Preceptor Internship

Workshop #3

Feedback & Validating Learning

Agenda

Checking in

Preceptor Practice

Feedback– Break

Validating Learning

Evaluations and Close

Preceptor Workshop #2(Feb 1)

Preceptor Workshop #3(Feb 22)

Preceptor Workshop #4-(Mar 28)

Preceptor cohort15-25 preceptors

Coach

Preceptor Internship Model14-18 week timeframe (including evaluation and follow-up)

Preceptor Workshop #1(Jan 11)

Coaching (in learning triads)

Learning Triad session

Learning Triad session

Learning Triad session

- “To Study’

-To “Practice Constantly”

Learning…

How do we Learn?

Checking in…

Successes

Challenges

Learning Triads

Practice Makes Perfect

Pair up with a learner from your cohort that you don’t know well

Use Planning Worksheet

Establish Relationship– Learner needs, styles,

– Feedback plan

Day to Day LearningSetting S.M.A.R.T Daily Goals

S-Specific

M-Measurable

A-Attainable

R-Realistic

T-Timely

Setting goals is the first step in turning the invisible into

the visible.

~Anthony Robbins

Positive Feedback

Affords feelings of success

Enhances motivation for learning

Reinforces desired performance

Positive Feedback

Fun and easy to do:

Be Specific

Be Generous

Use permission and placement

Strive for Self – directed learning

Write it or say it!

30 Day Feedback Challenge

SAW

Constructive Feedback

Purpose:

To help others learn

You can never learn less; you can only learn more. The reason

I know so much is because I have made so many mistakes.

~Buckminster Fuller

Key Principles

Maintain or enhance self esteem

Listen and respond with empathy

Ask for help and encourage involvement

Share thoughts feelings and rationale

Provide support without removing responsibility

Constructive Feedback Process

Contains elements of:

– Positive Feedback

– Observation

– Coaching

– Teaching

Constructive Feedback

Exercise 7.2

– Preceptor• Set goals for scenario (I want to focus on…)

• Share goals with observer

– Learner/Student• Role play a novice learner

– Observer• Give feedback to observer

• Use “I Saw U notes”

Break

Clinical Judgment

A series of decisions made by the practitioner in, interaction with the client/patient regarding:– Observations to be made

– Evaluation of data observed and deriving meaning

– Actions that should be taken

Good to go? How do you know?

Reflection Exercise 8.1

I knew my learner was NOT making an appropriate clinical judgment because…

I knew my learner was making an appropriate clinical judgment because…

How do you know they know?

Validating learning:

Many ways to assess if learning has occurred

Tests

Self-assessment

Return demo

Simulation

Verbal rehearsal

Think aloud

Coaching

Questioning techniques

Case studies

Observation

Peer review

OSCEs

Knowing

Knowing is a unique form of knowledge that [preceptors]

gain only through interpersonal relationships.

~Jenks, 1993

Steps to Knowing©

Setting the Stage

Fostering Reflective PracticeStrategies for assessing thinking:

•Reflection-in-action:Reflection-on-action:

Observation

Connected

KNOWING"OK to let go"

"Getting it"

©D. Van Stolk, 2003

Step 1: Setting the Stage Establish relationship

Build trust

Build confidence

Create culture of questioning, coaching and learning

Step 2: Foster Reflective Practice

Reflection-in-action

– “Thinking on your feet”

– During activity

Reflection-on-action

– After activity

Think alouds

Verbalizing assessments and actions

Questioning techniques and coaching

Verbal rehearsal

Feedback

Coaching conversations

Questioning techniques

Think aloud

Technique to understand processes taking place in learner’s mind as they perform task

Learner verbalizes thoughts out loud

Verbal Rehearsal

Similar to think aloud but usually done before the task

Allows learner to revisit activity in a safe way

Provides opportunity for preceptor to assess level of readiness and provide additional feedback/teaching

Questioning techniques and coaching

Recall questions– Facts, figures, data

Analysis/Synthesis questions– Understanding of facts

– Contextual

Application questions – Specific to particular patient

– Apply knowledge, skills and attitudes to patient context

Step 3: Observation

See the whole picture

Interactions with patients and staff

Clarity and confidence in conversations

Verbal and non-verbal cues

Questioning of others

Organized

Knows boundaries and scope of practice

Conscious incompetent stage

Seeks out resources

Identifies and responds to threats/opportunities

Step 4: Connected Knowing

“Sixth Sense”

Validation in action!

In your learning triads:

Preceptor (Validator)

Student/Learner

Observer

Teaching/learning activity:

Part 1:

Planning day to day experiences

Preceptor (Validator)

Student/Learner

Observer

Part 2:

Verbal Rehearsal

Preceptor-Validator

Student/Learner

Observer

Part 3:

Think aloud and feedback

Preceptor-Validator

Student/Learner

Observer

Part 4:

Feedback, Feedback and more Feedback!

Preceptor-Validator

Student/Learner

Observer

Learning Triads

Meet every 3-4 weeks

Work with coach

Work on learning goals

Support network for each other

Preceptor

Prece

ptorPreceptor

“Triangles are a learning lab.... experiment and enjoy your journey.”

~Erna Hagge

Closing and Evaluation

Check-in

Next steps

Feedback….