Transcript Field Internship

“Leadership is like art, sometimes it
can’t be explained but it can be
demonstrated!”
George Bernard Shaw
Preceptors have a great opportunity and
responsibility to teach, train and develop
their student into a truly effective leader.
10 Reasons to be a clinical preceptor
1. sharing skills
2. challenging students' knowledge
3. preparing tomorrow's caregivers
4. sharing experience
5.
being challenged by a student's
knowledge
6. being an educator
7. continuing a tradition
8. improving the quality of education
9. showing students what it's really like
10. helping students grow
What is our Program
Goal?

Prepare students to
be competent
entry-level EMTParamedic
Practitioners
What is the definition of
Competent?





Properly or well
qualified
Capable
Adequate for the
purpose
Sufficient
Legally qualified or
fit
Three Learning Domains




Cognitive Domain
Psychomotor
Domain
Affective Domain
Student must be
measured in each
domain to achieve
entry-level
competency
Cognitive Domain

Student
demonstrates the
knowledge and
reasoning required
to perform tasks or
skill independently
and proficiently
Psychomotor Domain

Student can
thoroughly describe
all elements of
applicable
procedures and
accomplish
psychomotor skills
independently and
proficiently
Affective Domain



Often referred to as the behavioral domain
The student’s behavior demonstrated
integrity, empathy, self-motivation, selfconfidence, team work, diplomacy, respect,
patient advocacy, careful delivery of
inservice, appropriate time management,
appropriate appearance, and personal
hygiene
Reports to work on-time and in full uniform
Course Schedule

1st Day of Class is:

Four Semesters
Clinical Schedule



Pre-Operative / SameDay Surgery
Emergency & Trauma
Anesthesia




ICU
Psychiatric Unit
Labor & Delivery
Pediatrics
Field Internship Schedule




Field
Field
Field
Field
Internship
Internship
Internship
Internship
I:
II:
III:
IV:
Terminal Objectives in
the Clinical and Field
Internship Program








Medications: 15 live patients
Intubations: 5 live patients
Venous Access: 25 live patients
Ventilations: 20 live patients
Pediatrics: 30 live patient assessments
Adults: 50 live patient assessments
Geriatrics: 30 live patient assessments
Trauma: 40 live patient assessments
Terminal Objectives
Continued







Psychiatric: 20 live patient assessments
Chest Pain: 30 live patient assessments
Adult Respiratory Complaints: 20 live patient
assessments
Pediatric Respiratory Complaints: 8 live patient
assessments
Syncope: 10 live patient assessments
Abdominal Complaints: 20 live patient assessments
Altered Mental Status: 20 live patient assessments
Terminal Objectives
Continued

Team Leader Skills:
– The student must demonstrate an ability to serve
as a team leader in a variety and a total of 50
prehospital emergency situations

Field Internship II & III:
–

20 team leads (5 ALS - 15 BLS)
Field Internship IV:
– 30 team leads (20 ALS - 10 BLS)
Clinical & Field Internship
Student Evaluations



Student responsibilities:
Complete top portion and list learning
objectives
Fill in gender, age, and diagnosis, and
field impression for each patient
contact or observation on back page
Student Evaluations
Continued




Preceptor responsibilities: Fill in time arrived,
time departed, objectives completed (yes or
no), and total hours in clinical/field area
Rate student’s cognitive, psychomotor,
behavioral and team leader performance on
a scale of 1-5
Rate student’s performance in each skill
category on a scale of 1-5
Make comments regarding strengths,
weaknesses, and plan for improvement
Student Evaluations
Continued

Sign and return form
to:
Vicki Berreth
Po Box 778
Jamestown ND
58402
FISDAP




The student will complete a patient report for
each patient contact
The student will take that report and log onto
www.fisdap.net and enter patient data
FISDAP is a data collection program that
displays a real time report of the student’s
clinical and field internship experiences
We use it to monitor the student’s progress in
meeting the outlined terminal competencies
Other Key Points



The student will complete a mock trip
ticket after each successful team lead
The student may collect data during the
patient contact for the purpose of
completing a case study
FISDAP must display completion in all
terminal competency categories prior to
graduation
Introduction to
Mentoring
•
•
•
Characteristics of Good Mentors
Characteristics of Good Preceptors
The “How” and “Why”
Mentoring for the future
Mentorship: What & Why
 What is a Mentor?
 Why do we need or want Mentors?

Mentorship: What is a Mentor?
M
E
N
T
O
R
Motivational
Esteem builder
Needs assessor
Talks less, listens more
Outcome focused
Refining abilities
The catch words for mentoring
are:
Instruct
&
Guide
Mentoring is about giving people
broader outlooks, more things to
consider. It is for career
planning, succession planning,
and retention
People want to be around people
who are exceptional!
The Role of a Mentor





Be willing to share personal and professional
experience
Be willing to direct the new employee to
available resources
Be willing to commit time and effort assisting
the employee
Be willing to coach them through difficult
situations
Understand the needs of the “new” EMT
Ten Tips for Mentors





Know you work
Know your
organization
Get to know your
associate
Learn to teach
Learn to learn





Be patient
Be tactful
Take risks
Celebrate success
Encourage your
associate to be a
mentor
Mentor Defined
A wise and trusted counselor and
teacher. One who offers
knowledge, insight, perspective
or wisdom that is especially
useful to the other person.
So what is a preceptor?
A preceptor is someone who is
involved and supportive in the
teaching approach for allowing
others to realize their potential.
You are the coach!
So how do you become a
good coach?




It is as much about passion as it is about
reason- a good preceptor must motivate
It is about substance and treating students as
consumers of knowledge
It is about listening, questioning, being
responsive, and remembering that each student
and each class is different
It is about being flexible and fluid,
experimenting and having the confidence to
react and respond to changing circumstance
Paramedic Preceptor
Roles
1.
2.
Must be able to sit back and let
the student care for the patient.
(DO NO HARM)
Make mental notes about the
good and bad aspects of care
and reviews with the student as
soon as possible after the run.
Paramedic Preceptors
Roles
Preceptors should keep an open mind that there is more
that one way to reach a certain goal.
When a paramedic student has a different style consider it.
1.
Is it safe?
2.
Does it meet the standard of care?
3.
Does it provide the same outcome as my method?
4.
Would medical direction approve?
5.
Does it cause no harm?
That may help you determine if the students alternative
method is wrong or just different.
3 Phases of “Field
Internship”
Phase 1: Students are just beginning.
The primary focus during the phase is
for the student to become
comfortable in the field
environment and practice the newly
learned skills.
Field Internship
Phase 2:
The student will begin gaining experience in
the ALS team. They should be allowed to
start taking the role as “team leader” on
ALS non-critical calls and BLS calls.
Field Internship
Phase 2 (cont)
Under direct supervision of the
paramedic preceptor the student is
encouraged to take a more global view
of the scene paying attention to details
such as:



Delegation of assignments
Transportation needs
Re-assessment of the patient and providing
care accordingly.
Field Internship
Phase 3
The student should be able to be
the “Team Leader” and take
charge of Most ALS call including
Cardiac Arrests and other
involved calls.
Remember, Students will progress to
phases at different rates.
Field Internship

Phase 4
The student should act as an
entry level paramedic.
Starting out
Greetings are important.


The first ride! Making a good impression.
Why you ask?
We need to start off with a positive
note. Building a honest and
productive relationship. I did not say
friendship. I said relationship.
Start of Each Shift




Review with the student the phase
level reached.
Get the students perception of their
strengths and weaknesses
Ask if they have a focus or goal for the
day. Get their goal sheet for the day.
Tell the student what your
expectations are from them.
Protocols and Equipment



Ensure from day one that the student
understands what is expected from
him/her.
Review daily routines/duties and
invite participation in the completion
of the duties.
Do not expect the student to do what
the preceptor won’t do. Daily duties
are still the preceptors responsibility.
Problem Resolution
The lines of communication begin @ the
level of student and preceptor.( not
the bar or coffee shop with others)
If an issue can not be resolved, the
paramedic student and the preceptor
need to contact the Course
Coordinator.
Providing Feedback
Positive / Reinforcement
 Encourage desired behavior
 Helps build self-confidence
Example: “Your calm and confident
behavior really helped relax the
patient. You did a very good job!”
Qualities of Feedback
Timely manor
 Feedback is provided as soon as possible
after a performance.
Private
 Correctional feedback is always done in
private.
 Positive feedback can be in private or in
front of others, depending on the
personality of the person receiving the
reinforcement.
Qualities of Feedback
Direct
 Always directed at the person to
whom it was intended.
 Never discuss correctional feedback
with any other than those concerned.
Objective
 Please ensure that your feedback is
conducted without bias to race, ethnic
origin, gender or sexual preference.
Qualities of Feedback
Be Clear
 Does the student understand what the
preceptor said or meant to say?
Feedback should not be general goals
for improvement, but pinpoint actions
that the student can take to improve
patient care. i.e. assessment skills
Qualities of Feedback



Feedback can be unpleasant, but must
not be avoided.
Needs to be timely and specific
Vague feedback doesn’t give the
student any ideas of how to
realistically improve their performance.
Providing Correctional
Feedback
•
•
•
Ask the student what they think went well
first. Then what went wrong with the call.
Add your list of positive reinforcement for
things that the student did correctly.
Identify the weak areas of the call and
provide correctional feedback.
Preceptor Scenario #1
At the start of a shift the male
paramedic student is unshaven, poor
personal hygiene, and a wrinkled
uniform.
What do you do??
Preceptor Scenario #2
When trying to provide
correctional feedback to a
student for rocking on the teeth
during an intubation attempt
the student denies it and says “
I know what I am doing, it was
a hard intubation, you would
have had problems to.”
What would your response be?
Preceptor Scenario #3
Your unit responds to a call for a
30 y/o male with chest pain.
While the student is
interviewing the patient, the
patient states that he is HIV
positive and has AIDS. The
student backs up and asks you
to finish the call.
 What do you do?
So What do those sheets
mean?
Assessing the Cognitive Domain: (knowledge)
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
So What do those sheets
mean?
Assessing the Affective Domain
(Attitude)
• Receiving
• Responding
• Valuing
• Organizing
• Characterizing
So What do those sheets
mean?
Assessing the Psychomotor Domain
(Skill)
• Imitation
• Manipulation
• Precision
• Articulation
• Naturalization
I hear; I forget.
I see; I remember.
I do; I understand
Thank You For All That
you Do!
THANK YOU!
1-800-450-2216
Mitch Babcock, RN, NREMT-P
Clinical Coordinator, Critical Care Coordinator
[email protected]
www.ringdahlems.com