Paramedic Clinical
Preceptor Program
For Paramedics In Embryo
Paramedic Clinical Preceptor
Purpose
To prepare the experienced
Paramedic for his/her role
as a trainer of Paramedic
students.
To Provide
A mechanism for
identifying EMS students
who do not meet minimum
performance standards
prior to certification.
UVU Paramedic Clinical Preceptor
Paramedic Clinical Preceptor - means a Utah
certified paramedic with a minimum of two
years of emergency medical services
experience who meets the standard
requirement for paramedic preceptor
training as established by the UVU Paramedic
Program.
UVU Paramedic Clinical Preceptor
While in training preparatory to becoming
certified, paramedic trainees may perform
any of the functions specified under the
direct supervision of a duly licensed
physician, a registered nurse, or an approved
Paramedic Clinical Preceptor.
Success of the Preceptorship
Success of a preceptorship is determined by
the relationship between the student and the
preceptor.
Students look to preceptors for answers and
guidance.
Preceptors are an extension of the
classroom.
Role of a Preceptor
Support students to make them feel they are safe and valued
Demonstrate by example how competent staff perform their job
Know and appreciate the student’s knowledge level
Remember what it was like to be a student yourself
Facilitate learning rather than controlling it
Preceptor directs the process of learning
Student sets the pace of learning
Direct, coach, support, and delegate
Be willing to provide constructive and regular feedback on student’s
performance
Be responsible for the student for the entire shift the student is
scheduled
Preceptor Bill of Rights
All preceptors have the RIGHT to:
• Be treated with dignity and respect
• Be free from intimidation or harassment
• Expect their students to discuss and/or
demonstrate core knowledge
• Expect their student will be eager to learn
• Expect their student will initiate questions
• Be creative in student instruction
• Report student deficiencies they perceive
• Be free from the threat or act of retribution
Student Bill of Rights
All students have the RIGHT to:
• Be treated with dignity and respect
• Be free from intimidation or harassment
• Make mistakes; have a preceptor who is able to correct
and/or intervene
• Expect their preceptor wants to teach
• Expect fair and impartial evaluations
• Expect fair and reasonable answers to questions
• Not be subjected to inappropriate situations
• Report situations to appropriate supervisor without threat of
retribution or retaliation
Laws of Learning
Individuals accept and repeat
responses that are pleasant
First impressions are lasting
Repetition yields habit
Skills not practiced are forgotten
Dramatic experiences leave lasting
impressions
Adult Learners
Characteristics
Self-directed
Are motivated by their desires
Want to participate in planning and evaluation
Relate current experience to previous
experiences
Want to be heard
Want their efforts acknowledged
Want to be treated with respect and dignity
Environment Conducive to Learning
Display mutual respect
Collaborate; don’t compete
Have open, two way communication
Feedback is encouraged and enhances
growth
Feedback needs to be concurrent,
immediate and shared in a manner void of
blame or personal attacks
Feedback should never be provided as a put
down
Student Development
Students are in a process of developing entry
level knowledge, skills and behaviors
Student development is a gradual phased
progression
Orientation and a plan outlining activities and
expectations for the rotation should be
reviewed
Students appreciate the opportunities to
participate in activities and learn from
observing practices of more experienced
colleagues
Let’s Talk About…
Patricia Brenner
and
Benner’s Theory:
From Novice to Expert
Patricia Benner, R.N., P.h.D., FAAN,F.R.C.N.
Patricia Benner is a Professor in
the Department of Physiological
Nursing in the School of Nursing
at the University of California,
San Francisco.
Dr. Benner received her
bachelor's degree in nursing
from Pasadena College, her
master's degree in medical
surgical nursing from the
University of California, San
Francisco, and the Ph.D. from
the University of California,
Berkeley, in Stress and Coping
and Health under the direction
of Hubert Dreyfus and Richard
Lazarus.
Knowledge development in a
practice discipline
consists of extending practical
knowledge (know-how) through
theory based scientific
investigations and through the
clinical experience in the practice
of that discipline” (Benner, 1984)
Dr. Benner’s Theory
Dr. Benner categorized nursing into
5 levels of capabilities: novice,
advanced beginner, competent,
proficient, and expert.
She believed experience in the
clinical setting is key to nursing
because it allows a nurse to
continuously expand their
knowledge base and to provide
holistic, competent care to the
patient.
Her research was aimed at
discovering if there were
distinguishable, characteristic
differences in the novice’s and
expert’s descriptions of the
same clinical incident.
Even though she is a NURSE…
These concepts totally
apply to what Preceptors
do when teaching
Paramedics!
Benner’s Theory:
From Novice to Expert
1.
2.
3.
4.
5.
Novice
Advanced Beginner
Competent*
Proficient
Expert
* (goal of entry level)
Benner, P (1982) From Novice to Expert. AJN 82( 3), 402-407
Capability of Novice Student
Participate in orientation program(s)
Perform in an observational role
Demonstrate competency of BLS skills
Possess a general knowledge base
Be able to follow directions
Be dependable
Possess an attitude open to learning
Capability of Advanced Beginner
Begins to focus on ALS Skills
Model behaviors observed
Additional responsibilities added if student can
demonstrate they can handle more and are
approved through the training program and are
functioning within their scope of practice
Overall patient management should be the
responsibility of the preceptor
Competency (goal of entry level)
Proficient Paramedic Student
Focuses on overall patient management
Demonstrates team leadership skills
Demonstrates evaluation completed thoroughly and with
accurate assessment
Delegates tasks to other team members
Capability for accurate treatment, transportation
decisions, effective communication
Displays confidence, performs with authority
Demonstrates flexibility and professionalism
Duties and Responsibilities of a
Paramedic Preceptor
Objectives
List eight responsibilities of a clinical
preceptor.
Identify the most important duty of the
clinical preceptor.
Identify the five characteristics of an
effective preceptor.
Duties and Responsibilities of a
Paramedic Preceptor
Maintain appropriate and adequate patient care during
the training experience.
Provide a positive role model for the Paramedic student.
Maintain a continuity of classroom instruction to the field
environment.
(Pair core knowledge with the patients they see)
Assist the trainee in making the transition from classroom
to the field environment.
(Make ‘em show what they know)
Duties and Responsibilities of a
Paramedic Preceptor
Provide FEEDBACK... It should be:
Constructive
Specific
Frequent
Valid
Maintain a PROFESSIONAL demeanor.
Lead by example.
Duties and Responsibilities of a
Paramedic Preceptor
Each call is a new opportunity. Focus on current
situation and move past previous mistakes.
Guide, monitor and evaluate the student’s
performance to assure successful completion
and identify those who need remediation.
Keep accurate and complete records.
(Paperwork will be covered at the end of the
presentation.)
Five Characteristics of an Effective
Paramedic Preceptor
1) Has a strong desire to EDUCATE as well as
TRAIN
2) Is technically proficient
3) Has PATIENCE
4) Can inspire motivation and is
communicative
5) Has maturity and is respectful
The Most Important Duty of the
Clinical Paramedic Preceptor
BE POSITIVE
Provide the
AND
student…
PROFESSIONAL
a
ROLE MODEL
*** Laws of Learning ***
Individuals accept and repeat responses that
are pleasant.
First impressions are lasting.
Repetition yields habit.
Skills not practiced are forgotten.
Dramatic experiences leave lasting
impressions.
Characteristics of Adult Learning
Self-directed
Participate in planning and evaluation
Related to previous experience
Establishment of Environment
Conducive to Learning
Mutual respect
Collaborate *DO NOT* Compete
Open lines of communications between
preceptor and student
Offer feedback… encourages and enhance
growth
Everyone is HUMAN… another ACRONYM
HUMAN
H = Hear them out
U = Understand their feelings
M
=
Motivate their desires
A = Acknowledge their efforts
N = Never put them down, make personal
attacks, display harsh or blaming attitudes
Role of the Preceptor in the
Learning Environment
… Acts as a
facilitator of
learning rather
than a
controller of
learning.
… Directs the
process of
learning while the
student sets the
pace, ask
questions, and
controls the
learning.
Providing Feedback
Start with positive feedback
Find something to say!
Reinforces behaviors and encourages repetition
Needs to be timely
Needs to be objective
Needs to be constructive
What was done right
What opportunities for improvement are evident
Needs to be documented to provide continuity
throughout the learning process
Providing Feedback
should be information that helps people to
decide whether their behaviors have had the
intended effects.
Start with POSITIVE feedback… even if all the
student did right was not fall down.
Positive Feedback…
Re-enforces BEHAVIORS and ENCOURAGES
REPETITION of those
behaviors by communicating that they had the
intended effects.
Negative Feedback…
…discourages behaviors by communicating that
they did not have the intended effects
Principles of Giving Feedback
Intention
Recipient open to feedback
Changed behavior
Behavior vs. Generalities
Describe Behavior
Personal Impact
Accept responsibility
Understanding
Encouragement
Principles of Receiving Feedback
Be specific in what you ask
Don’t act defensively or rationalize the
behavior at issue
Summarize your understanding
Share your thoughts and feelings
Communication Stoppers
• Interrupting
• Ridiculing or blaming
• Ignoring/denying feelings or
ideas
• “Mind-Reading” or assuming
• Controlling
• Ordering/commanding
Rating Errors
…errors in judgment that occur in a systematic
manner when an individual observes and
evaluates another.
What makes these errors so difficult to
correct?
Most Common Rating Errors
Contrast Effect
…the tendency for a rater to evaluate a person
relative to other individuals rather than on
the standard.
Most Common Rating Errors
First Impression
…the tendency for a rater to make a first
favorable or unfavorable judgment and ignore
or distort any further information.
Most Common Rating Errors
Halo Effect
…improper vague judgments from one part of
the job performance to all other areas or
parts of the job.
Most Common Rating Errors
Similar - To - Me - Effect
…tendency to judge more favorably those
whom the rater sees similar to themselves.
Most Common Rating Errors
Central Tendency
…this occurs when people want to “just play it
safe” …everyone “meets standards”
Most Common Rating Errors
Negative and Positive Leniency
These errors are committed by a rater who is either
too hard or too easy in rating students.
Positive leniency may raise unfounded
expectations… while Negative leniency may
cause the feeling of inadequacy.
Trouble-Shooting Performance
Problems
1.
2.
3.
4.
Is there a problem?
What is the problem?
Is the problem important?
Where has the system broken down?
Clinical Paperwork
As you well know, documentation is a critical part of EMS. As part of the
certification process, the Regional Training Coordinators will review the
documentation weekly to keep informed of the student progress prior to
course completion to ensure that all state requirements have been met.
UVU students will bring the “clinical bluebook” with them every shift
they ride. In this “clinical bluebook” will be several forms that you, as
preceptors, will need to complete for them. They will also be on line for
your convenience.
The following slides will show you each piece of documentation
required.
Clinical Paperwork
https://www.uvu.edu/esa/academics/para
medic.html
Thank You!!!
•
•
•
•
•
Once you have completed the program, please email me at
sallred@uvu.edu
with the following information:
Name
Mailing address
Original date of certification
Utah EMT or Paramedic number
List of current certifications (ACLS, PHTLS, PALS, etc)
You may submit a resume instead if you like
I will forward a program summary form for you to complete and email
back to me.
Once that is completed, then I will mail you a copy of the Clinical
Preceptor Training Record Form for your records.
I will let you know the status of that as soon as I know it.
WE REALLY APPRECIATE ALL YOU DO!
Proctors make a difference!
Thank You!
UVU Paramedic Program
50