Preceptor Standards

Indian River State College Director: Dr. Georgette Rosenfeld, RRT Clinical Coordinator: Robert Walsh, RRT

Criteria for Clinical Preceptor

Active Florida license

Registered Respiratory Therapist

Employed by clinical site Graduate of approved CoARC Respiratory Program Skill and expertise in the delivery of respiratory care has been demonstrated as determined by department administrator, supervisor and/or clinical educator Attitude has been positive and desire to work with a student in the clinical preceptor role has been illustrated. Demonstrates effective communication with patients, staff, physicians and students

Objective of Clinical Preceptor Standards

This presentation has been designed to provide standards and guidelines to

individuals responsible for the clinical education of Indian River State Colleges respiratory care students. Clinical preceptors, no matter the facility in which they are employed, are expected to deliver a constant, quality clinical experience to IRSCs respiratory care students. Preceptors are expected to deliver constant standard ratings for students competencies and behavior.

Role of Clinical Preceptor

Facilitate the students progress towards a gradual increase in responsibilities

until the student can practice independent respiratory care.

Must countersign all students charting. Provide detailed feedback regarding students clinical skills each shift. Provide detailed feedback regarding students professional attitude and behavior each shift. Encourage the student to be pro-active in their clinical education. As a preceptor, you are a resource, assist the student with your own experiences thus promoting a greater understanding of new information.

Food For Thought

I Hear I tend to forget

I Hear and See I usually remember

I Hear, See and Do I understand
- Aristotle

The Preceptor as a Mentor

Functions as a role model for delivering evidence-based respiratory care to patients. Treat the student as an adult learner in a teacher-learner relationship. Attempt to develop a relationship with student that is open, understanding, trusting, mutually respectful, collaborative, supportive and accommodates change and new experiences.

Adult Learning Styles

When educating adult students, we must recognize and accommodate all

learning styles. Similarly, all adult learners:

prefer a hands on approach when learning want meaningful information with immediate or relevant application Past experiences affect learning

Educators, in an attempt to increase a students success, have recognized that people basically learn in one of four ways as explained in the next four slides.

Reflective Thinker
Reflective Thinkers

Attempt to understand new experiences by first relating them to past experiences

View new information subjectively until convincingly explained or are able to relate it to past experiences

As we age, adults migrate towards the reflective thinker when presented with new information.

Creative Thinker

Creative Thinkers

Like new information They are excellent troubleshooters and problem solvers They strive to create shortcuts and improve efficiency

Practical Thinker

Practical Thinkers

Want information in a factual, straightforward context Must be able to apply new skills to their job to be satisfied

Conceptual Thinker

Conceptual Thinkers

Needs to understand the entire picture before understanding the process Needs to know how and why things work not just the outcome

Teaching Strategies & Learning Styles

Most learners predominantly learn by one of four methods:

Visual learner Auditory learner Kinesthetic learner Reading / writing learner

Individuals learn most efficiently using one of the above methods though we all incorporate the others to a lesser degree when processing new information.

Visual Learner

Process information when they see a visual demonstration

Teaching strategy = Demonstration of the task

Auditory Learner

Learn most readily when information has been verbalized

Teaching strategy = Verbal directions and explanations

Kinesthetic Learner

Process new information most efficiently when it can be touched and manipulated.

Teaching strategy = Provide hands on learning opportunities. Allowing the student to manipulate the object is an excellent aid for this learner.

Reading/ Writing Learners

Process new information best when written or read

Teaching strategy = Allow them to write or read new material. The material
in the policy and procedure manual or the inserts that accompany equipment/medication packaging are excellent aides for this learner.

Utilize Direct Observation Skills

We all learn new ideas in a variety of ways. If we, as clinical preceptors, recognize these differences it will help us communicate our ideas and instruct students more effectively resulting in a more successful learning experience.

Please review the Preceptor Handbook, key points are highlighted

Provide Effective Feedback & Evaluation

Adequate feedback to Dr. Georgette Rosenfeld and/or Clinical Coordinator Robert
Walsh regarding the students skills and performance is vital and must be accomplished within in a timely manner.

Please provide IMMEDIATE feedback if one of the following occurs: The student is unable to demonstrate competency The student is unable to demonstrate appropriate affective behaviors and attitudes.

Post Quiz
Please complete the post quiz located beneath this presentation and complete

the brief attached survey. Afterwards, complete the Interactive Videos and
accompanying survey.

When you have completed both the Clinical Preceptor Standards quiz and the Interactive Videos survey, your certificate of completion (CEUs) will be emailed to the indicated email address and submitted in CE Broker under the indicated Florida license number.

Thank you in advance for your participation!