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Communication, Coaching and Feedback, Evaluating Others






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Communication, Coaching and Feedback, Evaluating Others . Module 4 Objectives. Recognize and role model effective communication Promote effective communication in others Explain the components of feedback that promotes growth Understand importance of developing a reflective practice
Communication, Coaching and Feedback, Evaluating Others

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Slide 1

Communication, Coaching and Feedback, Evaluating Others

Module 4 Objectives

Recognize and role model effective communication

Promote effective communication in others

Explain the components of feedback that promotes growth

Understand importance of developing a reflective practice

Verbalize various strategies for evaluations

Slide 2

Communication

  • Importance

    • (such as SBAR)

  • Types

  • Attitudes

  • Barriers

    • Lack of time

    • Lack of comfort

    • Lack of motivation

    • The work environment

    • Lack of honesty

    • Failure to listen

Slide 3

Coaching and feedback

Feedback

Helps improve performance

Decrease turnover

Motivates self-improvement

Builds trust

How Am I Doing?

Slide 4

Purpose of feedback is to promote growth

Doing it well

Timely

Honest

Focus on skill, not person

Motivation is on performance improvement

Balance the positive and the negative

Everyone makes mistakes, what is important is how we communicate and encourage change so mistakes are not repeated. This is done with patience and compassion.

Slide 5

Encourage self reflection

As a means to provide feedback

How did you think that went?

Slide 6

Strategies to Evaluateformal

  • Review established goals for orientation

    • Completed skills checklist, manage 4 patients

  • Peer and self evaluation

  • Rubrics- criterion based

    • Report criteria

  • Checklists

    • SBAR, steps in a process

  • Technology

    • Computer quizzes

Slide 7

Evaluations

  • University of Wyoming FWWSN has an evaluation form in the preceptor handbook

Slide 8

Let us each and all realize the importance of our influence on others- stand shoulder to shoulder- and not alone, in good cause

Florence Nightingale

Slide 9

References

  • Baltimore, J.J. (2004). The hospital clinical preceptor: Essential preparation for success. The Journal of Continuing Education in Nursing, 35(3), p. 133.

  • Barnes, C. (2004). Preceptor workshop. St John’s Medical Center, July 16, 2004.

  • Barrett, C., & Myrick, F. (1998). Job satisfaction in preceptorship and its effect on the clinical performance of the preceptee. Journal of Advanced Nursing, 27(2), p. 364.

  • Bastable, S.B. (2003). Nurse as educator: Principles of teaching and learning for nursing practice (2nd ed.). Sudbury, MA: Jones & Bartlett.

Slide 10

References

  • Battaglini, D.J., & Schenkat, R.J. (1987). Fostering cognitive development in college students. Retrieved from, http://www.ericdigests.org/pre- 925/perry.htm

  • Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Addison- Wesley:Menlo Park, CA.

  • Billings, D.M. & Halstead, J.A. (2005). Teaching in nursing: A guide for faculty (2nded.). Elsevier

    Saunders: St. Louis, MO.

Slide 11

References

  • Burns, C., & Beauchese, M., Ryan-Krause, P., & Sawin, K. (2006). Mastering the preceptor role: Challenges of clinical teaching. Journal of Pediatric Health Care, 20(3), p.172

  • Dickerson, P.S. (2005). Nurturing critical thinkers. The Journal of Continuing Education in Nursing, 36(2), p.68.

  • Erven, B.L. (2001). Evaluating performance and providing feedback to employees. Retrieved from,

    www.ir.eku.edu/Assessment/docs/

  • Hansten, R.I., & Washburn, M.J. (1999). Individual and organizational accountability for development of

    critical thinking. Journal of Nursing Administration, 29(11), p. 39.

Slide 12

References

  • Harris, K-L., Krause, K., Gleeson, D., Peat, M., Taylor, C., & Garnett, R. (2007). Enhancing assessment in the

    biological sciences: Ideas and resources for university educators. Retrieved from, www.bioassess.edu.au

  • Heaslip, P. (2005). Critical thinking: To think like a nurse. Retrieved from, http://www.cariboo.bc.ca/nursing/faculty/heaslip/nrsct.htm

  • Henderson, A., Fox, R., & Malko-Nyhan, K. (2006). An evaluation of preceptors’ perceptions of educational preparation and organizational support for their role. The Journal of Continuing Education in Nursing. 37(3), p.130

  • Krugman, M. (2006). Precepting: The chance to shape nursing’s future. Retrieved from,

    http://www.nurse.com/ce/CE393-60/Precepting-The- Chance-To-Shape-Nursing’s-Future

Slide 13

References

  • Lee, V., & Harris, T. (2007). Mentoring new nursing graduates. Retrieved from,

    http://www.minoritynurse.com/features/other/

    080207d.html

  • Medical College of Georgia, Department of Family Medicine, (2005). Teaching effectiveness. Retrieved from, http://www.mcg.edu/som/fmfacdev/fd_teaching.htm

  • Mottet, L.M. (2006). Nurse Mentor Magic. Simon & Kolz Publishing, LLC: Dubuque, Iowa.

  • Oermann, M. (2001). One-minute mentor. Nursing Management, 32(4), p. 12.

  • O’Neil, C.A., Fisher, C.A., & Newbold, S.K. (2004). Developing an online course: Best practices for nurse educators. New York, New York: Springer Publishing Company.

Slide 14

References

  • Pickens, J.M., & Fargotstein, B.A. (2006). Preceptorship: A shared journey between practice and education. Journal of Psychological Nursing and Mental Health Services 44(2), p.31

  • Pope, B., Rodzen, L., & Spross, G. (2007). Raising the SBAR: How better communication improves patient outcomes. Nursing2007, 73(3), p.41.

  • Redding, D.A. (2001). The development of critical thinking among students in baccalaureate nursing

    education. Holistic Nursing Practice, 15(4), p. 57

  • Ryan-Nicholls, K.D. (2004). Preceptor recruitment and retention. Canadian Nurse, 110(6), p.18.

  • Scheffer, B.K., & Rubenfield, M.G. (2000). A consensus statement on critical thinking in nursing. Retrieved from, http://www.ncbi.nlm.nih.gov/pubmed/11103973

Slide 15

References

  • Smedley, A.M. (2008). Becoming and being a preceptor: A phenomenology study. The Journal of Continuing Education in Nursing, 39(4), p. 185

  • Smith Higuchi, K.A., & Donald, J.G. (2002). Thinking processes used by nurses in clinical decision making.

    Journal of Nursing Education, 41(4), p. 145.

  • Troxel, D. (2009). Online preceptor education. Nursing Management, 40(10), p.33

  • Ulrich, B. (2006). Teaching nurses to teach: A good investment for all. Nephrology Nursing Journal, 33(6), p.602

Slide 16

References

  • University of Memphis (2010). Effective intern evaluation. Retrieved from,

    http://www.memphis.edu/hss/clnt/preceptor- training.htm

  • University of Wyoming. (2009). Professional preceptor handbook: A resource guide for nurses in partnership with the Fay W. Whitney School of Nursing. Retrieved from, http://uwadmnweb,uwyo,edu/nursing/info.asp?p=6075

  • Vermont Nurse Internship Program. (2005). Preceptor development. Retrieved from, http://www.vnip.org/preceptor.html

Slide 17

References

  • Walsh, C.M. (2006). Critical thinking: Back to square two. Journal of Nursing Education, 45(6), p. 212.

  • Wright, A. (2002). Precepting in 2002. The Journal of Continuing Education in Nursing, 33(3), p. 13

  • Zori, S., & Morrison, B. (2009). Critical thinking in nurse managers. Nursing Economics. Retrieved from,

    http://findarticles.com/p/articles/mi_

    m0FSW/is_2_27/ai_n31642738/?tag=content;col1


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