Supporting Learners: Regulatory and an Acute Care … Learners: Regulatory and an Acute Care Practice Perspective Ashley Graat RN, BScN, M.Ed(c) Professional Practice Leader - Evidence

Supporting Learners:

Regulatory and an Acute

Care Practice Perspective

Ashley Graat RN, BScN, M.Ed(c)

Professional Practice Leader - Evidence Based Practice

Murray Krock RN, BScN, MN

Corporate Nursing Education Leader, Professional Practice

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• Overview of St. Michael’s Hospital (SMH): Who we are

• Why we developed a preceptorship workshop

• Introduce & review key components of SMH nursing preceptorship

workshop

• Demonstrate the application of the College of Nurses of Ontario’s

(CNO) Supporting Learners Guideline to preceptorship

Presentation Pathway

Supporting Learners: Regulatory and an Acute Care Practice Perspective

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Academic health sciences centre

affiliated with the University of Toronto,

and a major tertiary and quaternary

referral centre • $500M+ operating budget

• 475 acute adult inpatient beds

• 5,368 staff

• 1,800 nurses

• 713 physicians

• 537 volunteers

• 71,951 emergency visits

• 29,549 surgical cases

• 466,631 ambulatory visits

• 26,406 inpatients

• 3, 357 students trained

Source: Community Report 2012-2013

St. Michael’s Hospital: Who we are


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Nurses have a professional obligation to support learners to develop and

refine the competencies needed for safe, ethical and effective practice,

and to support the development and socialization of colleagues who are

learning. (Supporting Learners Practice Guideline, College of Nurses of Ontario)

As preceptors, nurses support the transition and integration of new

nurses and nursing students into the organization and practice setting.

This workshop (preceptorship)will prepare nurses with the knowledge and

skills to function effectively in a preceptor role. (St. Michael’s Hospital,

Preceptorship Workshop)

Supporting Learners


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• Differentiate preceptorship and mentorship

• Benefits of preceptorship programs

• Qualities of an ideal preceptor

• Adult learning theory and principles

• VARK learning style preferences

• Promoting critical thinking

• Factors that affect the preceptorship experience

• Providing effective feedback

• Conflict resolution strategies

• Evaluating the preceptorship

• Roles & responsibilities of the preceptor, preceptee,

educator/administrator

Preceptorship Workshop: Components


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A frequently employed teaching and learning method using nurses as

clinical role models. It is a formal, one to one relationship of pre-

determined length between an experienced nurse (preceptor) and a novice

nurse (preceptee) designed to assist the novice in successfully adjusting to

a new role. The novice may be a student, a new graduate nurse, or an

already practicing nurse moving into a new, domain or setting.

Preceptorship is a partnership between the preceptor who is responsible

for teaching, evaluating and providing feedback to the preceptee.

Canadian Nurses Association, 2004

Preceptorship is…


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Preceptorship Mentorship

Definition:

Purpose:

Type of Relationship:

Role Model Characteristics:

Participant Characteristics:

Assessment and Evaluation:

Time Frame:

Exercise: Preceptorship versus Mentorship

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• Demonstrates professionalism and competence

• Interested and committed to the preceptor role and life long learning

• Strong leadership and conflict-resolution skills

• Role model, teacher, coach and provides ongoing feedback

• Trusting , caring, patient and enthusiastic

• Demonstrates strong interpersonal and communication skills

• Strong knowledge, skills and judgment (CNO Professional Standards, hospital

policies and procedures, unit specific competencies/routines etc.)

Qualities of an Ideal Preceptor


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Purpose: To foster the preceptor/preceptee relationship & to tailor the

preceptorship to maximize the preceptee’s experience.

1. Describe the types of clinical experiences you have had.

2. What do you expect to gain from the preceptorship?

3. Describe the best way you learn.

4. What do you see as your major strengths?

Preceptor & Preceptee Interview – Getting to

know your preceptee


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5. What do you see as your greatest challenges?

6. What are your future aspirations?

7. Is there anything else you would like your preceptor to know and understand

about you/your professional needs?

8. How can your preceptor further assist you during the preceptorship experience?

9. What questions do you have for your preceptor?

Adapted from: Swihart, D. (2007). Nurse Preceptor Program Builder: Tools for a

Successful Precptor Program (2nd ED). Danvers: HCPro

Preceptor & Preceptee Interview – Getting to

know your preceptee…..cont’d


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Adult Learning Theory & Principles:

Malcolm Knowles Six Principles of Adult Learning

1. Adults are internally motivated and self-directed

2. Adults bring life experiences and knowledge to learning

3. Adults are goal oriented

4. Adults are relevancy oriented

5. Adults are practical

6. Adult learners like to be respected

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KINESTHETIC

VARK Learning Styles

Step 1: Get a commitment

Have your preceptee present their plan of care or intervention plan for the problem.

Step 2: Probe for supporting evidence

Establish the knowledge basis for decisions in step 1.

Step 3: Teach general rules

Provide correct information or provide location of resources.

Step 4: Reinforce what was right

Provide positive feedback to promote confidence and self-esteem.

Step 5: Correct mistakes

Provide specific information regarding necessary improvement.

One Minute Preceptor


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Feedback: is the sharing of

specific information related to a learner’s performance in order

to help him/her continue or modify a

behaviour.

Can accelerate learning

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Without feedback,

learners may discontinue

positive behaviours

Promote self reflection

and independent

study

Without feedback, incorrect assumptions

about performance may be made

Builds confidence

Preceptees want and

value feedback

Tips for Providing Effective Feedback

• Self-Assessment

• Balanced

• Well-Timed

• Based on Observation

• Descriptive and Specific

• Regularly Provided


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Sources of Conflict Between Preceptor & Preceptee


Personal/personality issues

Different learning/working styles

Role expectations

Inadequate skills/knowledge

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CONFLICT: A clash or struggle when a real

or perceived threat or difference exists in the desires, thoughts, attitudes, feelings or

behaviours of two or more people.

1. Provide positive feedback on performance.


Dealing with Conflicts

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2. Focus on the observed behaviour that could be improved.

3. Describe impact of behaviour.

4. Work together to identify solutions.

5. Develop an action plan.

6. Set a date for evaluation.

1. Preceptors want to support preceptees


Lessons Learned

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2. Planning & development of education to support preceptorship

development is critical to secure corporate support

3. Education is a recognized a strategy

4. Participants need an opportunity to share and

discuss their experience


Preceptor Resources:

• College of Nurses of Ontario. (2009). Practice Guidelines: Supporting

Learners. Toronto, ON.

http://www.cno.org/Global/docs/prac/44034_SupportLearners.pdf

• College of Nurses of Ontario. (2011). Entry to Practice Competencies.

Toronto, ON.

http://www.cno.org/Global/docs/reg/41042_EntryPracRPN.pdf

• College of Nurses of Ontario, (2002). Professional Standards. Toronto, ON.

http://www.cno.org/Global/docs/prac/41006_ProfStds.pdf

• College of Nurses of Ontario. (2006). Practice Standard: Decisions About

Procedures and Authority. Toronto, ON.

http://www.cno.org/Global/docs/prac/41071_Decisions.pdf

• 19

http://www.cno.org/Global/docs/prac/44034_SupportLearners.pdf

http://www.cno.org/Global/docs/reg/41042_EntryPracRPN.pdf

http://www.cno.org/Global/docs/prac/41006_ProfStds.pdf



Preceptor Resources:

• College of Nurses of Ontario. (2010). Developing SMART Learning Goals.

Toronto, ON

http://www.cno.org/Global/docs/qa/DevelopingSMARTGoals.pdf

College of Nurses of Ontario. (2006). Practice Standard: Decisions About

Procedures and Authority. Toronto, ON.


• Preceptor Education Program (PEP), The Faculty of Health Sciences at the

University of Western Ontario, a project funded by The Ministry of Health

and Long-Term Care. http://www.preceptor.ca/index.html

• VARK Learning Style Questionnaire. Retrieved from

http://www.varklearn.com/english/index.asp

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http://www.preceptor.ca/index.html


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Documents

Supporting Learners: Regulatory and an Acute Care … Learners: Regulatory and an Acute Care Practice Perspective Ashley Graat RN, BScN, M.Ed(c) Professional Practice Leader - Evidence