1. Preceptor Internship Workshop #3 Feedback & Validating Learning

2. Agenda Checking in Preceptor Practice Feedback –Break Validating Learning Evaluations and Close

3. Preceptor Workshop #2 (Feb 1) Preceptor Workshop #3 (Feb 22) Preceptor Workshop #4- (Mar 28) Preceptor cohort 15-25 preceptors Coach Preceptor Internship Model 14-18 week timeframe (including evaluation and follow-up) Preceptor Workshop #1 (Jan 11) Coaching (in learning triads) Learning Triad session

4. - To Study -To Practice Constantly Learning…

5. How do we Learn?

6. Checking in… Successes Challenges Learning Triads

7. 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

8. 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

9. Positive Feedback Affords feelings of success Enhances motivation for learning Reinforces desired performance

10. 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!

11. 30 Day Feedback Challenge SAW

12. 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

13. 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

14. Constructive Feedback Process Contains elements of: –Positive Feedback –Observation –Coaching –Teaching

15. 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

16. Break

17. 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

18. 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…

19. 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

20. Knowing Knowing is a unique form of knowledge that [preceptors] gain only through interpersonal relationships. ~Jenks, 1993

21. 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

22. Step 1: Setting the Stage Establish relationship Build trust Build confidence Create culture of questioning, coaching and learning

23. 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

24. Think aloud Technique to understand processes taking place in learners mind as they perform task Learner verbalizes thoughts out loud

25. 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

26. 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

27. 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

28. Step 4: Connected Knowing Sixth Sense

29. Validation in action! In your learning triads: Preceptor (Validator) Student/Learner Observer Teaching/learning activity:

30. Part 1: Planning day to day experiences Preceptor (Validator) Student/Learner Observer

31. Part 2: Verbal Rehearsal Preceptor-Validator Student/Learner Observer

32. Part 3: Think aloud and feedback Preceptor-Validator Student/Learner Observer

33. Part 4: Feedback, Feedback and more Feedback! Preceptor-Validator Student/Learner Observer

34. 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

35. Closing and Evaluation Check-in Next steps Feedback….