Preceptor Information Department of Respiratory Therapy College of

Preceptor Information Department of Respiratory Therapy College of Rehabilitation Sciences Rady Faculty of Health Sciences

§ After reviewing this presentation you will be able to: § Compare and contrast good precepting and bad precepting qualities Objectives § Empathize with Students. Appreciate the situation from a student’s perspective § Be knowledgeable about where you can access tools and training resources to help you become a great preceptor § Comprehend your obligations as described in the affiliation contract agreement with your employer and the U of M

“The Bad Preceptor” § https: //www. youtube. com/watch? v=1 c-t. XX 24_WY Let’s start off with a video

Thinking about the video, what could have went better?

§ Listening not just hearing What could improve the student’s learning experience? § Feedback § Inquisition § Patience § Teaching and not instructing Scrubs Mag. (2018, March 2). 5 Traits of a Bad Preceptor. Chatsworth, California, United States of America.

Humiliated Responsible Neglected Intimidated How do you think the student would feel after this experience? Uncertain Unwanted Nervous Scared Unsafe

CBC News · Posted: Aug 29, 2017 7: 00 AM NT "[You were] always being yelled at, and you couldn't ask a question, " Park said. “Bad” Precepting Has Consequences "And if you did ask a question, you were belittled and made to feel like you shouldn't be there, or that you should just know it already. But how would you when it's your first experience? “ 'Emotional abuse': Former students of suspended CNA respiratory therapy program speak out

CBC News · Posted: Aug 29, 2017 7: 00 AM NT “Respiratory therapy student Nichola Park was in an intensive-care unit at a St. John's hospital in 2011, about to perform a procedure on a patient for the first time. “Bad” Precepting Has Consequences Park says her clinical instructor from the College of the North Atlantic said she'd be right over, so Park waited for her. "When she got over to me, she yelled at me, in front of the patients, all of the patient's family members who were in the area, all the doctors, nurses, other medical staff, and this is one of my first experiences in the hospital, " Park said, fighting back tears. She said the instructor chastised her, saying she should have already done the procedure in the lab. ” 'Emotional abuse': Former students of suspended CNA respiratory therapy program speak out

CBC News · Posted: Aug 29, 2017 7: 00 AM NT “According to the documents, there were concerns about the "emotional safety" of students. The report also referenced "unprofessional behaviour" by an unnamed person at clinical training sites. “Bad” Precepting Has Consequences "This has created a learning environment that is perceived as intimidating and not supportive of learning and the progressive development of competency, " the report noted. "Evidence indicates that this also contributes to the high program attrition rate. " CNA previously told CBC that the personnel involved with the respiratory therapy program are no longer employed by the college. ” 'Emotional abuse': Former students of suspended CNA respiratory therapy program speak out

§ Because of the “Affiliation Contract” the University of Manitoba has with clinical sites, as an employee of the hospital, you are responsible to supervise, teach and evaluate students Click to view policy § Therefore, if there are reports and evidence of learner mistreatment including but not limited to harassment, discrimination, bullying, etc. then the employee will be held accountable for being in violation of the, "University of Manitoba – Policy for Prevention of Learner Mistreatment”

§ Learner mistreatment is taken seriously by the University of Manitoba § If the issues regarding learner mistreatment persist and are not What does this mean? resolved, the clinical site can lose “accreditation” with the University of Manitoba, resulting in students being permanently removed from that clinical site § The clinical site / organization leadership will be informed of the reasons for removal of the respiratory therapy education program from their site

Thankfully there are more GOOD preceptors than BAD preceptors! Students often report very positive experiences during clinical placement!

§ Experienced, competent and dedicated to professional development What makes a “good” preceptor? § Positive role model demonstrating best practices and professionalism § Provides support, opportunity for a respectful and inclusive learning environment § Teach, supervise and assess the development of preceptee clinical skills (Canadian Association of Medical Radiation Technologists)

§ Collaborate, takes initiative, be accountable, § Acquire and develop clinical skills while integrating theory to practice § Organized and responsible for their learning What makes a “good” preceptee? § Communicate issues, ask questions § Reflection on feedback and self assessment § Of course all the learning responsibility does not fall on the preceptor! Students must also be active and engaged learners § This is why timely, constructive feedback is so important! § Correct it before they forget it! (Canadian Association of Medical Radiation Technologists)

§ Supervisors, managers and directors are responsible for Clinical Leadership supporting and advocating resources for preceptorship programs § Responsible for maintaining and supporting a safe and effective clinical teaching environment (Canadian Association of Medical Radiation Technologists)

Alghamdi, S. , Siraj, R. , & Ari, A. (2019). Evaluation of the Clinical Learning Environment in Respiratory Therapy Education: Student Perceptions. Respiratory Care, 64, 161 -168. Retrieved June 2020, from http: //rc. rcjournal. com/content/respcare/64/2/161. full. pdf The participating students in this study ranked the statement, "The staff were generally interested in student supervision. ” as the lowest. Changing the Culture 2 critical elements described in various studies attributed to the clinical learning environment • the need to appreciate the student and consider them as a part of the respiratory care team; • supportive staff. Mutual respect and positive regard for others had a significant impact on the confidence of the students according to qualitative studies that have been conducted in the United Kingdom, Sweden, Canada and Ireland. ”

§ Staffing levels § Support or funding for continuing education Preceptor Challenges § Time § Equipment / supplies § Conflicts

The outlined challenges can be a barrier to the best clinical learning experience and often leaves preceptors feeling under prepared to take on students Free education is available, and provides information and strategies to deal with some of the outlined challenges. Preceptor Apprehension Regardless, communication is key! § if you don’t have time to teach something due to changing acuity, do your best and have the student observe, you can always debrief after! There are several courses and resources available to improve the preceptor and preceptee experience

§ Again, THERE ARE TONS of different resources related to preceptor education! § Below are Power. Point presentations that you can click on to view. § They can be used towards continuing professional development Preceptorship Programs credits

§ Click on the documents below to view summarized preceptor education and additional resources Preceptorship Resources

§ For more information, please visit http: //umanitoba. ca/rehabsciences/rt/index. html and visit the links under “Clinical Community” Preceptor Resources

The most recommended resource by multiple sites and institutions is the “Preceptor Education Program” Preceptorship Resources ↑ Click on the photo to jump to the online Preceptor Education Program

Preceptor Education Program – Module List 1. Orientation - Welcoming the Student, Roles and Expectations 6. Dealing with Conflict 2. Developing Learning Objectives 7. The Evaluation Process 3. Giving and Receiving Informal Feedback 8. Peer Coaching 4. Understanding and Fostering Clinical Reasoning 9. Optimizing the Learning Process 5. Fostering Reflective Practice https: //preceptor. ca/PEP-modulespage. html

§ Online, self-directed, interprofessional program for healthcare professionals and students that consists of nine (9) interactive learning modules that can be completed in any order § complete the short registration process to instantly receive your What is the Preceptor Education Program (PEP) ? https: //owl. uwo. ca/portal/site/!pep login information, so that you can access the PEP program anytime, anywhere! § Each module takes approximately 30 -45 minutes to complete. § The modules include: § downloadable resources, § learning exercises, § video case scenarios § and references. § a certificate can be printed at the end of each module to record the education completed.

History of the Preceptor Education Program (PEP) https: //owl. uwo. ca/portal/site/!pep In 2007, an interprofessional team from the University of Western Ontario, Fanshawe College and the Middlesex. London Health Unit (PHRED Program) received funding from the Ministry of Health and Long Term Care to develop an open access, online modular program for health professional students and preceptors. The topics and format of the Preceptor Education Program were chosen based on an extensive review of the existing preceptor programs, the research literature and a survey of 600 clinicians, students and academic faculty.

The take home point… https: //www. etsy. com/nz/listing/692149519/wall-quote-decal-be-somebody-who-make

In Summary… “Because respiratory therapy is a practicebased profession, it is essential to integrate clinical education into the respiratory care curriculum” Alghamdi, S. , Siraj, R. , & Ari, A. (2019). Evaluation of the Clinical Learning Environment in Respiratory Therapy Education: Student Perceptions. Respiratory Care, 64, 161 -168. Retrieved June 2020, from http: //rc. rcjournal. com/content/respcare/64/2/161. full. pdf

The application of theoretical knowledge into clinical practice is an amazing challenge, and would not be possible without our great preceptors! THANK YOU! https: //www. teachervision. com/sites/default/files/inline-images/Japaneseproverb. jpg

§ Alghamdi, S. , Siraj, R. , & Ari, A. (2019). Evaluation of the Clinical Learning Environment in Respiratory Therapy Education: Student Perceptions. Respiratory Care, 64, 161 -168. Retrieved June 2020, from http: //rc. rcjournal. com/content/respcare/64/2/161. full. pdf § Canadian Association of Medical Radiation Technologists. (n. d. ). Sask Works Cited Preceptors - Videos and Resources. Retrieved from Saskatchewan Health Authority: https: //www. saskhealthauthority. ca/Careers/Sask. Preceptors/Documents/Effective. Preceptorship. AGuideto. Best. Practice. pdf § Jen White - CBC News. (2017, Auguest 29). 'Emotional abuse': Former students of suspended CNA respiratory therapy program speak out. Nfld. & Labrador, Canada. § Kinsella, E. B. (2016). Preceptor Education Program for Health Professionals and Students. Ontario, Canada. § Scrubs Mag. (2018, March 2). 5 Traits of a Bad Preceptor. Chatsworth, California, United States of America.