Core Curriculum for Clinical Coaching Intro - VNIP Model Vermont Nurses In Partnership Susan A. Boyer, RN, M.Ed. © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Collaborative approach Origins: Nurse leadership group Inclusive of various practice settings, specialty services, academia, & regulation Goal: Implement nurse internship Supports “transition to practice” Applicable in multiple HC settings Environment of nurture & support Process: Based in Preceptor Program Requires preceptor development/support VNIP started as a nurse internship project in 1999. It has evolved into a collaborative non profit business structure that provides staff development consulting within and outside Vermont. © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Transition to practice 3 levels of internship needed New graduate transition New to specialty Undergraduate © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Program Outcomes: Statewide use of single competency tool Same expectations for all staff Performance outcomes vs grocery list of “tasks & procedures” Concept-based vs. case or task-based Foster critical thinking development Prioritizing evaluation, caring relationships, leadership, management & critical thinking © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Program Outcomes: Concepts and framework fit across continuum of care Applicable for full allied healthcare team Statewide standardization of preceptor development and support Evidence-based preceptor development Focus on Preceptor’s role of ‘Protector’ for the patient and new graduate © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Susan A. Boyer, M.Ed., RN Vermont Nurses In Partnership Intern, student & Orientee Development Protocols & Data Collection Clearly Defined Roles Preceptor Instruction /Support . © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Susan A. Boyer, M.Ed., RN Vermont Nurses In Partnership Protocols & Data Collection Evidence-based Evaluation (data collection) Support Systems for Intern Policies – orient, preceptor, competency Clearly Defined Expectations Performance Expectations Competency assessment Coaching Plans Instructional strategies Preceptor Support Basic instruction Tools/Resources to support roles Ongoing skill development Teaching Critical Thinking/Work org © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Susan A. Boyer, M.Ed., RN Vermont Nurses In Partnership A diagram created by Boychuk Duchscher, that exempilifies the long, difficult journey that new graduates face. Even experienced nurses face this same challenge when transitioning into a new specialty. We vitally need internships and residencies for nursing practice, with the same urgency that Medical school graduates need internships before facing independent medical practice. © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Susan A. Boyer, M.Ed., RN Vermont Nurses In Partnership NURSE STUDENT Nursing Judgment Critical Thinking Proficient /Expert Practice Professional Role When we consider this transition period And the support that should, does, or does not exist for it Clinical Preceptor Clinical Mentorship Professional Mentorship As Adapted from: “Transition Stages Model“ diagram © Boychuk Duchscher 2007 - used with permission. © 2009 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Why Preceptorship? Builds one on one relationship Improves satisfaction, retention, and orientation process Provides bridge between theory and reality Develops capability Protects and ensures safety for patient, new care provider and organization Collects evidence of competence © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Why mentorship? Ongoing development of clinical capability Support through 2nd & 3rd phases of Boychuk’s “Transition Stages” Development of nursing judgment Development towards proficient practice Transition within the profession Deciding how and where you fit within the nursing profession © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Analyze – Evaluate - Synthesize VT Nurses In Partnership, Inc Susan A Boyer, RN, MEd, FAHCEP, Executive Director 4/6/2017 Nursing Judgment Analyze – Evaluate - Synthesize Affective Act upon Attitudes Develop value system Organize own values Adopt behavior Internalize values Psychomotor Develop Precision Articulation Become automatic Integrate related skills Naturalization Technical skills Does your current ‘transition support system’ develop the novice’s ability to perform above the basic level or “receiving phase”? © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Preceptor development Preceptor Development & Support Multi-disciplinary approach Need to: Revise/update the preceptor model Develop high level preceptor workshops Consider recognition and reward Prioritize protector role Delineate evaluator/validator role Establish protocols © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Determining content? What's the goal? How do we determine “what to teach” in regards to development of preceptors and clinical coaches? © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Establish our goal Preceptors will collect evidence of clinical capability of the novice care provider. Must effectively develop capability, where it is missing © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Goal: To effectively develop & collect evidence of capability Preceptors will require: Effective Communication Supportive Interpersonal Skills Core teaching/learning principles Foster critical thinking skills Team process: Relationship-based care Relationship-based development © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

To develop capability Preceptor roles & responsibilities Teaching and learning theory Learning styles, Novice to expert, Simple to complex, Principles of adult learning Story-telling, Use of case scenarios, and/or practice with difficult situations Collaborative team approach Relationship-based process, Interpersonal issues, conflict management, Socialization © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

To validate capability Define “competent practice” Delegation, accountability, liability Nurse practice act, job descriptions, P & P Performance management Communication & feedback Assessment & evaluation of capability Data collection Validating performance, collecting evidence, complete documentation tools © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

Core Concepts Theory and evidence-based Clearly defined expectations Competency-based – COPA model Concept focus rather than task, procedure, case-based Preceptor development and support Protector and Evaluator roles Critical thinking development Data collection/evaluation = Evidence based Clinical coaching plans – “roadmap” for teaching & evidence collection that is based in the clinical setting © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

VNIP: Collaborative Outreach Electronic manuals with site license, Roles, JD, survey tools and protocols How to teach, how to foster critical thinking development Tools for competency assessment Tools for clinical coaching PowerPoint Presentations, activities, notes, etc. for preceptor development Same for intern development © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

VNIP: Collaborative Outreach Consulting services & collaborative workgroup Explanation of VNIP framework, core concepts, and key processes Instruction specific to use & roles of various resource materials Cyber-communications network Expert contributors adding to resource pool Web-based updates as they occur Linkages for shared workshop delivery/participation © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

VNIP: Collaborative Outreach Key processes Preceptor development and support Critical thinking & critical thinking development Data collection/evaluation of process change &/or effectiveness Clinical coaching with instruction specific to various learning styles Clinical Coaching plan development & use Competency based evaluation – COPA model Concept focused rather than case-based © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net

23

Preceptor Prot ecto r Faci litat or Edu cato r - Safeguards patient & preceptee Faci litat or - Role model, Socializer & Team leader Edu cato r - Teacher, Coach, Evaluator Preceptor © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-nurses@earthlink.net