1. Best Practices for Precepting Click the arrow below to advance
Best Practices for Precepting created by Pima Medical Institute
Respiratory Therapy
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2. Thank You We will discuss…
Preceptors
Next Generation
Techniques for providing effective and constructive feedback
Your knowledge and
experience will help the next generation
How to use the
PMI rating scale to evaluate students
Thank you for your willingness to serve as a preceptor for Pima Medical Institute. Your wealth of knowledge and vast experience will help prepare the next generation of Respiratory Therapy professionals.
In this short video presentation, you will learn techniques for providing effective as well as constructive feedback. You will also learn how to use Pima Medical Institute’s rating scale so that your student evaluations are consistent.

3. No patients were harmed in the making of this film.
DISCLAIMER
The following video is a dramatization created by PMI Students for demonstration purposes only.
No patients were harmed in the making of this film.

4. Movie is loading

5. What is a preceptor supposed to do?
SAFETY
Don’t be like Joe
What is a preceptor supposed to do?
Appropriate Situations
Maximum Exposure
Appropriate Situations
Give students proper
GUIDANCE
FEEDBACK
After watching the video about The Bad Preceptor, you’ve probably recognized some key points about what a preceptor is not supposed to do. Now, let’s discuss Pima Medical Institute’s expectations of what a preceptor is supposed to do.
A preceptor’s main responsibility is to provide proper guidance and feedback that will help students develop the skills they need to perform professionally, independently, and safely. You must balance between putting students in situations that are appropriate to their clinical rotation and exposing students to as much experience possible while keeping patient safety at the forefront.
So they will be
PROFESSIONAL
INDEPENDENT
SAFE

6. See 1. Do 1. Teach 1. Use the Training Method See 1 Do 1 Teach 1
To train a student effectively, it’s best to utilize the See 1, Do 1, Teach 1 Method.
SEE 1. Allow students to see one particular procedure performed. Explain the procedure thoroughly and then ask the students if they have any questions.
DO 1. Then allow students to perform the procedure themselves. You can allow students to make mistakes but always keep the patient’s safety a top priority. While there is no minimum required number of observations that students must have documented, the more practice they get, the more comfortable and competent they will become.
TEACH 1. And finally, have students teach the procedure to you or someone else at the facility. Being able to teach a procedure correctly is a good indicator to both you and the students of how well they know each step involved in performing the procedure.
Explain the procedure thorougly and ask for questions.
Allow mistakes but be safe. Give students lots of practice.
Teaching correctly is a
good sign of accurate knowledge.

7. You and the student might forget what happened
Give
feedback during
the procedure
Give constructive
feedback
You and the student might forget what happened
FEEDBACK
Giving constructive feedback to students is a very important part of the training process. When providing feedback, it’s best to do this during the procedure. Any time after that, it will be harder for students to recall exactly what happened and how it happened. Or you, yourself, may have forgotten what you wanted to tell the student.

8. S U U Document Your Observations
Documentation aids a
student’s progress and helps
identify inter-rater reliability
Document observations several times during the shift
Document Your Observations
March U
(Major)
April U
(Minor)
MaY S
DOCUMENTATION
While documentation requirements may vary between facilities, it is important to maintain some form of documentation on each student’s performance. You should be documenting several times throughout the shift and not waiting until the end of the day. Documentation is key in evaluating a student’s progress and it also helps identify inter-rater reliability.

9. What is inter-rater reliability? Inter-rater reliability
Without inter-rater reliability…
Documentation aids a
student’s progress and helps
identify inter-rater reliability
A student may be very good at one facility
What is
inter-rater reliability?
Inter-rater reliability
ensures consistency
and very poor at another
Inter-rater reliability ensures that the evaluation of students’ performances are consistent between facilities and between preceptors. Without strong inter-rater reliability, the quality of a student’s clinical training may be very good at one facility and very poor at another. As a result, the student’s skill set and development will be unbalanced. For example, they might be able to perform trach care thoroughly, but do not wash their hands properly.
The student’s skill set
and development will be unbalanced

10. PMI Rating Scale when evaluating
Satisfactory
Minor Unsatisfactory
Major Unsatisfactory
Use the
PMI Rating Scale when evaluating
The student is ready for clinical application with minimal supervision
Corrected own performance
No injury
No decreased effect of therapy
The student requires remediation of minor deficiencies
The student is not ready for clinical application
The student requires supervised clinical practice and complete re-evaluation
RATING SCALE
In order to maintain the integrity of inter-rater reliability, Pima Medical Institute would like you to utilize the following rating scale: Satisfactory, Minor Unsatisfactory, and Major Unsatisfactory.
Satisfactory performance means that the student is ready for clinical application with minimal supervision. She performed the procedure accurately, or was able to correct her performance without injury to the patient or decreasing effect of therapy being given.
Unsatisfactory performance means that the student is not ready for clinical application. Their performance at this procedure requires remediation. This rating can be broken down into two, more specific subcategories.
Minor Unsatisfactory performance means that the student needs to review fundamental concepts or requires re-evaluation of minor deficiencies. For example, if a student forgot to wash his hands during the Follow-up stage, he only needs to be re-evaluated on this step but not the whole procedure.
Major Unsatisfactory performance means that the student requires additional supervised clinical practice and complete re-evaluation of the entire procedure.

11. Inter-rater Reliability Test
You will now be tested for
inter-rater reliability. Pay close attention to each video and answer the questions to the best of your ability. Watch the entire clip
before you click Next. You cannot
move backwards.
Begin

12. Best Practices for Precepting

13. Thank you for helping us train the next generation
What Do I Do Now?
Print the
RATING SCALE
Send your passing test results to your Pima Medical Institute representative.
Created by PMI Online Education
Thank you for helping us train the next generation
of professionals.
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