Preceptor Workshop Curriculum Revision: Meeting the Needs of Todays - - PowerPoint PPT Presentation

Preceptor Workshop Curriculum Revision: Meeting the Needs of Today’s Preceptor

Monica Brock, MS, RN, CPAN Clinical Scholar Preceptor Program Coordinator University of Colorado Hospital

Learning Objectives

• Describe historical approaches to the preceptor model
• Review literature recommendations for preceptor

training

• Describe a process for revising a preceptor workshop

that is based on adult learning principles and current best evidence

• Demonstrate outcomes associated with effective

curriculum revision

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Preceptor Education- What do we Know?

• Preceptor Model established in 1960
• Traditional assumption
• Access to education for preceptors varies
• Courses for preceptors don’t always provide content

that preceptors request

Source: Bengtsson and Carlson, BMC Nursing (2015) 14:51. 3

Considerations for Improving Preceptor Education

• Preceptors who are inconsistent in teaching or less

experienced may breed frustration/negativity in preceptees

• Formalized training is important; needs to be well-planned
• Adults learn best by integrating their own experience and

knowledge

• Need to integrate professions to acquire interprofessional

knowledge and skills which could be helpful to precepting

Source: Chesnutt & Everhart; Washington, 2013; Haggerty et al; 2012, Bengstton and Carlson 2015 4

UCHealth Preceptor Workshop: Original Curriculum

➢4 hour face to face interdisciplinary class ➢No RN overtime to attend ➢Manager approval to attend is required ➢Attendance is required for pay differential ➢ Power point heavy

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Annual UCH Preceptor Education Needs Assessment Leadership Survey- Managers and Educators

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The Preceptor Workshop Adequately Prepares New Preceptors for Their Role

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Total N= 55

12 36 6 1

5 10 15 20 25 30 35 40

Strongly Agree Agree Disagree Strongly Disagree

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Check the 5 most important topics for continuing education for preceptors in your department

What is the biggest challenge facing your preceptors?

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Consistency in teaching Time to teach Precepting fatigue/burnout Volume of new hires needing precepting Inexperienced/precepting early in career Giving feedback

UCH Preceptor Workshop Evaluation Participant Survey Results

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Original Curriculum: Participant Survey Results

• 7/2017- 4/2018

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103 of 323 participants provided comments via course evaluation

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25% of comments were positive

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75% of comments were constructive

• Themes Identified:
• Content too basic or a review
• Desired more content on feedback/conflict/difficult personalities
• Format, delivery, teaching strategies used
• Desired additional training or resources
• Wanted more specific and practical tips and tools
• Felt course was geared towards nursing

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Based on leadership and preceptor feedback, a need for curriculum revision was identified

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The Driving Motto Behind Revision

“The topics identified by Preceptors were ones that had a direct impact on their work…they focused on ‘doing’ not ‘knowing’. Classes for Preceptors should include some basic knowledge about topics such as roles of the Preceptor and learning styles, but it is best to present these as a background of how the Preceptor will use this information”. Foy and Carlson (2013)

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Workshop Changes: What’s New in 2019

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❖ Focused on interaction ❖ Removed nursing theory ❖ Incorporated interdisciplinary case studies ❖ Added a participant worksheets, additional activities

and videos

❖ Threaded preceptor evaluation contents throughout the

slide deck

❖ Incorporated content on burnout, self-care, and the

struggling preceptee

❖ Expanded feedback and conflict content ❖ Moved nursing specific content to the end

Workshop Agenda

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800-830 830-855 855-920 930-1005 1005-1035 1035-1045 1055-1110 1110-1120 1120-1130 1130-1140 1140-1155 1155-1200 Introductions Definitions, trends and evidence for precepting Behavior, Characteristics and Motivation for precepting Preceptor Roles: Advocate/Protector, Socializer, Workplace Incivility and Bullying Assessor, Evaluator and Goals Preceptor Role: Educator/Facilitator and Role Model Giving Feedback The Struggling Preceptee Conflict Management Working with students Reflection and Self-Care Post Class Expectations and Questions RN Specific Information Course Evaluation

Table Resources

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Slide Example

UCHealth Preceptor Workshop

Didactic Methods based on Student- active learning activities

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Preliminary Results of Revised Curriculum: Participant Course Evaluations

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N= 99 N= 99 N= 99

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N= 99 N= 99

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May - Dec 2018 n=160 Jan-March 2019 n=99 Difference The learning outcomes for this activity were met 4.46 4.76 .30 I found this activity worthwhile for my professional practice 4.39 4.66 .27 This activity will my enhance knowledge, skills, and practice as a healthcare provider 4.37 4.63 .26 The speaker was knowledgeable about the topic 4.63 4.85 .22 The speaker provided information in an interesting manner that facilitated my learning 4.56 4.71 .15

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Participant Comments

"This workshop was very helpful for the multimodal learner that I am. It had a good balance of interactive components, while covering many concepts. It also compliments other course I’ve participated in, such as feedback for success “ and Communicating Clearly and Effectively” I feel much more confident to put what I learned into practice moving forward.” "This class was a vast improvement from other preceptor classes. I would stick with the 4 hour time frame and I really enjoyed the groupwork that involve drawing and the Kahoot.” "Great class! I really enjoyed the topic Preceptor Burnout. I recognized that in myself and had to step back for a bit. I felt guilty but now I realize that it can happen to others and its ok to take a break. Thank you for that!”

Participant Diversity by Discipline

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Other: PT, OT, Speech, Pharmacy, Quality Assurance, Practice Coordinator, Office Operations, Care Manager, Clinical Coordinator, Patient Access Rep

N=323 N=99

Thank you! Questions?

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A special thanks to Jennifer Higgins and Vicky Lee who helped lead the UCHealth Preceptor Workshop revision process