EMS PRECEPTOR TRAINING Temple College EMS Training Program

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EMS PRECEPTOR TRAINING Temple College EMS Training Program Bobby Steele, LP Faculty Diane Quintanilla

EMS PRECEPTOR TRAINING Temple College EMS Training Program Bobby Steele, LP Faculty Diane Quintanilla Clinical Coordinator 1

OBJECTIVES • Identify the roles/responsibilities & legalities of the preceptor • Identify the responsibilities

OBJECTIVES • Identify the roles/responsibilities & legalities of the preceptor • Identify the responsibilities of a learner in the appropriate clinical setting • Identify techniques to facilitate learning • Identify how the preceptor role integrates and interacts with the EMS education program • Discuss feedback, coaching, and benchmark competencies for the graduate • Provide objective assessment of learner performance 2

Preceptor • Assist EMT/Paramedic learner to apply pre -hospital care concepts • Experienced EMT/P,

Preceptor • Assist EMT/Paramedic learner to apply pre -hospital care concepts • Experienced EMT/P, physician, RN • Share special skills & insights • Program goal and objectives 3

Preceptor • Preceptor Shares Special Skills – Organization – Prioritizing – Delivery – Calmness

Preceptor • Preceptor Shares Special Skills – Organization – Prioritizing – Delivery – Calmness – Communication – Etc. 4

Learner Roles and Responsibilities • • • Daily skills tracking Complete clinical documentation Be

Learner Roles and Responsibilities • • • Daily skills tracking Complete clinical documentation Be present during entire rotation Abide by facility and program clinical R & R Perform at appropriate skill/knowledge level 5

Food for Thought v. What makes a bad preceptor? v. What makes a good

Food for Thought v. What makes a bad preceptor? v. What makes a good preceptor? 6

PRECEPTOR ROLES & RESPONSIBILITIES • Knowledge within the preceptors field of practice • Knowledge

PRECEPTOR ROLES & RESPONSIBILITIES • Knowledge within the preceptors field of practice • Knowledge of the student’s scope of practice • Knowledge of each student’s goals of rotation 7

Preceptor Roles Cont’d • Be present at ALL times during skill performance---LEGALITIES!!! • Identify

Preceptor Roles Cont’d • Be present at ALL times during skill performance---LEGALITIES!!! • Identify learning experiences • Explain clinical techniques as opportunities arise • Allow learner to assume EMT-P role in decision making • Allow learner to be accountable for their own actions and judgments 8

Preceptor Roles Cont’d • Actively stimulate critical thinking by use of questions/answers • Guide

Preceptor Roles Cont’d • Actively stimulate critical thinking by use of questions/answers • Guide learner to ASSESS the whole patient • Provide pertinent feedback after each contact • Identify the learner’s current placement in the clinical/field component 9

Preceptor Role Cont’d • Discuss relationship of EMS profession to medical direction • Use

Preceptor Role Cont’d • Discuss relationship of EMS profession to medical direction • Use non-patient care time for skills & demos • Use effective counseling techniques • Support program course content • Maintain an environment free of harassment and discrimination = Safe 10

Preceptor Role Cont’d • Establish standard of care • Provide safe environment: – Equipment

Preceptor Role Cont’d • Establish standard of care • Provide safe environment: – Equipment – Personnel – Scene – Learning environment 11

Preceptor Role Cont’d • Coach the learner from observer to team leader – Provider

Preceptor Role Cont’d • Coach the learner from observer to team leader – Provider daily feedback of progress • Communicate learner’s progress with instructors • Promote teamwork • Orientate to site, crew, equipment 12

Preceptor Role Cont’d • • • Confront issues as they arise Promote confidence Empower

Preceptor Role Cont’d • • • Confront issues as they arise Promote confidence Empower learners Complete a summative evaluation Assist learner with documentation protocol Evaluate learner at end of each shift 13

Preceptor Role Cont’d Most important: Be a Role Model! Mentor: A wise and trusted

Preceptor Role Cont’d Most important: Be a Role Model! Mentor: A wise and trusted counselor or teacher. 14

Preceptor Characteristics Ø Possess good communication skills Ø Establish a climate that is conducive

Preceptor Characteristics Ø Possess good communication skills Ø Establish a climate that is conducive to learning Ø Share practical steps in patient care Ø Provide positive & correctional feedback, when necessary Ø Listens to the learner Ø Knowledgeable in medicine 15

SCHOOL FACULTY ROLES & RESPONSIBILITES • • Be available at all times Schedule learners

SCHOOL FACULTY ROLES & RESPONSIBILITES • • Be available at all times Schedule learners Make scheduling adjustments Assist & support preceptor as needed Identify appropriate clinical situations/focus Consult with preceptor on evaluations Provide summative evaluation to learners Provide learners with working knowledge base 16

Learning Domains • Psychomotor – Relates to performing skills • Cognitive – Relates to

Learning Domains • Psychomotor – Relates to performing skills • Cognitive – Relates to process of thought • Affective – Relates to attitudes, motivation, and perceptions 17

What do I Look For As A Preceptor? Learners develop and demonstrate the: Ø

What do I Look For As A Preceptor? Learners develop and demonstrate the: Ø Ø Ø Ability to communicate clearly with patients Ability to manage the scene efficiently Ability to complete a thorough patient assessment Ability to identify a patient’s chief complaint Ability to formulate and provide appropriate treatment strategies at their level of training Ø Ability to provide clear direction & leadership for other rescuers on the scene 18

Evaluation of the EMT/Paramedic Learner Patient Assessment During the actual patient assessment: Ø Ø

Evaluation of the EMT/Paramedic Learner Patient Assessment During the actual patient assessment: Ø Ø Ø Allow the learner to complete their assessment before intervening to ask questions the learner failed to cover Do not let the learner do harm Take mental notes about what they did right and how they could improve their assessments 19

Evaluation of the EMT/Paramedic Learner Skills Performance Ø Be positive but honest Remember that

Evaluation of the EMT/Paramedic Learner Skills Performance Ø Be positive but honest Remember that the patient is an audience to the process Ø Ø Note weaknesses in skill competencies Ø Do not let the learner do harm 20

Equipment & Protocols Ø Ø Make sure the learner understands what is expected of

Equipment & Protocols Ø Ø Make sure the learner understands what is expected of him/her Tour service area & receiving hospitals or departments, if possible Review daily routine/responsibilities Review equipment check & department or ambulance layout 21

Start of Each Shift Ø Ø Review with the learner how much field and

Start of Each Shift Ø Ø Review with the learner how much field and clinical time they have completed & what phase they are currently studying. Find out the learner’s perceptions of their own strength & weakness Find out any issues of concern that learner may have and try to discuss and focus on these areas Relay your expectations of the learner 22

Evaluation of the Paramedic learner Report Writing Ø Ø Make sure that the chief

Evaluation of the Paramedic learner Report Writing Ø Ø Make sure that the chief complaint, patient history, assessment, treatment & outcomes are properly documented Documentation of pertinent positives & negatives is key to developing critical thinking skills Documentation of any variances or unusual aspects of the run will help to enforce learning Can you read it and is the spelling correct? 23

LEARNER EXPECTATIONS • What should the students expect from you and the clinical site?

LEARNER EXPECTATIONS • What should the students expect from you and the clinical site? • Modeling: BSI, seat belts, etc. 24

COACHING • What is Coaching? – Coaching is a method of directing, instructing and

COACHING • What is Coaching? – Coaching is a method of directing, instructing and training a person or group of people, with the aim to achieve some goal or develop specific skills. – There are many ways to coach, types of coaching and methods to coaching. 25

FEEDBACK • Steps in the Evaluation: – Measurement – Comparison – Appraisal – Decision

FEEDBACK • Steps in the Evaluation: – Measurement – Comparison – Appraisal – Decision 26

FEEDBACK Cont’d • Always start with the positive • Positive vs. negative – Try

FEEDBACK Cont’d • Always start with the positive • Positive vs. negative – Try to always provide some positive • Constructive – When necessary provide constructive 27

FEEDBACK Cont’d • Elements: – Describe what was observed: who, what, where, when, how

FEEDBACK Cont’d • Elements: – Describe what was observed: who, what, where, when, how – Be as specific as possible – Avoid judging or criticizing – Relate how the observed behavior made you feel – Suggest an alternate behavior – Problem solve - Why did you use a 16 gauge on an 80 y/o for nausea? 28

TIPS FOR PRECEPTORS • Remember how you felt the first day of clinical***** •

TIPS FOR PRECEPTORS • Remember how you felt the first day of clinical***** • New learners may be nervous • New learners may forget an easy concept or panic easily • Think out loud (when/where appropriate) • Tell your learners to think out loud – Voice or verbalize and why, why 29

TIPS FOR PRECEPTORS • • Use the practicum objectives Help learners set daily goals

TIPS FOR PRECEPTORS • • Use the practicum objectives Help learners set daily goals Use humor & compassion Guide “patient care”, not just performance of skills 30

TIPS • Catch problems early • Evaluate/identify problems – Problem, perception, goals ? ?

TIPS • Catch problems early • Evaluate/identify problems – Problem, perception, goals ? ? – Entry level vs. graduate – Share, discuss, coach 31

TIPS • If learner is not ready for next level: – Define (skills/competency) –

TIPS • If learner is not ready for next level: – Define (skills/competency) – Objective (fact-based) vs. Subjective (opinion based) – Criteria – Domain 32

TIPS • Common Problems: – He said, she said – Lack of communication/interpretation –

TIPS • Common Problems: – He said, she said – Lack of communication/interpretation – Determine root: skill, cognitive, affective – Scene control – Remove distracters 33

TIPS Initial meeting Intro, expectations, forms, house rules, manuals Communicate, Communicate! 34

TIPS Initial meeting Intro, expectations, forms, house rules, manuals Communicate, Communicate! 34

PROBLEM LEARNERS • Apathetic • Know it all • Non-participant • Over Enthusiastic 35

PROBLEM LEARNERS • Apathetic • Know it all • Non-participant • Over Enthusiastic 35

THANK YOU! It is dedicated preceptors like yourself that allow us to educate and

THANK YOU! It is dedicated preceptors like yourself that allow us to educate and train quality prehospital medical providers. Bobby Steele Bobby. Steele@templejc. edu Diane Quintanilla Diane. Quintanilla@templejc. edu 36