Helping Preceptors Help Students Access Evidence for Practice
description
Transcript of Helping Preceptors Help Students Access Evidence for Practice
![Page 1: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/1.jpg)
Helping Preceptors Help Students Helping Preceptors Help Students Access Evidence for PracticeAccess Evidence for Practice
Susan J. Zahner, DrPH, MPH, RNAssistant Professor
Wisconsin Health Information Outreach SummitSupporting Evidence-Based PracticeGreen Bay, WisconsinAugust 16, 2006
![Page 2: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/2.jpg)
Funding Funding
Southwest Wisconsin Area Health Education Center
![Page 3: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/3.jpg)
Preceptor DefinedPreceptor Defined
Preceptors are experienced practitioners who teach, supervise, and serve as role models for student nurses for a set period of time in a formal educational program (Usher et al., 1999)
![Page 4: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/4.jpg)
Preceptor Model:Preceptor Model:
• Advantages:– Closer relationship allows for talking through decision-making
and rationale for actions (Crawford, et al., 2000)
– Closer observation allows effective evaluation of student performance (Yonge, et al., 1997)
– Cost of clinical education (Nehls et al., 1997)
• Challenges:– Lack education in evaluation (Yonge, et al., 1997)
– Lack education in teaching/constructive feedback (Atack, et al., 2000)
– Less effective in stimulating critical thinking (Phillips & Duke, 2001)
– Worthwhile benefits, rewards, and supports for the preceptor (Dibert &Goldenberg, 1995; Usher, et al., 1999)
– Time and energy (Rittman & Osburn, 1995)
![Page 5: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/5.jpg)
UW-Madison School of NursingUW-Madison School of Nursing
• ~20 years experience
• Undergraduate
• Madison and Western Campus (Gundersen-Lutheran Hospital, La Crosse, Wisconsin)
• Senior level– Community Health Practicum (N419)– Nursing Care of Persons and Families
with Complex Health Care Needs (N449)
![Page 6: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/6.jpg)
Literature review
Preceptor interviews
Summer Teaching Institute
Video ETeach
Consultation #1
WritingConsultation #2
Editing
Programming
Pilot-testing
Implementation
Adaptation
Course Development Process
Revisions
Plan
Do
Check
Act
![Page 7: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/7.jpg)
![Page 8: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/8.jpg)
Course modulesCourse modules
Module 1: Role of the preceptor
Module 2: Course expectations
Module 3: Policy/procedures for students in clinical course
Module 4: Learning population-focused public health nursing
Module 5: Learning styles and teaching strategies
Module 6: Learning critical thinking
Module 7: Learning cultural competence in community health nursing
Module 8: When difficult situations arise
Module 9: Feedback and evaluation
![Page 9: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/9.jpg)
![Page 10: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/10.jpg)
Pilot-test Knowledge: Gained and Sustained
0
2
4
6
8
10
Mean test score
Pre-testPost-testPost-semester
Pre-test (mean=5.69, SD=1.03, Range=4-7)Post-test (mean=8.38, SD=.65, Range=7-9)Post-semester (mean=7.54, SD=1.51, Range=5-9)
Repeated measures ANOVA Multivariate F=55.603; df=2; error df=11; p<.000
Paired t-testPre-test to post-test (t=-10.247, p<.0000)
Pre-test to post-semester (t=-4.95, p=.0003)Post-test to post-semester (t=1.94, p=.08)
![Page 11: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/11.jpg)
Post-semester feedback
1 2 3 4
The content of the course was too limited to beof much help to me
This course did not teach me anything I did notalready know
Taking this course made me a better preceptor
The course helped me create a positivelearning experience for a student
This course prepared me for the challenges Ifaced while precepting a student
Taking this course increased my confidence inmy preceptor skills
This course was worth the time and effort
Taking this course increased my effectivenessas a preceptor
Strongly disagree Disagree Agree Strongly Agree
![Page 12: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/12.jpg)
Course EnhancementsCourse Enhancements
• “Generic” version (available now)
• Acute care version (in pilot-testing)
• New modules
– Helping Students Learn Interdisciplinary Practice
Helping Students Use Evidence in Community Health Nursing
![Page 13: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/13.jpg)
Helping students use evidence in Helping students use evidence in community health nursing practicecommunity health nursing practice
Purpose:
This module will provide an overview of evidence-based practice in community health nursing. In addition, the module will provide guidance on how a preceptor can assist a student nurse in formulating appropriate questions, searching for relevant evidence, appraising the quality of evidence, and developing plans for action based on evidence in community health nursing settings.
Objectives:
1. Understand the basic concepts and processes for evidence-based community health nursing practice.
2. Describe sources of evidence to guide community health nursing practice at individual/family and community/systems intervention levels.
3. Identify strategies for assisting students in using an evidence-based approach to community health nursing practice.
![Page 14: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/14.jpg)
![Page 15: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/15.jpg)
Course Content & MethodsCourse Content & Methods
• Introduction to EBP
• Steps for EBP
• Locating evidence
• Quality of evidence
• PICO
• Integrating EBP into student activities
• Thinking activities
• Case scenarios
• Handouts
• Links to resources and references
• CE quiz
![Page 16: Helping Preceptors Help Students Access Evidence for Practice](https://reader036.fdocuments.in/reader036/viewer/2022062517/56813ecb550346895da936f7/html5/thumbnails/16.jpg)
Improving Evidence Based Practice: Improving Evidence Based Practice: Students and PreceptorsStudents and Preceptors
• Helps prepare preceptors for educator roles
– Common language and concepts for education– Contemporary language, concepts, and skills for
practice
• Access to information
– Teaching/learning– Course specific– Anytime
• Increasing quality and consistency