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 cohort preceptors Coach Preceptor Internship Model week timeframe (including evaluation and follow-up) Preceptor Workshop #1 (Jan 11) Coaching (in learning triads) 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 dont know well Use Planning Worksheet Establish Relationship –Learner needs, styles, –Feedback plan

Day to Day Learning Setting 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 Practice Strategies 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 learners 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 Triangles are a learning lab.... experiment and enjoy your journey. ~Erna Hagge

Closing and Evaluation Check-in Next steps Feedback….