mentor

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OBJECTIVE. After this lesson the teacher will understand and recognize the requirements included in a quality preceptor/mentor training program. ROLES AND RESPONSIBILITIES. Internship purposePreceptor StudentProgram Objectives/goals. PRECEPTOR/MENTOR SELECTION AND QUALIFICATIONS. Certification levelExperience requiredCall volume/case loadDesire/motivation.

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1. MENTOR/PRECEPTOR GINA RIGGS EMS DIRECTOR KIAMICHI TECHNOLOGY CENTER 1

2. OBJECTIVE After this lesson the teacher will understand and recognize the requirements included in a quality preceptor/mentor training program

3. ROLES AND RESPONSIBILITIES Internship purpose Preceptor Student Program Objectives/goals

4. PRECEPTOR/MENTOR SELECTION AND QUALIFICATIONS Certification level Experience required Call volume/case load Desire/motivation

5. Daily tracking/forms Present and on time In uniform Abide by facility rules Perform appropriate skill & knowledge level ___________ ___________

6. PRECEPTOR R & R Take five minutes to list: What makes a good preceptor? What makes a bad preceptor?

7. PRECEPTOR R & R Knowledge Field of practice Student’s scope of practice Student’s goals Present at all times during skills Identify learning opportunities Explain clinical techniques Orientate to site, staff, equipment Allow student to assume role as decision maker

8. Preceptor R & R Use affective counseling techniques Support program content Maintain environment free of harassment/discrimination Establish standard of care Communicate student’s progress Promote teamwork Use non-pt. care time for learning

9. Preceptor R & R Confront issues as they arise Promote confidence Empower students Complete evaluation (honest) Evaluate at end of each shift

10. Preceptor/MentorCharacteristics Communication skills Climate conducive to learning Share practical steps in patient care Provide positive, corrective feedback Listens Knowledgeable Desire

11. SCHOOL/FACULTY R & R Be available at all times Schedule students Assist/support preceptor Identify appropriate clinical situations/focus Consult preceptor on evals Provide summative eval to student Provide student with knowledge base

12. LEGAL ISSUES Liability Signature Documentation Role within program Sexual harassment HIPPA Safety BSI Transport (seat belts, vests) Social, psychological, physical

13. STUDENT EXPECTATIONS WHAT SHOULD THE STUDENTS EXPECT FROM THE CLINIAL SITE? Modeling (BSI, safety, seat belts)

14. ADULT LEARNING Learning domains Cognitive Affective Psychomotor Maslow’s pyramid Adult learner motivation

15. Selection of Preceptor Students should look for: Level Experience Call volume/census Desire Not a friend/co-worker Attitude Reputation ROLE MODEL!

16. COACHING Coaching – method of directing, instructing and training a person with the aim to achieve a goal or develop a specific skill.

17. PROMPTING to assist by suggesting or saying the next words of something forgotten

18. FEEDBACK STEPS IN EVALUATION Positive vs negative Appraisal Immediate Be specific Avoid judging

19. BENCHMARKING Benchmarking: A process by which an institution, program, faculty, school, or any other relevant unit evaluates and compares itself in chosen areas against internal and external, national and international reference points, for the purposes of monitoring and improvement. Terminal objectives The term benchmarking was first used by cobblers to measure people's feet for shoes. They would place someone's foot on a "bench" and mark it out to make the pattern for the shoes. Benchmarking is most used to measure performance using a specific indicator (cost per unit of measure, productivity per unit of measure, cycle time of x per unit of measure or defects per unit of measure) resulting in a metric of performance that is then compared to others.The term benchmarking was first used by cobblers to measure people's feet for shoes. They would place someone's foot on a "bench" and mark it out to make the pattern for the shoes. Benchmarking is most used to measure performance using a specific indicator (cost per unit of measure, productivity per unit of measure, cycle time of x per unit of measure or defects per unit of measure) resulting in a metric of performance that is then compared to others.

20. TIPS FOR PRECEPTORS Remember how you felt the first day New students are nervous May forget easy concepts or panic Think out loud Verbalize

21. Clinical Evaluation Techniques Phase Patient assessment Skill performance Equipment/protocol Report writing Start of each shift

22. DOCUMENTATION Daily performance Affective grading Preceptor agreement Agency agreement Tracking forms Plan of study/improvement

23. PROBLEM STUDENTS APATHETIC KNOW IT ALL NON-PARTICIPANT OVER ENTHUSIASTIC

24. PROBLEMS Catch problems early Identify the problem Subjective vs objective Common problems Domain(s) Plan of study/improvement

25. PRECEPTOR CONTRACT/AGREEMENT See contract sample Must be on file prior to start of rotations Numbers of preceptors Approval from supervisor

26. WHO’S WHO School staff School administration Medical director RECOGNITION PROGRAM!

27. SUMMARY After this lesson the teacher will understand and recognize the requirements included in a quality preceptor/mentor training program

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