Field Internship
Preceptor Orientation
Program
University of Cincinnati
EMS Technology Program
Blue Ash College and
Clermont College
Program Objectives
 Explain purpose of Field
Internship Preceptor
Orientation Program
 Identify Delegate, School,
Student, and Preceptor
responsibilities
 Describe the three (3)
phases of the “Field
Internship”
 Describe the characteristics
of the field preceptor
Program Objectives
 Define and give examples
of “Positive/Correctional
and Positive Reinforcement
Feedback”
 Identify tools used to
evaluate the paramedic
student
 Describe problems that the
preceptor may encounter
and the steps that are
taken to rectify specific
problems
Purpose of Field
Internship Preceptor
Orientation Program
 To give the field internship
preceptor the opportunity
to gain insight into the
expectations of what is
needed to successfully
precept a University of
Cincinnati paramedic
student
 Allow the preceptor the
opportunity to ask
questions he/she may have
regarding the program
Delegate
Responsibilities
 The delegate is the liaison
between the University of
Cincinnati and the EMS Unit.
 He/She is responsible for
assigning the student to an
approved preceptor
 Makes sure that each preceptor
has viewed the this program,
evaluated the program and
filled out a data form that is
filed with the EMS Technology
Program
School Responsibilities
 Assure that the student is
prepared for the field
internship by observing
success:
 Didactically
 In the lab
 In the hospital
 Will constantly reassess the
student using feedback
from the preceptor
School Responsibilities
 Faculty will be available to
discuss issues that may
arise during the field
internship
 Faculty will remediate
students who have been
identified by the preceptor
as having difficulties
Paramedic Student
Responsibilities
 Schedule ride time with the
EMS Unit as prescribed
 Arrive at least ten (10)
minutes before the start of
the shift
 Be properly dressed
according to policies and
procedures
 Wearing his/her University
of Cincinnati “Paramedic
Student” ID badge
Paramedic Student
Responsibilities
 Reviews paperwork with
the preceptor
 Informs the preceptor
which phase the student is
in
 Accepts the preceptors
critiques with an open mind
 Acts in a professional
manner at all times
 Reviews all end of shift
paperwork with the
preceptor
Preceptor
Responsibilities
 Ensures that the student is
given the opportunity to
receive the best
educational experience
possible
 Possess good
communication skills
 Provides positive and
correctional feedback when
necessary
 Supervises field
performance of the student
Preceptor
Responsibilities
 Reviews and signs
paperwork at the end of
the shift
 Evaluates the student and
documents strengths and
areas that need
improvement
 Reports any problems or
concerns to the delegate or
directly to UC EMS faculty
Three Phases
of Field Internship
 Phase One (1)
 First ten (10) ALS runs
 Student focuses on
manipulative skills and
patient assessment
 Task oriented
 For example, assigned to
manage the airway or start
the IV
 Encouraged to participate in
the assessment
Three Phases
of Field Internship
 Phase Two (2)
 ALS runs #11-20 (or earlier)
 Student begins to assimilate
patient assessment,
diagnostic and treatment
skills and information to
make decisions as a team
leader.
 The student will team lead
on simple, straight forward
runs such as single system
trauma, abdominal pain, etc.
 Students may need more
time in this phase
Three Phases
of Field Internship
 Phase Three (3)
 Final runs #21-32 (or more)
 The student is asked to
function as team leader on
all ALS runs
 As always this is under the
direct auspices of the
preceptor
 Focus on decision making,
delegation, communication
with EMS and ancillary
personnel
The Successful
Preceptor





Traits
Roles
Providing Feedback
Problem Resolution
Evaluation of Student
The Successful
Preceptor Traits
 Honest
 Patient
 Good Communication Skills
(Listening)
 Provides positive and
correctional feedback
 Wants to do it
 Acknowledges there are
different ways to achieve
the same goal
The Successful
Preceptor Roles
 Coach
 Encourages and teaches
while educating
 Guide
 Allows the student to make
decisions on their own, while
offering insight
 Patient Advocate
 Patient care and safety is
paramount
 Student Advocate
 Ensures the student gains
the best experience possible
The Successful
Preceptor Start
 At the beginning of each
shift
 Review with the student how
much field time they have
completed
 Go over the phase they are in
 Student perceptions of strength
and areas for improvement
 Skills they are allowed to
perform
 Preceptor/Student expectations
 Tour quarters / check out
equipment
The Successful
Preceptor Feedback
 Feedback is given as soon
as possible after a run
 It must be private
 All feedback is given one-onone
 Whether correctional or
complimentary it must not
be shared unless the student
wants it to be
 Federal Law Prohibits
sharing of student data
unless it is within the scope
of instruction or evaluation,
i.e. faculty or supervisor
The Successful
Preceptor Feedback
 Two (2) Types
 Positive / Correctional
and
 Positive Reinforcement
The Successful
Preceptor Feedback
 Positive / Correctional
 Correctional feedback given in
a positive manner
 Identifies areas of
performance that require
improvement or an area in
which the student must
change behavior
 For example: Reminding a
student of the importance of
auscultating lung sounds
immediately after placement
of an ET tube
The Successful
Preceptor Feedback
 Positive Reinforcement
 Encourages desired behavior
 Helps build self-confidence
 For example: “Your calm and
confident behavior really
helped to relax the patient.
You did a very good job.”
The Successful
Preceptor Feedback
 Be Direct
 Always direct at the person
for whom the correction is
intended
 Objective
 Ensure feedback is
conducted without bias
toward race, gender, ethnic
origin, sexual preference or
creed
The Successful
Preceptor Feedback
 Be Clear
 Does the student understand
what you said or meant to
say?
 Be Specific
 Feedback should not be
general goals for
improvement, but rather
direct actions that the
student can take to improve
patient care
The Successful
Preceptor Feedback
 After the Run
 Ask the student what they
think went well with the run
 Add positive reinforcement for
the good things
 Ask what they think they
could do to improve their
care of the patient
 Provide Positive / Correctional
feedback
 Always begin with the
positive!
Student Evaluation
 During the Run
 Allow the student to
complete an assessment
before interjecting additional
questions that need to be
ascertained for a complete
assessment (unless this
would jeopardize patient
care)
 While the student is
performing skills
 Give advice as necessary so
as to not compromise patient
care and encourage success
with a skill
Student Evaluation
 Field Evaluation / Skills
Tabulation Form
 At the end of the shift the
student will approach you to fill
out his/her evaluation form
 The Skills Tabulation should be
filled out and completed by the
student. Please confirm that the
information is correct
 Please rate the student on a 1 –
5 scale
 Professionalism / Attitude
 Phase / Shift Objectives
 Psychomotor skills
University of Cincinnati
Paramedic Program
Field Evaluation / Skills Tabulation Form
Name:
Preceptor:
Patient
ALS Unit:
Time:
Age
Gender
ALS
BLS
Date:
#BLS Runs
#Hours:
Team
Lead
Chief Complaint
ET
Success
Other ALS
Airway
Other C/O
Field Diagnosis
Patient
Interview
#ALS Runs
Physical
Exam
Vital
Sign
Telemetry
1
2
3
4
5
6
Patient
O2
Device
BLS
Airway
ET
Attempt
Ventilation
ET or
BVM
EKG
3 or 12
Lead
EKG
Interpretation
Pace/Defib
Cardiovert
Blood
Glucose
Pulse
Ox
Other
Skills
1
2
3
4
5
6
Patient
IV Attempt
IV Success
IO Attempt
IO Success
Medication
Route
Dose
# of times
given
1
2
3
4
5
6
Unsatisfactory
Requires Assistance
Needs More Training
Tentative
Needs Guidance
Competent
Minimal Prompting
Entry Level EMT-P
Good
No Prompting
Excellent
Experienced Level EMT-P
1
2
3
4
5
Student Rates Preceptor
Self
Rates Student
Area of Performance
Professionalism/Attitude: The student’s behavior demonstrated integrity, empathy, self-motivation, self-confidence, team work,
diplomacy, respect, patient advocacy, careful delivery of service, appropriate time management, appropriate appearance and personal
hygiene. Reported to work on time and in full uniform (with UC badge)
PRECEPTOR COMMENT:
Phase/Shift Objectives: Reviews current objectives and performs the tasks to the standard outlined. Requests and accepts constructive
criticism, takes personal responsibility for self-improvement.
PRECEPTOR COMMENT:
Psychomotor skills: Student can thoroughly describe all elements of applicable procedures and accomplishes psychomotor skills
independently and proficiently.
PRECEPTOR COMMENT:
I verify these skills were performed and have reviewed each run with the student:
Student’s Strengths:
Student’s Weaknesses / Plan for Improvement:
Preceptors Signature:
Yes
No
Date Signed:
For questions or comments, please call Raymond Walters College (513) 936-7130 or Clermont College (513 732-5270)
Student Evaluation
 Team Leader Form
 If the student was
performing as the team
leader
 Fill out the Team Lead
Evaluation Form located on
the back of the student run
form
 Using a 1 – 5 scale the
student is assessed on
Interview, Exam, Treatment,
Skill, and Leadership
What are the patients’ potential problems (Differential Diagnosis)?
What do you think was wrong (diagnosis) with this patient?
Is there anything you would have done differently if you were the lead paramedic?
Team Lead Evaluation
Unsatisfactory
Competent
Tentative
Good
Excellent
Requires Assistance
Minimal Prompting
Needs Guidance
No Prompting
Experienced Level EMT-P
Needs More Training
Entry Level EMT-P
1
2
3
4
5
COMPLETE THIS BOX EACH TIME YOU WOULD LIKE CREDIT FOR HAVING ACTED AS A TEAM LEADER.
Skills
Interview:
Exam:
Treatment:
Skill:
Leadership:
SE
1
2
Completed comprehensive interview. Demonstrated active listening.
Completed an appropriate head-to-toe and/or focused physical exam.
Formulated a field impression and implemented treatment plan.
Interventions performed were complete, satisfactory and timely.
Set priorities, directed team, and adapted to evolving information.
Student successfully led the EMS team during this patient encounter.
Comments:

Yes

No
Preceptor Signature:
Date Signed:
MONITOR STRIP
Rate:
Rhythm:
Interpretation:
PR Interval:
QRS:
QT Interval:
3
4
5
Problem Solving (1)
 Student arrives at the
station dressed
inappropriately and without
the UC ID badge
 Dismiss the student from the
rotation and tell him/her to
call their instructor
 Notify Tony Kramer (513)
936-7130
Problem Solving (2)
 After giving positive / correctional
feedback to a student regarding IV
insertion technique the student tells
you, “I have been starting IV’s for
two years, I know what I did wrong!”
 Keep calm, the student may be
embarrassed about the IV miss
 Be positive, letting him know you
understand he has experience, but
that you observed something that
could help him
 You can’t force students to accept
your help, but you should notify
the faculty about the situation
Problem Solving (3)
 Student comes in late on
more than one occasion
and always has some
excuse as to why they are
late.
 Explain to the student that
you are waiting for them and
their tardiness puts you
behind
 Inform your EMS officer
about the situation
 The EMS officer should notify
the clinical coordinator (Tony
Kramer 513-936-7130)
Problem Solving (4)
 “The student does not get
it!”
 The student may be rough,
make inappropriate
comments, or is just
extremely nervous.
 Give the student task
oriented assignments, i.e.
“take the B/P”, or “just focus
on the IV.”
 If they still cannot focus give
them encouragement and
call the clinical coordinator.
Problem Solving (5)
 You are tired and need a
break from precepting.
 There is nothing wrong with
admitting that you may not
be in the right frame of mind
to give the student the best
educational opportunity.
 Notify your EMS officer and
see if the student could be
placed with a different
preceptor
Thank you!
 The students and faculty at
the University of Cincinnati
EMS Technology Program
deeply appreciate your
commitment to the
education of our paramedic
students
 If you have any questions
or comments, please don’t
hesitate to contact Janice
Evans, Program Director @
513-936-7132
University of Cincinnati
EMS Technology Program
 Clermont College
 Jeff Waldenmayer
 513-732-5270
 Blue Ash College
 Janice Evans
 513-936-7132
 Cincinnati/Northern Ky.
International Airport FD
 Tony Kramer
 513-936-7130