Be free from intimidation or harassment• Make mistakes; have a preceptor who is able to correct

and/or intervene• Expect their preceptor wants to teach• Expect fair and impartial evaluations• Expect fair and reasonable answers to questions• Not be subjected to inappropriate situations• Report situations to appropriate supervisor without threat of

retribution or retaliation

All students have the RIGHT to:

• Be treated with dignity and respect• Be free from intimidation or harassment• Make mistakes; have a preceptor who is able to correct

and/or intervene• Expect their preceptor wants to teach• Expect fair and impartial evaluations• Expect fair and reasonable answers to questions• Not be subjected to inappropriate situations• Report situations to appropriate supervisor without threat of

retribution or retaliation

Laws of LearningLaws of LearningIndividuals accept and repeat responses

that are pleasantFirst impressions are lastingRepetition yields habitSkills not practiced are forgottenDramatic experiences leave lasting

impressions

Individuals accept and repeat responses that are pleasantFirst impressions are lastingRepetition yields habitSkills not practiced are forgottenDramatic experiences leave lasting

impressions

Adult LearnersAdult LearnersCharacteristics

Self-directedAre motivated by their desiresWant to participate in planning and evaluationRelate current experience to previous experiencesWant to be heardWant their efforts acknowledgedWant to be treated with respect and dignity

CharacteristicsSelf-directedAre motivated by their desiresWant to participate in planning and evaluationRelate current experience to previous experiencesWant to be heardWant their efforts acknowledgedWant to be treated with respect and dignity

Environment Conducive to LearningEnvironment Conducive to LearningDisplay mutual respectCollaborate; don’t competeHave open, two way communicationFeedback is encouraged and enhances growthFeedback needs to be concurrent, immediate

and shared in a manner void of blame or personal attacksFeedback should never be provided as a put

down

Display mutual respectCollaborate; don’t competeHave open, two way communicationFeedback is encouraged and enhances growthFeedback needs to be concurrent, immediate

and shared in a manner void of blame or personal attacksFeedback should never be provided as a put

down

Student DevelopmentStudent DevelopmentStudents are in a process of developing entry level

knowledge, skills and behaviorsStudent development is a gradual phased

progressionOrientation and a plan outlining activities and

expectations for the rotation should be reviewedStudents appreciate the opportunities to

participate in activities and learn from observing practices of more experienced colleagues

Students are in a process of developing entry level knowledge, skills and behaviorsStudent development is a gradual phased

progressionOrientation and a plan outlining activities and

expectations for the rotation should be reviewedStudents appreciate the opportunities to

participate in activities and learn from observing practices of more experienced colleagues

Let’s Talk About…Let’s Talk About…

Patricia Brennerand

Benner’s Theory: From Novice to Expert

Patricia Brennerand


Patricia Benner, R.N., P.h.D., FAAN,F.R.C.N.Patricia Benner, R.N., P.h.D., FAAN,F.R.C.N.

Patricia Benner is a Professor in the Department of Physiological Nursing in the School of Nursing at the University of California, San Francisco. Dr. Benner received her bachelor's degree in nursing from Pasadena College, her master's degree in medical surgical nursing from the University of California, San Francisco, and the Ph.D. from the University of California, Berkeley, in Stress and Coping and Health under the direction of Hubert Dreyfus and Richard Lazarus.

Patricia Benner is a Professor in the Department of Physiological Nursing in the School of Nursing at the University of California, San Francisco. Dr. Benner received her bachelor's degree in nursing from Pasadena College, her master's degree in medical surgical nursing from the University of California, San Francisco, and the Ph.D. from the University of California, Berkeley, in Stress and Coping and Health under the direction of Hubert Dreyfus and Richard Lazarus.

Knowledge development in a practice discipline consists of extending practical knowledge (know-how) through theory based scientific investigations and through the clinical experience in the practice of that discipline” (Benner, 1984)

Knowledge development in a practice discipline consists of extending practical knowledge (know-how) through theory based scientific investigations and through the clinical experience in the practice of that discipline” (Benner, 1984)

Dr. Benner’s Theory Dr. Benner’s Theory Dr. Benner categorized nursing into 5 levels of capabilities: novice, advanced beginner, competent, proficient, and expert. She believed experience in the clinical setting is key to nursing because it allows a nurse to continuously expand their knowledge base and to provide holistic, competent care to the patient.

Her research was aimed at discovering if there were distinguishable, characteristic differences in the novice’s and expert’s descriptions of the same clinical incident.

Dr. Benner categorized nursing into 5 levels of capabilities: novice, advanced beginner, competent, proficient, and expert. She believed experience in the clinical setting is key to nursing because it allows a nurse to continuously expand their knowledge base and to provide holistic, competent care to the patient.

Her research was aimed at discovering if there were distinguishable, characteristic differences in the novice’s and expert’s descriptions of the same clinical incident.

Even though she is a NURSE…Even though she is a NURSE…

These concepts totally apply to what Preceptors

do when teaching Paramedics!

These concepts totally apply to what Preceptors

do when teaching Paramedics!



1. Novice 2. Advanced Beginner3. Competent*4. Proficient5. Expert

* (goal of entry level)

1. Novice 2. Advanced Beginner3. Competent*4. Proficient5. Expert

* (goal of entry level)

Benner, P (1982) From Novice to Expert. AJN 82( 3), 402-407Benner, P (1982) From Novice to Expert. AJN 82( 3), 402-407

Capability of Novice StudentCapability of Novice StudentParticipate in orientation program(s)Perform in an observational roleDemonstrate competency of BLS skills

Possess a general knowledge baseBe able to follow directionsBe dependablePossess an attitude open to learning

Participate in orientation program(s)Perform in an observational roleDemonstrate competency of BLS skills

Possess a general knowledge baseBe able to follow directionsBe dependablePossess an attitude open to learning

Capability of Advanced BeginnerCapability of Advanced BeginnerBegins to focus on ALS SkillsModel behaviors observedAdditional responsibilities added if student can demonstrate they can handle more and are approved through the training program and are functioning within their scope of practice

Overall patient management should be the responsibility of the preceptor

Begins to focus on ALS SkillsModel behaviors observedAdditional responsibilities added if student can demonstrate they can handle more and are approved through the training program and are functioning within their scope of practice

Overall patient management should be the responsibility of the preceptor

Competency (goal of entry level) Proficient Paramedic Student

Competency (goal of entry level) Proficient Paramedic Student

Focuses on overall patient managementDemonstrates team leadership skillsDemonstrates evaluation completed thoroughly and with accurate assessmentDelegates tasks to other team membersCapability for accurate treatment, transportation decisions, effective communicationDisplays confidence, performs with authorityDemonstrates flexibility and professionalism

Focuses on overall patient managementDemonstrates team leadership skillsDemonstrates evaluation completed thoroughly and with accurate assessmentDelegates tasks to other team membersCapability for accurate treatment, transportation decisions, effective communicationDisplays confidence, performs with authorityDemonstrates flexibility and professionalism

Duties and Responsibilities of a Paramedic Preceptor


Objectives List eight responsibilities of a clinical

preceptor. Identify the most important duty of the

clinical preceptor. Identify the five characteristics of an

effective preceptor.

Objectives List eight responsibilities of a clinical

preceptor. Identify the most important duty of the

clinical preceptor. Identify the five characteristics of an

effective preceptor.



Maintain appropriate and adequate patient care during the training experience.

Provide a positive role model for the Paramedic student.

Maintain a continuity of classroom instruction to the field environment.

(Pair core knowledge with the patients they see)

Assist the trainee in making the transition from classroom to the field environment.

(Make ‘em show what they know)

Maintain appropriate and adequate patient care during the training experience.

Provide a positive role model for the Paramedic student.

Maintain a continuity of classroom instruction to the field environment.

(Pair core knowledge with the patients they see)

Assist the trainee in making the transition from classroom to the field environment.

(Make ‘em show what they know)



Provide FEEDBACK... It should be: Constructive Specific Frequent Valid

Maintain a PROFESSIONAL demeanor. Lead by example.

Provide FEEDBACK... It should be: Constructive Specific Frequent Valid

Maintain a PROFESSIONAL demeanor. Lead by example.



Each call is a new opportunity. Focus on current situation and move past previous mistakes. Guide, monitor and evaluate the student’s

performance to assure successful completion and identify those who need remediation. Keep accurate and complete records. (Paperwork will be covered at the end of the

presentation.)

Each call is a new opportunity. Focus on current situation and move past previous mistakes. Guide, monitor and evaluate the student’s

performance to assure successful completion and identify those who need remediation. Keep accurate and complete records. (Paperwork will be covered at the end of the

presentation.)

Five Characteristics of an Effective Paramedic Preceptor

Five Characteristics of an Effective Paramedic Preceptor

1) Has a strong desire to EDUCATE as well as TRAIN

2) Is technically proficient 3) Has PATIENCE 4) Can inspire motivation and is

communicative 5) Has maturity and is respectful

1) Has a strong desire to EDUCATE as well as TRAIN

2) Is technically proficient 3) Has PATIENCE 4) Can inspire motivation and is

communicative 5) Has maturity and is respectful

The Most Important Duty of the Clinical Paramedic Preceptor

The Most Important Duty of the Clinical Paramedic Preceptor

Provide the student…

aROLE MODEL

Provide the student…

aROLE MODEL

BE POSITIVE AND

PROFESSIONAL

BE POSITIVE AND

PROFESSIONAL

*** Laws of Learning ****** Laws of Learning ***

Individuals accept and repeat responses that are pleasant. First impressions are lasting. Repetition yields habit. Skills not practiced are forgotten. Dramatic experiences leave lasting

impressions.

Individuals accept and repeat responses that are pleasant. First impressions are lasting. Repetition yields habit. Skills not practiced are forgotten. Dramatic experiences leave lasting

impressions.

Characteristics of Adult LearningCharacteristics of Adult Learning

Self-directed

Participate in planning and evaluation

Related to previous experience

Self-directed

Participate in planning and evaluation

Related to previous experience

Establishment of Environment Conducive to Learning

Establishment of Environment Conducive to Learning

Mutual respect Collaborate *DO NOT* Compete Open lines of communications between

preceptor and student Offer feedback… encourages and enhance

growth Everyone is HUMAN… another ACRONYM

Mutual respect Collaborate *DO NOT* Compete Open lines of communications between

preceptor and student Offer feedback… encourages and enhance

growth Everyone is HUMAN… another ACRONYM

H U M A NH U M A N

H = Hear them out U = Understand their feelings M = Motivate their desires A = Acknowledge their efforts N = Never put them down, make personal

attacks, display harsh or blaming attitudes

H = Hear them out U = Understand their feelings M = Motivate their desires A = Acknowledge their efforts N = Never put them down, make personal

attacks, display harsh or blaming attitudes

Role of the Preceptor in the Learning Environment

Role of the Preceptor in the Learning Environment

… Acts as a facilitator of

learning rather than a controller

of learning.

… Acts as a facilitator of

learning rather than a controller

of learning.

… Directs the process of

learning while the student sets the

pace, ask questions, and

controls the learning.

… Directs the process of

learning while the student sets the

pace, ask questions, and

controls the learning.

Providing FeedbackProviding FeedbackStart with positive feedback

Find something to say!Reinforces behaviors and encourages repetition

Needs to be timelyNeeds to be objectiveNeeds to be constructive

What was done rightWhat opportunities for improvement are evident

Needs to be documented to provide continuity throughout the learning process

Start with positive feedbackFind something to say!Reinforces behaviors and encourages repetition

Needs to be timelyNeeds to be objectiveNeeds to be constructive

What was done rightWhat opportunities for improvement are evident

Needs to be documented to provide continuity throughout the learning process

Providing FeedbackProviding Feedbackshould be information that helps people to decide whether their behaviors have had the

intended effects.Start with POSITIVE feedback… even if all the

student did right was not fall down.

should be information that helps people to decide whether their behaviors have had the

intended effects.Start with POSITIVE feedback… even if all the

student did right was not fall down.

Positive Feedback…Positive Feedback…

Re-enforces BEHAVIORS and ENCOURAGES

REPETITION of those

behaviors by communicating that they had the

intended effects.

Re-enforces BEHAVIORS and ENCOURAGES

REPETITION of those

behaviors by communicating that they had the

intended effects.

Negative Feedback…Negative Feedback…

…discourages behaviors by communicating that

they did not have the intended effects

…discourages behaviors by communicating that

they did not have the intended effects

Principles of Giving FeedbackPrinciples of Giving FeedbackIntention

Recipient open to feedback

Changed behavior

Behavior vs. Generalities

Describe Behavior

Personal Impact

Accept responsibility

Understanding

Encouragement

Intention

Recipient open to feedback

Changed behavior

Behavior vs. Generalities

Describe Behavior

Personal Impact

Accept responsibility

Understanding

Encouragement

Principles of Receiving FeedbackPrinciples of Receiving Feedback

Be specific in what you ask Don’t act defensively or rationalize the

behavior at issue Summarize your understanding Share your thoughts and feelings

Be specific in what you ask Don’t act defensively or rationalize the

behavior at issue Summarize your understanding Share your thoughts and feelings

Communication StoppersCommunication Stoppers• Interrupting

• Ridiculing or blaming

• Ignoring/denying feelings or

ideas

• “Mind-Reading” or

assuming

• Controlling

• Ordering/commanding

• Interrupting

• Ridiculing or blaming

• Ignoring/denying feelings or

ideas

• “Mind-Reading” or

assuming

• Controlling

• Ordering/commanding

Rating Errors

…errors in judgment that occur in a systematic manner when an individual observes and evaluates another.

What makes these errors so difficult to correct?

Rating Errors

…errors in judgment that occur in a systematic manner when an individual observes and evaluates another.

What makes these errors so difficult to correct?

Most Common Rating Errors

Contrast Effect

…the tendency for a rater to evaluate a person relative to other individuals rather than on

the standard.


Contrast Effect

…the tendency for a rater to evaluate a person relative to other individuals rather than on

the standard.


First Impression

…the tendency for a rater to make a first favorable or unfavorable judgment and ignore

or distort any further information.


First Impression

…the tendency for a rater to make a first favorable or unfavorable judgment and ignore

or distort any further information.


Halo Effect

…improper vague judgments from one part of the job performance to all other areas or

parts of the job.


Halo Effect

…improper vague judgments from one part of the job performance to all other areas or

parts of the job.

Most Common Rating ErrorsMost Common Rating Errors

Similar - To - Me - Effect

…tendency to judge more favorably those whom the rater sees similar to themselves.

Similar - To - Me - Effect

…tendency to judge more favorably those whom the rater sees similar to themselves.

Most Common Rating ErrorsMost Common Rating Errors

Central Tendency

…this occurs when people want to “just play it safe” …everyone “meets standards”

Central Tendency

…this occurs when people want to “just play it safe” …everyone “meets standards”

Most Common Rating ErrorsMost Common Rating ErrorsNegative and Positive Leniency

These errors are committed by a rater who is either too hard or too easy in rating students.

Positive leniency may raise unfounded expectations… while Negative leniency may

cause the feeling of inadequacy.

Negative and Positive Leniency

These errors are committed by a rater who is either too hard or too easy in rating students.

Positive leniency may raise unfounded expectations… while Negative leniency may

cause the feeling of inadequacy.

Trouble-Shooting Performance Problems

1. Is there a problem?2. What is the problem?3. Is the problem important?4. Where has the system broken down?

Trouble-Shooting Performance Problems

1. Is there a problem?2. What is the problem?3. Is the problem important?4. Where has the system broken down?

Clinical PaperworkClinical PaperworkAs you well know, documentation is a critical part of EMS. As part of the certification process, the Regional Training Coordinators will review the documentation weekly to keep informed of the student progress prior to course completion to ensure that all state requirements have been met.

UVU students will bring the “clinical bluebook” with them every shift they ride. In this “clinical bluebook” will be several forms that you, as preceptors, will need to complete for them. They will also be on line for your convenience.

The following slides will show you each piece of documentation required.

As you well know, documentation is a critical part of EMS. As part of the certification process, the Regional Training Coordinators will review the documentation weekly to keep informed of the student progress prior to course completion to ensure that all state requirements have been met.

UVU students will bring the “clinical bluebook” with them every shift they ride. In this “clinical bluebook” will be several forms that you, as preceptors, will need to complete for them. They will also be on line for your convenience.

The following slides will show you each piece of documentation required.

Clinical PaperworkClinical Paperworkhttps://www.uvu.edu/esa/academics/

paramedic.htmlhttps://www.uvu.edu/esa/academics/

paramedic.html

Thank You!!!Thank You!!!Once you have completed the program, please email me at [email protected] the following information:

• Name • Mailing address • Original date of certification • Utah EMT or Paramedic number • List of current certifications (ACLS, PHTLS, PALS, etc)

You may submit a resume instead if you like

I will forward a program summary form for you to complete and email back to me. Once that is completed, then I will mail you a copy of the Clinical Preceptor Training Record Form for your records. I will let you know the status of that as soon as I know it. WE REALLY APPRECIATE ALL YOU DO!

Once you have completed the program, please email me at [email protected] the following information:

• Name • Mailing address • Original date of certification • Utah EMT or Paramedic number • List of current certifications (ACLS, PHTLS, PALS, etc)

You may submit a resume instead if you like

I will forward a program summary form for you to complete and email back to me. Once that is completed, then I will mail you a copy of the Clinical Preceptor Training Record Form for your records. I will let you know the status of that as soon as I know it. WE REALLY APPRECIATE ALL YOU DO!

mailto:[email protected]

mailto:[email protected]

50

Proctors make a difference!Proctors make a difference!

Thank You!UVU Paramedic Program

Thank You!UVU Paramedic Program

Documents

Paramedic Clinical Preceptor Program For Paramedics In Embryo