Academics – Preceptor Training & Certification

Title	Presenter(s)	Module	Materials	Summary	Learning Outcome 1	Learning Outcome 2	Learning Outcome 3
Adult Teaching and Learning Principles (Part I)	SPEAKER LAST, SPEAKER FIRST	Module: 19	Login / Sign Up	Adults learn as part of their daily lives. How they learn has been studied for many years. They learn formally and informally. They learn when there is a need to change their behaviors and thinking. This presentation reviews the characteristics of adult learners, explores several learning theories, and grounds learning activities in the ways Instructor/PhD preceptees access and process information. It summarizes the characteristics of adult learners, several learning theories, and various ways preceptors can engage Instructor/PhD preceptees through use of teaching and learning principles when working with adult learners.	Identify three learning theories often used in preceptorships	Describe five characteristics of adult learners	State five principles of adult learning implemented in preceptorships
Adult Teaching and Learning Principles (Part II)	SPEAKER LAST, SPEAKER FIRST	Module: 20	Login / Sign Up	Preceptors need to understand adult learning principles and their Instructor/PhD preceptees strengths and preferences when establishing the preceptoring relationship and building learning activities. Teaching and learning strategies are more effective when generational differences, brain dominance, and preferences in learning styles and multiple intelligences are folded into the processes and activities. They consider how Instructor/PhD preceptees access and process information, the learning trends unique to each generation, and the special contributions—and challenges—of experienced preceptees moving through onboarding and competency verification processes and transitions to new roles and positions. By combining the principles of adult learning and the characteristics of adult learners, preceptors can plan effective teaching strategies. This presentation reviews adult learning principles and some of the diverse qualities and needs of preceptors and preceptees when developing adult and generational teaching and learning strategies, such as multiple intelligences and learning styles.	Define multiple intelligences and learning styles	Discuss how identifying preceptees’ dominant intelligence types facilitate identifying their preferred learning styles	State how use of multiple intelligences and learning styles lead to creation of successful teaching activities and strategies
Assessment of Learning and Experience Needs	SPEAKER LAST, SPEAKER FIRST	Module: 15	Login / Sign Up	Functioning effectively as a preceptor involves more than a “see one, do one, teach one” approach. In addition to sound knowledge of organizational policy and procedures, demonstration of competency to practice safely, and accurate communication skills to advocate for patients and families, preceptors engage critical thinking and sound judgment in their preceptorships. Their activities move beyond specialty and work expertise and employ a careful blend of critical thinking, data collection, reasoning, communication, and professional excellence. Instructor/PhD preceptees complete competencies during the preceptorship to prepare them to work independently when first transitioned to their new roles and positions. This presentation reviews approaches to assessments of learning and experience needs, professional development, and skills acquisition for preceptors and preceptees.	Discuss Maslow's Hierarchy of Needs as it relates to preceptorships	Describe Dorothy del Bueno's model of professional development and skills acquisition	Identify sources of data collection a preceptee might want to know about during his or her preceptorship
Being Generationally Savvy	SPEAKER LAST, SPEAKER FIRST	Module: 27	Login / Sign Up
Bloom’s Taxonomy, Thinking and Skills Acquisition	SPEAKER LAST, SPEAKER FIRST	Module: 17	Login / Sign Up	All learning plans begin with objectives. Preceptors use the original or revised Bloom’s Taxonomy of Educational Objectives in designing learning activities for developing preceptees and other preceptors to address psychomotor, cognitive, and affective learning domains. These taxonomies help preceptors create more effective learning plans by preparing stronger, more focused, accurate, and attainable objectives. This presentation explores Bloom’s taxonomies as guides for writing objectives for preceptored Instructor/PhD activities and defining learning progress.	Discuss the relevance of Bloom’s Taxonomy to preceptoring Instructors/PhDs.	Describe the difference between Bloom’s original taxonomy and the Revised Bloom’s Taxonomy	Explain how Bloom’s Taxonomy and Benner’s Skills Acquisition Model function in preceptorships
Communication and Delegation	SPEAKER LAST, SPEAKER FIRST	Module: 10	Login / Sign Up	Communication is key to every preceptoring relationship. Managing daily operations, evaluating effectiveness of onboarding and learning activities, providing feedback, and assessing and verifying competencies require strong communication skills, active listening, visible preceptor presence, and clear and consistent verbal and nonverbal communication. Many of the aspects of communication discussed in this presentation are developmental and transfer to all areas of life: home, school, community, work, and beyond. It is through effective communication that negotiation, collaboration, conflict management, critical thinking and reasoning, shared decision making, team building and cooperation occur. The speaker reviews the various forms of communication, congruency in verbal and nonverbal messaging, cultural considerations and how to approach difficult communications, and the importance of creating a partnership to ensure accurate communication within Instructor/PhD preceptorships.	Identify three communication patterns used by preceptors and preceptees	Describe the roles of verbal and nonverbal communication in preceptorships	Discuss the role of delegation in preceptorships
Conflict Management and Lateral Violence in Preceptorships	SPEAKER LAST, SPEAKER FIRST	Module: 12	Login / Sign Up	Conflict is an inevitable part of relationships. However, conflict in and of itself is not “good” or “bad”. Our reactions or responses to conflict create the emotion associated with it. Preceptors must understand conflict and how to manage or mitigate it to effectively function in the preceptor role. One’s ability to manage conflict to reach an effective and responsible outcome is essential for staff to maintain safe and efficient work environments. Preceptors are role models and leaders in conflict management. This presentation discusses multiple types of conflict that can occur among stakeholders in preceptored programs for Supervisor/Manager preceptees with approaches for responding and five styles for managing conflict.	Describe how conflict in preceptorships can contribute to lateral violence	State how lateral violence can contribute to conflict	Discuss approaches for managing conflict due to: a) difficult situations encountered in preceptorships, b) the presence of lateral violence, or c) a disengaged preceptor or preceptee
Effective Use of Simulation in Preceptorships	SPEAKER LAST, SPEAKER FIRST	Module: 22	Login / Sign Up	Simulation is an effective way to include or augment interdisciplinary aspects of Instructor/PhD preceptee integration into the workplace. The frequency and depth of interactions and interdependence among team members will vary by service or practice, but all team members will find it necessary to work collaboratively with others. Similarly, most Instructor/PhD preceptees new to their roles and positions will have had very little education or experience in working with those outside of their own service or profession. Those new to a specialty practice also benefit from the safety of a simulated experience while learning the norms, expectations, and interprofessional interactions of the new workforce. Preceptors know which situations make the best simulations for Instructor/PhD preceptees. This presentation brings simulation to preceptorships and provides applications, exemplars, and sample simulations for training preceptors and preceptees.	Describe the use of simulation in preceptoring preceptees through preceptorships	Discuss how simulations are used to practice & enhance preceptee competencies safely	Build a simulation for preceptoring Instructors/PhDs
Emotional Intelligence (EQ)	SPEAKER LAST, SPEAKER FIRST	Module: 26	Login / Sign Up
Ethics in Preceptoring	SPEAKER LAST, SPEAKER FIRST	Module: 11	Login / Sign Up	Ethical thought and conduct are essential to decision making in every aspect of work. People at their most vulnerable trust those in authority to use sound judgment grounded in ethics no matter how difficult or complex the circumstance. Preceptors are critical guides to ground Instructor/PhD preceptees in ethical decision making. Regardless of the preceptoring model, the preceptor must practice within a code of ethics and abide by the legal boundaries of his or her profession and the organization. This presentation will explore some of the tenants of ethical decision making as they relate to preceptoring. The speaker describes ethical issues and related decision making and ethical dilemmas in preceptoring while looking at opportunities and strategies for folding ethics into preceptored programs and activities.	Define ethics in preceptoring	Discuss five ethical principles and how they apply to the preceptoring relationship	Identify three ethical issues preceptors might encounter when preceptoring Instructors/PhDs.
Evaluating the Effectiveness of Preceptor Programs	SPEAKER LAST, SPEAKER FIRST	Module: 24	Login / Sign Up	As business and healthcare continue to evolve in the 21st Century, organizations are taking an even more critical look at the overall value of the programs, goods, and services they provide. The Kirkpatrick Business Partnership Model is a valuable tool preceptor program leaders can use when developing or revising Instructor/PhD preceptor programs in their organizations. It is a concise and efficient way to acknowledge preceptor program leaders as strategic business partners who understand how preceptoring fits into global organizational strategy. By administering and evaluating preceptor programs in such a way that all key stakeholders are assured they meet their expectations for them, leaders can demonstrate the ultimate value of preceptoring Instructor/PhD preceptees and ensure its success and value for years to come. This presentation moves further into the principles of effective evaluation for Instructor/PhD preceptored programs and the key business role preceptor program leaders have in managing the onboarding, competency, and transitioning processes.	State at least five reasons to evaluate preceptees and preceptorships	Explain the importance of an evaluation framework or model for preceptorships	Describe Kirkpatrick’s Business Partnership Model (KBPM) and its role in preceptoring Instructors/PhDs
Feedback and Performance Evaluations	SPEAKER LAST, SPEAKER FIRST	Module: 23	Login / Sign Up	Documenting performance, giving feedback, and providing Instructor/PhD preceptee and program evaluations are some of the preceptor’s most critical activities. Preceptored programs use clearly delineated objectives for assessing, verifying, and evaluating competencies. Performance evaluations and feedback, though closely related, are significantly different. It is important for preceptors to differentiate between them, focusing on assessing and documenting performance, giving timely and accurate feedback, and providing Instructor/PhD preceptee and program evaluations. This presentation will explore the principles of consistent feedback and outcomes evaluations to provide evidence of preceptoring effectiveness and opportunities for continual process improvement.	Identify two principles of effective feedback	Differentiate between preceptoring feedback and preceptee performance evaluations	Explore guidelines for providing constructive feedback during preceptorships
Foundational Concepts for Competencies in Preceptorships	SPEAKER LAST, SPEAKER FIRST	Module: 8	Login / Sign Up	Effective preceptoring is a planned, deliberate process. The foundational concepts in this presentation looks at the foundational concepts for preceptors specific to Benner’s novice-to-expert skills acquisition model and the stages related to dimensions of preceptor and Instructor/PhD preceptee competency. The goal is to provide preceptors with the basic knowledge and tools necessary to make sound decisions related to Instructor/PhD preceptees’ competency and professional development. The speaker will discuss how preceptors develop their specialty practice and roles, more deeply examining the concepts presented here, and explore other concepts that relate to knowledge, skills acquisition, and professional role development needed to effectively preceptor Instructors/PhDs.	Explore three foundational concepts for preceptors	Describe the stages of Benner’s novice-to-expert model and how they relate to preceptorships	Relate Benner’s stages to dimensions of preceptor competency
Introduction: Instructors/PhDs and the Role of Preceptor for Instructors/PhDs	Perrino, Nicholas Swihart, Diana	Module: 1	Login / Sign Up	Foundations of the roles of Instructors/PhDs are explored to better understand how and why the professional roles of the Instructors/PhDs were conceived, how they have evolved, and how they may be utilized in the future. The presenter will also discuss efficiencies: where and how to seek opportunities for overall betterment of Instructors/PhDs and academic structures within the health system, hospital or medical practice, and approaches for leveraging tactics to improve productivity, cost savings, time savings, staff and patient satisfaction, and to ultimately eliminate inefficiencies and redundancies via improved processes and technology through preceptorships with Certified Preceptors (CPs).	Identify who Instructors/PhDs are and what they bring to environments of care	State the purpose of establishing preceptorships for Instructors/PhDs in today's complex healthcare environment	Discuss the structure, process, and purpose of becoming a Certified Preceptor (CP) via the training programs, certifying examination, and application to become certified
Learning Plans and Time Management	SPEAKER LAST, SPEAKER FIRST	Module: 18	Login / Sign Up	Once objectives are written and orientation and learning plans developed, effective implementation of those plans is essential for the successful orientation and integration of newly hired Instructor/PhD preceptees and their transitions into service and practice throughout the institution or organization. Preceptors are key to pulling all aspects of these plans together; communicating with all appropriate stakeholders, those who need to be involved with or support the plans; modifying plans as needed; and, keeping preceptees on task and on track through time management and selected experiences and activities based on identified performance expectations for their new responsibilities. This presentation discusses time management within Instructor/PhD preceptorships and identifies the key stakeholders and their various roles in implementing and modifying learning plans for the onboarding and competency verification processes.	State the elements of a learning plan	Discuss the role of preceptors in implementing learning plans in preceptorships	Identify the three keys to mastering time management in preceptorships
Mitigating Defense Mechanisms	SPEAKER LAST, SPEAKER FIRST	Module: 13	Login / Sign Up	Preceptors and preceptees experience varying degrees of hesitation and fear when entering into a preceptorship. Learning a new task or process involves stepping forward, sometimes into whitewater, and requires courage and trust. For Instructor/PhD preceptees orienting to a new position or organization, the initial risks may be met with protective defense mechanisms. By identifying those defense mechanisms and mitigating their impact, preceptors can alleviate fears and build preceptorships grounded in trust and respect and shared learning experiences. This presentation looks at some of the most common categories of defense mechanisms used by preceptors and preceptees to protect their self-concept and self-esteem when encountering changes integrated into preceptored programs and role transitions.	Identify three defense mechanisms used by learners (preceptees)	Describe defense mechanisms and their role in preceptorships	Discuss ways to mitigate defense mechanisms in a safe and healthy way
Planning to Meet Learning and Experience Needs	SPEAKER LAST, SPEAKER FIRST	Module: 16	Login / Sign Up	Preceptors are crucial to the successful onboarding and transitions to service and practice of their Instructor/PhD preceptees. They assess learning needs and develop relevant plans to meet individual Instructor/PhD preceptee needs and expectations. Preceptors must consider the learning style and the preceptee’s self-assessment of learning needs when developing orientation and learning plans. Plans must have specific goals and objectives. Preceptors must be knowledgeable about their organization’s resources and how to access them for their preceptorships. They are leaders and collaborate with many stakeholders to ensure alignment with organizational goals. This presentation offers ideas and tools for planning to meet preceptored Instructor/PhD learning and experience needs.	Discuss the importance of building a learning plan for preceptorships	Describe an approach for negotiating a learning agreement for participants in preceptorships	Give two examples of support preceptors engage for learning plans
Population and Situation Specific Preceptoring	SPEAKER LAST, SPEAKER FIRST	Module: 21	Login / Sign Up	Onboarding a new Instructor/PhD is a key first step in the retention efforts of an organization. While the organization or work setting will have a basic plan to validate the core skills and behaviors, all employees must demonstrate proficiency and competency in their new roles and positions. Every preceptoring experience will be enhanced when preceptors take the time to individualize the encounter to the Instructor/PhD preceptee as much as possible. Proficient preceptors will be able to maximize their efforts by considering the diverse attributes and preferences each preceptee brings to the workforce, while not allowing cultural differences to become divisive or stress inducing factors but opportunities for growth and assimilation into a new team by creating mutual trust and respect. Preceptors must also know how to work with Instructor/PhD preceptees who are NOT progressing as expected as well as with those meeting goals and moving quickly towards transitions to service and practice. This presentation explores population and situation specific preceptoring considerations such as diversity in experience, culture, generations, gender and sexual orientation, communication and language, and in performance.	Describe diversity and cultural competence	Discuss communication and language diversity in preceptorships	Explore ways preceptors adapt the preceptoring experience to the preceptee while meeting the measurable outcomes expected by the assigned leader or organization
Preceptor Competencies	SPEAKER LAST, SPEAKER FIRST	Module: 9	Login / Sign Up	Preceptor competency is critical to the success of preceptors at all levels of performance. They cannot measure or evaluate the competencies of preceptees or guide them through onboarding, residencies and internships, competency assessments and verifications, student assignments, and transitions to service or practice unless they themselves are first competent. Preceptors must constantly assess their own knowledge and skills, specialty practice, and learning needs while remaining current in trends and issues of constantly changing work cultures, policies and regulations, and environments of care. This presentation explores competency assessment models and verification processes within the dimensions and realms of preceptoring embedded in goals, competency levels, and outcomes.	Discuss how competency-based orientation relates to preceptorships	Describe how competencies are assessed as part of the preceptor process	List at least three methods used to verify competency
Preceptor Roles	SPEAKER LAST, SPEAKER FIRST	Module: 5	Login / Sign Up	Preceptors enhance the development of Instructor/PhD preceptees within a structure of established knowledge and expertise applied at all points of service within any academic, service, and practice setting. They create programs for guiding preceptees from diverse sociocultural, educational, ethnic, generational, and professional backgrounds from novice to expert in their acquisition and application of knowledge, skills, and abilities in school and work settings. To do so, they engage in many roles, including educator, coach, mentor, encourager, socializer, record keeper, evaluator, role model, advocate and protector, and servant leader. Preceptor Specialists take on more extensive roles and responsibilities as they build learning activities and experiences to successfully move preceptees through onboarding and competency assessment to transition into their new roles and positions. This presentation looks at the roles of the preceptor with an emphasis on those working with Instructor/PhD preceptees in healthcare. It differentiates the roles and functions of preceptors and their readiness to engage in preceptoring.	Discuss five specific roles for preceptors of Instructors/PhDs	Describe three essential responsibilities of preceptors	Explain how one can determine readiness to preceptor
Preceptor Self-Care and Renewal	SPEAKER LAST, SPEAKER FIRST	Module: 25	Login / Sign Up	Fulfilling the many roles and responsibilities of a preceptor specialist can be exhilarating, fulfilling, stressful, challenging, and exhausting. Done well, preceptoring takes additional time, energy, and focused thought, whether working with students or new graduates, experienced employees transitioning into new roles or positions, or staff members learning new skills. Therefore, preceptors must first take care of themselves before they can adequately care for and guide others. All preceptors need to develop and implement a plan to assure self-renewal and support in the workplace while engaged in preceptoring activities. As the benefits of self-renewal are realized, a culture of caring for self and others can expand connections with co-workers, colleagues, and team members. The service or practice environment can become a place of renewal and comradery, a psychologically safe place to work and grow. This presentation identifies some initial ideas and strategies for preceptors to consider as they care for themselves before caring for others. It focuses on the self-care and renewal needed for them to continue to fulfill their many demanding roles and complex responsibilities.	Describe behaviors indicating increased stress and preceptor burnout	State the purpose of stakeholder support for preceptors in self-care and renewal	Explore three healthy, self-care activities for preceptors
Preceptoring: Purpose and Definitions	SPEAKER LAST, SPEAKER FIRST	Module: 2	Login / Sign Up	According to the Institute of Medicine (IOM), ensuring a knowledgeable workforce of Instructors/PhDs is critical to the discovery and application of healthcare practices to prevent disease and promote well-being. Unfortunately, the current United States workforce is not consistently primed to provide the high quality healthcare and ensure patient safety at points of service. This is problematic as quality patient-centered healthcare is inextricably linked to patient safety. The same provisions for preceptoring apply wherever Preceptor Specialists practice and influence Instructor/PhD service, safety, competence, quality, and performance outcomes in the workplace. This presentation explores this problem and the role of preceptors in mitigating it in academia and healthcare looking at the provision for preceptoring from multiple perspectives: the preceptor, preceptee, organization, patient and the certifying agency, Preceptor Training Program, LLC.	Explain the need for establishing Instructor/PhD preceptorships in today’s complex healthcare environment	Define the differences among coaching, preceptoring, and mentoring	Briefly discuss the provision for preceptoring from the perspectives of the preceptor and preceptee
Preceptors as Leaders	SPEAKER LAST, SPEAKER FIRST	Module: 7	Login / Sign Up	Leadership has been defined as the ability to influence others to interdependently accomplish work and reach defined outcomes. True leadership is found in Preceptor Specialists and realized in formal, well developed preceptorships. All preceptors, whether in formal or informal settings, have leadership roles in their service and practice settings. They manage preceptorships to facilitate Instructor/PhD preceptees’ onboarding, competency verifications, and transitions to new roles and positions. Some preceptorships include residencies and internships. Leadership is an intricate part of preceptors’ responsibilities and accountabilities. This presentation discusses leadership in preceptoring and compares the roles of leading and managing. Preceptors continue to influence change as they move to mentoring while transitioning preceptees into service and practice.	Describe transformational leadership in preceptorships	Compare and contrast the roles of leader and manager	Describe the behaviors and skills preceptors use when leading others
Reality Shock	SPEAKER LAST, SPEAKER FIRST	Module: 14	Login / Sign Up	Reality shock is folded into the change that comes with every new role, activity, and position. To help Instructor/PhD preceptees deal with these changes and to regain their proficiency and confidence in their new responsibilities, preceptors need to know as much as possible about their preceptees—what they need to learn or practice, what they have experienced in previous academic and work settings, and what their expectations are for the new position. Preceptors use various tools and learning aides to help Instructor/PhD preceptees navigate the stages of reality shock—from honeymoon through shock and recovery to resolution—to become competent, confident practitioners. This presentation details the phases of reality shock and how they apply to the development of preceptors and preceptees. The speaker provides strategies to mitigate reality shock, promote integration and foster preceptor competency in dealing with each phase.	Describe reality shock	Explain how reality shock is mitigated through preceptoring	Identify the four stages of reality shock
Relationships, Responsibilities, and Accountabilities	SPEAKER LAST, SPEAKER FIRST	Module: 6	Login / Sign Up	Preceptors partner with Instructor/PhD preceptees and multiple stakeholders and team members to identify and engage in the responsibilities folded into preceptored programs and activities. Often, preceptors, too, are learning to manage new responsibilities and acquiring new skills in their preceptor roles that complement or mirror those of their preceptees. Successful socialization into new positions requires all stakeholders and team members support and participate in the preceptored programs: preceptors, preceptees, educators (clinical and staff development specialists and faculty), staff members, managers and supervisors, and senior leadership. Each person contributes to the Instructor/PhD preceptee’s success in unique ways. This presentation will discuss some of the responsibilities of the preceptor, Instructor/PhD preceptee, educator, area manager, and senior leaders as they relate to the successful implementation of preceptorships and explore the relationships, responsibilities, and accountabilities of these team members.	Describe a successful preceptoring relationship among Instructors/PhDs	State the difference between responsibilities and accountabilities	Differentiate the responsibilities for preceptor and those for preceptees
Research and Evidence for Preceptorships	SPEAKER LAST, SPEAKER FIRST	Module: 3	Login / Sign Up	This presentation examines the ever-present problems arising from lack of quality preceptored experiences and programs in preparing qualified Instructors/PhDs, a critical part of the problems associated with recruitment, onboarding, and retention. Such quality experiences would entail a successful collaboration between a preceptee and a properly prepared preceptor. The absence of a comprehensive, interprofessional mode of continuing professional development (CPD) in multi-level preceptor certification is a contributing factor to the fragmented or non-delivery of multidisciplinary professional preparation necessary to build and sustain a quality workforce at both the individual and system level. Preceptor Specialists research and implement evidence-based practices to prepare and engage Instructors/PhDs while continually enhancing and developing their own knowledge base through a commitment to lifelong learning. This speaker will discuss the continued review and development of cross-disciplinary research and evidences in preceptoring towards enhancement and advancement of Instructor/PhD profession-specific proficiencies.	Discuss some of the research and evidence supporting preceptor preparation	Identify at least three forms of preceptor recognition	Describe some of the current research supporting preceptor certification
Selected Preceptor Models	SPEAKER LAST, SPEAKER FIRST	Module: 4	Login / Sign Up	Preceptors serve within a myriad of preceptoring models as they strive to meet the needs of their Instructor/PhD preceptees, new hires or students. Preceptors may navigate among a variety of models to address the needs and expectations of staff and faculty within academic and work settings, service departments, and organizations. Anticipating the benefits and challenges of each model helps preceptors plan effective and efficient learning activities for preceptees. They can more accurately assess and adapt clinical experiences as preceptees learn to successfully and confidently practice in their assigned work settings. A clear understanding of Benner’s Novice-to-Expert Continuum helps preceptors build on prior clinical experiences preceptees bring with them, strengthening their ability to think critically and to make accurate clinical judgments as they mature in their knowledge and skills acquisitions. This presentation discusses multiple clinical and academic preceptor models with the application of Benner’s continuum in preceptored programs and activities for Instructors/PhDs.	Describe at least three preceptor models	Discuss how models support successful preceptorships	Review Patricia Benner’s novice-to-expert continuum in preceptoring models

Adult Teaching and Learning Principles (Part I)

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19

Adults learn as part of their daily lives. How they learn has been studied for many years. They learn formally and informally. They learn when there is a need to change their behaviors and thinking. This presentation reviews the characteristics of adult learners, explores several learning theories, and grounds learning activities in the ways Instructor/PhD preceptees access and process information. It summarizes the characteristics of adult learners, several learning theories, and various ways preceptors can engage Instructor/PhD preceptees through use of teaching and learning principles when working with adult learners.

Identify three learning theories often used in preceptorships

Describe five characteristics of adult learners

State five principles of adult learning implemented in preceptorships

Adult Teaching and Learning Principles (Part II)

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20

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Preceptors need to understand adult learning principles and their Instructor/PhD preceptees strengths and preferences when establishing the preceptoring relationship and building learning activities. Teaching and learning strategies are more effective when generational differences, brain dominance, and preferences in learning styles and multiple intelligences are folded into the processes and activities. They consider how Instructor/PhD preceptees access and process information, the learning trends unique to each generation, and the special contributions—and challenges—of experienced preceptees moving through onboarding and competency verification processes and transitions to new roles and positions. By combining the principles of adult learning and the characteristics of adult learners, preceptors can plan effective teaching strategies. This presentation reviews adult learning principles and some of the diverse qualities and needs of preceptors and preceptees when developing adult and generational teaching and learning strategies, such as multiple intelligences and learning styles.

Define multiple intelligences and learning styles

Discuss how identifying preceptees’ dominant intelligence types facilitate identifying their preferred learning styles

State how use of multiple intelligences and learning styles lead to creation of successful teaching activities and strategies

Assessment of Learning and Experience Needs

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15

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Functioning effectively as a preceptor involves more than a “see one, do one, teach one” approach. In addition to sound knowledge of organizational policy and procedures, demonstration of competency to practice safely, and accurate communication skills to advocate for patients and families, preceptors engage critical thinking and sound judgment in their preceptorships. Their activities move beyond specialty and work expertise and employ a careful blend of critical thinking, data collection, reasoning, communication, and professional excellence. Instructor/PhD preceptees complete competencies during the preceptorship to prepare them to work independently when first transitioned to their new roles and positions. This presentation reviews approaches to assessments of learning and experience needs, professional development, and skills acquisition for preceptors and preceptees.

Discuss Maslow's Hierarchy of Needs as it relates to preceptorships

Describe Dorothy del Bueno's model of professional development and skills acquisition

Identify sources of data collection a preceptee might want to know about during his or her preceptorship

Being Generationally Savvy

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27

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Bloom’s Taxonomy, Thinking and Skills Acquisition

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17

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All learning plans begin with objectives. Preceptors use the original or revised Bloom’s Taxonomy of Educational Objectives in designing learning activities for developing preceptees and other preceptors to address psychomotor, cognitive, and affective learning domains. These taxonomies help preceptors create more effective learning plans by preparing stronger, more focused, accurate, and attainable objectives. This presentation explores Bloom’s taxonomies as guides for writing objectives for preceptored Instructor/PhD activities and defining learning progress.

Discuss the relevance of Bloom’s Taxonomy to preceptoring Instructors/PhDs.

Describe the difference between Bloom’s original taxonomy and the Revised Bloom’s Taxonomy

Explain how Bloom’s Taxonomy and Benner’s Skills Acquisition Model function in preceptorships

Communication and Delegation

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10

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Communication is key to every preceptoring relationship. Managing daily operations, evaluating effectiveness of onboarding and learning activities, providing feedback, and assessing and verifying competencies require strong communication skills, active listening, visible preceptor presence, and clear and consistent verbal and nonverbal communication. Many of the aspects of communication discussed in this presentation are developmental and transfer to all areas of life: home, school, community, work, and beyond. It is through effective communication that negotiation, collaboration, conflict management, critical thinking and reasoning, shared decision making, team building and cooperation occur. The speaker reviews the various forms of communication, congruency in verbal and nonverbal messaging, cultural considerations and how to approach difficult communications, and the importance of creating a partnership to ensure accurate communication within Instructor/PhD preceptorships.

Identify three communication patterns used by preceptors and preceptees

Describe the roles of verbal and nonverbal communication in preceptorships

Discuss the role of delegation in preceptorships

Conflict Management and Lateral Violence in Preceptorships

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12

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Conflict is an inevitable part of relationships. However, conflict in and of itself is not “good” or “bad”. Our reactions or responses to conflict create the emotion associated with it. Preceptors must understand conflict and how to manage or mitigate it to effectively function in the preceptor role. One’s ability to manage conflict to reach an effective and responsible outcome is essential for staff to maintain safe and efficient work environments. Preceptors are role models and leaders in conflict management. This presentation discusses multiple types of conflict that can occur among stakeholders in preceptored programs for Supervisor/Manager preceptees with approaches for responding and five styles for managing conflict.

Describe how conflict in preceptorships can contribute to lateral violence

State how lateral violence can contribute to conflict

Discuss approaches for managing conflict due to: a) difficult situations encountered in preceptorships, b) the presence of lateral violence, or c) a disengaged preceptor or preceptee

Effective Use of Simulation in Preceptorships

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22

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Simulation is an effective way to include or augment interdisciplinary aspects of Instructor/PhD preceptee integration into the workplace. The frequency and depth of interactions and interdependence among team members will vary by service or practice, but all team members will find it necessary to work collaboratively with others. Similarly, most Instructor/PhD preceptees new to their roles and positions will have had very little education or experience in working with those outside of their own service or profession. Those new to a specialty practice also benefit from the safety of a simulated experience while learning the norms, expectations, and interprofessional interactions of the new workforce. Preceptors know which situations make the best simulations for Instructor/PhD preceptees. This presentation brings simulation to preceptorships and provides applications, exemplars, and sample simulations for training preceptors and preceptees.

Describe the use of simulation in preceptoring preceptees through preceptorships

Discuss how simulations are used to practice & enhance preceptee competencies safely

Build a simulation for preceptoring Instructors/PhDs

Emotional Intelligence (EQ)

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26

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Ethics in Preceptoring

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11

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Ethical thought and conduct are essential to decision making in every aspect of work. People at their most vulnerable trust those in authority to use sound judgment grounded in ethics no matter how difficult or complex the circumstance. Preceptors are critical guides to ground Instructor/PhD preceptees in ethical decision making. Regardless of the preceptoring model, the preceptor must practice within a code of ethics and abide by the legal boundaries of his or her profession and the organization. This presentation will explore some of the tenants of ethical decision making as they relate to preceptoring. The speaker describes ethical issues and related decision making and ethical dilemmas in preceptoring while looking at opportunities and strategies for folding ethics into preceptored programs and activities.

Define ethics in preceptoring

Discuss five ethical principles and how they apply to the preceptoring relationship

Identify three ethical issues preceptors might encounter when preceptoring Instructors/PhDs.

Evaluating the Effectiveness of Preceptor Programs

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24

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As business and healthcare continue to evolve in the 21st Century, organizations are taking an even more critical look at the overall value of the programs, goods, and services they provide. The Kirkpatrick Business Partnership Model is a valuable tool preceptor program leaders can use when developing or revising Instructor/PhD preceptor programs in their organizations. It is a concise and efficient way to acknowledge preceptor program leaders as strategic business partners who understand how preceptoring fits into global organizational strategy. By administering and evaluating preceptor programs in such a way that all key stakeholders are assured they meet their expectations for them, leaders can demonstrate the ultimate value of preceptoring Instructor/PhD preceptees and ensure its success and value for years to come. This presentation moves further into the principles of effective evaluation for Instructor/PhD preceptored programs and the key business role preceptor program leaders have in managing the onboarding, competency, and transitioning processes.

State at least five reasons to evaluate preceptees and preceptorships

Explain the importance of an evaluation framework or model for preceptorships

Describe Kirkpatrick’s Business Partnership Model (KBPM) and its role in preceptoring Instructors/PhDs

Feedback and Performance Evaluations

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23

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Documenting performance, giving feedback, and providing Instructor/PhD preceptee and program evaluations are some of the preceptor’s most critical activities. Preceptored programs use clearly delineated objectives for assessing, verifying, and evaluating competencies. Performance evaluations and feedback, though closely related, are significantly different. It is important for preceptors to differentiate between them, focusing on assessing and documenting performance, giving timely and accurate feedback, and providing Instructor/PhD preceptee and program evaluations. This presentation will explore the principles of consistent feedback and outcomes evaluations to provide evidence of preceptoring effectiveness and opportunities for continual process improvement.

Identify two principles of effective feedback

Differentiate between preceptoring feedback and preceptee performance evaluations

Explore guidelines for providing constructive feedback during preceptorships

Foundational Concepts for Competencies in Preceptorships

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8

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Effective preceptoring is a planned, deliberate process. The foundational concepts in this presentation looks at the foundational concepts for preceptors specific to Benner’s novice-to-expert skills acquisition model and the stages related to dimensions of preceptor and Instructor/PhD preceptee competency. The goal is to provide preceptors with the basic knowledge and tools necessary to make sound decisions related to Instructor/PhD preceptees’ competency and professional development. The speaker will discuss how preceptors develop their specialty practice and roles, more deeply examining the concepts presented here, and explore other concepts that relate to knowledge, skills acquisition, and professional role development needed to effectively preceptor Instructors/PhDs.

Explore three foundational concepts for preceptors

Describe the stages of Benner’s novice-to-expert model and how they relate to preceptorships

Relate Benner’s stages to dimensions of preceptor competency

Introduction: Instructors/PhDs and the Role of Preceptor for Instructors/PhDs

Perrino, Nicholas

Swihart, Diana

1

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Foundations of the roles of Instructors/PhDs are explored to better understand how and why the professional roles of the Instructors/PhDs were conceived, how they have evolved, and how they may be utilized in the future. The presenter will also discuss efficiencies: where and how to seek opportunities for overall betterment of Instructors/PhDs and academic structures within the health system, hospital or medical practice, and approaches for leveraging tactics to improve productivity, cost savings, time savings, staff and patient satisfaction, and to ultimately eliminate inefficiencies and redundancies via improved processes and technology through preceptorships with Certified Preceptors (CPs).

Identify who Instructors/PhDs are and what they bring to environments of care

State the purpose of establishing preceptorships for Instructors/PhDs in today's complex healthcare environment

Discuss the structure, process, and purpose of becoming a Certified Preceptor (CP) via the training programs, certifying examination, and application to become certified

Learning Plans and Time Management

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18

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Once objectives are written and orientation and learning plans developed, effective implementation of those plans is essential for the successful orientation and integration of newly hired Instructor/PhD preceptees and their transitions into service and practice throughout the institution or organization. Preceptors are key to pulling all aspects of these plans together; communicating with all appropriate stakeholders, those who need to be involved with or support the plans; modifying plans as needed; and, keeping preceptees on task and on track through time management and selected experiences and activities based on identified performance expectations for their new responsibilities. This presentation discusses time management within Instructor/PhD preceptorships and identifies the key stakeholders and their various roles in implementing and modifying learning plans for the onboarding and competency verification processes.

State the elements of a learning plan

Discuss the role of preceptors in implementing learning plans in preceptorships

Identify the three keys to mastering time management in preceptorships

Mitigating Defense Mechanisms

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13

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Preceptors and preceptees experience varying degrees of hesitation and fear when entering into a preceptorship. Learning a new task or process involves stepping forward, sometimes into whitewater, and requires courage and trust. For Instructor/PhD preceptees orienting to a new position or organization, the initial risks may be met with protective defense mechanisms. By identifying those defense mechanisms and mitigating their impact, preceptors can alleviate fears and build preceptorships grounded in trust and respect and shared learning experiences. This presentation looks at some of the most common categories of defense mechanisms used by preceptors and preceptees to protect their self-concept and self-esteem when encountering changes integrated into preceptored programs and role transitions.

Identify three defense mechanisms used by learners (preceptees)

Describe defense mechanisms and their role in preceptorships

Discuss ways to mitigate defense mechanisms in a safe and healthy way

Planning to Meet Learning and Experience Needs

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16

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Preceptors are crucial to the successful onboarding and transitions to service and practice of their Instructor/PhD preceptees. They assess learning needs and develop relevant plans to meet individual Instructor/PhD preceptee needs and expectations. Preceptors must consider the learning style and the preceptee’s self-assessment of learning needs when developing orientation and learning plans. Plans must have specific goals and objectives. Preceptors must be knowledgeable about their organization’s resources and how to access them for their preceptorships. They are leaders and collaborate with many stakeholders to ensure alignment with organizational goals. This presentation offers ideas and tools for planning to meet preceptored Instructor/PhD learning and experience needs.

Discuss the importance of building a learning plan for preceptorships

Describe an approach for negotiating a learning agreement for participants in preceptorships

Give two examples of support preceptors engage for learning plans

Population and Situation Specific Preceptoring

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21

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Onboarding a new Instructor/PhD is a key first step in the retention efforts of an organization. While the organization or work setting will have a basic plan to validate the core skills and behaviors, all employees must demonstrate proficiency and competency in their new roles and positions. Every preceptoring experience will be enhanced when preceptors take the time to individualize the encounter to the Instructor/PhD preceptee as much as possible. Proficient preceptors will be able to maximize their efforts by considering the diverse attributes and preferences each preceptee brings to the workforce, while not allowing cultural differences to become divisive or stress inducing factors but opportunities for growth and assimilation into a new team by creating mutual trust and respect. Preceptors must also know how to work with Instructor/PhD preceptees who are NOT progressing as expected as well as with those meeting goals and moving quickly towards transitions to service and practice. This presentation explores population and situation specific preceptoring considerations such as diversity in experience, culture, generations, gender and sexual orientation, communication and language, and in performance.

Describe diversity and cultural competence

Discuss communication and language diversity in preceptorships

Explore ways preceptors adapt the preceptoring experience to the preceptee while meeting the measurable outcomes expected by the assigned leader or organization

Preceptor Competencies

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9

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Preceptor competency is critical to the success of preceptors at all levels of performance. They cannot measure or evaluate the competencies of preceptees or guide them through onboarding, residencies and internships, competency assessments and verifications, student assignments, and transitions to service or practice unless they themselves are first competent. Preceptors must constantly assess their own knowledge and skills, specialty practice, and learning needs while remaining current in trends and issues of constantly changing work cultures, policies and regulations, and environments of care. This presentation explores competency assessment models and verification processes within the dimensions and realms of preceptoring embedded in goals, competency levels, and outcomes.

Discuss how competency-based orientation relates to preceptorships

Describe how competencies are assessed as part of the preceptor process

List at least three methods used to verify competency

Preceptor Roles

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5

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Preceptors enhance the development of Instructor/PhD preceptees within a structure of established knowledge and expertise applied at all points of service within any academic, service, and practice setting. They create programs for guiding preceptees from diverse sociocultural, educational, ethnic, generational, and professional backgrounds from novice to expert in their acquisition and application of knowledge, skills, and abilities in school and work settings. To do so, they engage in many roles, including educator, coach, mentor, encourager, socializer, record keeper, evaluator, role model, advocate and protector, and servant leader. Preceptor Specialists take on more extensive roles and responsibilities as they build learning activities and experiences to successfully move preceptees through onboarding and competency assessment to transition into their new roles and positions. This presentation looks at the roles of the preceptor with an emphasis on those working with Instructor/PhD preceptees in healthcare. It differentiates the roles and functions of preceptors and their readiness to engage in preceptoring.

Discuss five specific roles for preceptors of Instructors/PhDs

Describe three essential responsibilities of preceptors

Explain how one can determine readiness to preceptor

Preceptor Self-Care and Renewal

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25

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Fulfilling the many roles and responsibilities of a preceptor specialist can be exhilarating, fulfilling, stressful, challenging, and exhausting. Done well, preceptoring takes additional time, energy, and focused thought, whether working with students or new graduates, experienced employees transitioning into new roles or positions, or staff members learning new skills. Therefore, preceptors must first take care of themselves before they can adequately care for and guide others. All preceptors need to develop and implement a plan to assure self-renewal and support in the workplace while engaged in preceptoring activities. As the benefits of self-renewal are realized, a culture of caring for self and others can expand connections with co-workers, colleagues, and team members. The service or practice environment can become a place of renewal and comradery, a psychologically safe place to work and grow. This presentation identifies some initial ideas and strategies for preceptors to consider as they care for themselves before caring for others. It focuses on the self-care and renewal needed for them to continue to fulfill their many demanding roles and complex responsibilities.

Describe behaviors indicating increased stress and preceptor burnout

State the purpose of stakeholder support for preceptors in self-care and renewal

Explore three healthy, self-care activities for preceptors

Preceptoring: Purpose and Definitions

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According to the Institute of Medicine (IOM), ensuring a knowledgeable workforce of Instructors/PhDs is critical to the discovery and application of healthcare practices to prevent disease and promote well-being. Unfortunately, the current United States workforce is not consistently primed to provide the high quality healthcare and ensure patient safety at points of service. This is problematic as quality patient-centered healthcare is inextricably linked to patient safety. The same provisions for preceptoring apply wherever Preceptor Specialists practice and influence Instructor/PhD service, safety, competence, quality, and performance outcomes in the workplace. This presentation explores this problem and the role of preceptors in mitigating it in academia and healthcare looking at the provision for preceptoring from multiple perspectives: the preceptor, preceptee, organization, patient and the certifying agency, Preceptor Training Program, LLC.

Explain the need for establishing Instructor/PhD preceptorships in today’s complex healthcare environment

Define the differences among coaching, preceptoring, and mentoring

Briefly discuss the provision for preceptoring from the perspectives of the preceptor and preceptee

Preceptors as Leaders

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7

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Leadership has been defined as the ability to influence others to interdependently accomplish work and reach defined outcomes. True leadership is found in Preceptor Specialists and realized in formal, well developed preceptorships. All preceptors, whether in formal or informal settings, have leadership roles in their service and practice settings. They manage preceptorships to facilitate Instructor/PhD preceptees’ onboarding, competency verifications, and transitions to new roles and positions. Some preceptorships include residencies and internships. Leadership is an intricate part of preceptors’ responsibilities and accountabilities. This presentation discusses leadership in preceptoring and compares the roles of leading and managing. Preceptors continue to influence change as they move to mentoring while transitioning preceptees into service and practice.

Describe transformational leadership in preceptorships

Compare and contrast the roles of leader and manager

Describe the behaviors and skills preceptors use when leading others

Reality Shock

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14

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Reality shock is folded into the change that comes with every new role, activity, and position. To help Instructor/PhD preceptees deal with these changes and to regain their proficiency and confidence in their new responsibilities, preceptors need to know as much as possible about their preceptees—what they need to learn or practice, what they have experienced in previous academic and work settings, and what their expectations are for the new position. Preceptors use various tools and learning aides to help Instructor/PhD preceptees navigate the stages of reality shock—from honeymoon through shock and recovery to resolution—to become competent, confident practitioners. This presentation details the phases of reality shock and how they apply to the development of preceptors and preceptees. The speaker provides strategies to mitigate reality shock, promote integration and foster preceptor competency in dealing with each phase.

Describe reality shock

Explain how reality shock is mitigated through preceptoring

Identify the four stages of reality shock

Relationships, Responsibilities, and Accountabilities

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6

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Preceptors partner with Instructor/PhD preceptees and multiple stakeholders and team members to identify and engage in the responsibilities folded into preceptored programs and activities. Often, preceptors, too, are learning to manage new responsibilities and acquiring new skills in their preceptor roles that complement or mirror those of their preceptees. Successful socialization into new positions requires all stakeholders and team members support and participate in the preceptored programs: preceptors, preceptees, educators (clinical and staff development specialists and faculty), staff members, managers and supervisors, and senior leadership. Each person contributes to the Instructor/PhD preceptee’s success in unique ways. This presentation will discuss some of the responsibilities of the preceptor, Instructor/PhD preceptee, educator, area manager, and senior leaders as they relate to the successful implementation of preceptorships and explore the relationships, responsibilities, and accountabilities of these team members.

Describe a successful preceptoring relationship among Instructors/PhDs

State the difference between responsibilities and accountabilities

Differentiate the responsibilities for preceptor and those for preceptees

Research and Evidence for Preceptorships

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3

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This presentation examines the ever-present problems arising from lack of quality preceptored experiences and programs in preparing qualified Instructors/PhDs, a critical part of the problems associated with recruitment, onboarding, and retention. Such quality experiences would entail a successful collaboration between a preceptee and a properly prepared preceptor. The absence of a comprehensive, interprofessional mode of continuing professional development (CPD) in multi-level preceptor certification is a contributing factor to the fragmented or non-delivery of multidisciplinary professional preparation necessary to build and sustain a quality workforce at both the individual and system level. Preceptor Specialists research and implement evidence-based practices to prepare and engage Instructors/PhDs while continually enhancing and developing their own knowledge base through a commitment to lifelong learning. This speaker will discuss the continued review and development of cross-disciplinary research and evidences in preceptoring towards enhancement and advancement of Instructor/PhD profession-specific proficiencies.

Discuss some of the research and evidence supporting preceptor preparation

Identify at least three forms of preceptor recognition

Describe some of the current research supporting preceptor certification

Selected Preceptor Models

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4

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Preceptors serve within a myriad of preceptoring models as they strive to meet the needs of their Instructor/PhD preceptees, new hires or students. Preceptors may navigate among a variety of models to address the needs and expectations of staff and faculty within academic and work settings, service departments, and organizations. Anticipating the benefits and challenges of each model helps preceptors plan effective and efficient learning activities for preceptees. They can more accurately assess and adapt clinical experiences as preceptees learn to successfully and confidently practice in their assigned work settings. A clear understanding of Benner’s Novice-to-Expert Continuum helps preceptors build on prior clinical experiences preceptees bring with them, strengthening their ability to think critically and to make accurate clinical judgments as they mature in their knowledge and skills acquisitions. This presentation discusses multiple clinical and academic preceptor models with the application of Benner’s continuum in preceptored programs and activities for Instructors/PhDs.

Describe at least three preceptor models

Discuss how models support successful preceptorships

Review Patricia Benner’s novice-to-expert continuum in preceptoring models

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