1 core curriculum for clinical coaching intro - vnip model vermont nurses in partnership susan a....
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Core Curriculum for Clinical Coaching
Intro - VNIP Model
Vermont Nurses In PartnershipSusan A. Boyer, RN, M.Ed.
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Origins: Nurse leadership group Inclusive of various practice settings,
specialty services, academia, & regulationGoal: 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
Collaborative approach
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3 levels of internship needed 1. New graduate transition2. New to specialty3. Undergraduate
Achieved numbers 1 & 2#3 is a “work in progress”
Transition to practice
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Statewide use of competency toolSame expectations for all staff Performance outcomes vs grocery list
of “tasks & procedures”Concept vs. case-based
Program Outcomes:
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Program Outcomes:Prioritizes evaluation, assessment,
management, human caring relationships & critical thinking
Concepts and framework fits across continuum of care
Applicable for allied healthcare teamStatewide standardization of preceptor
development and support
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Intern, student & Orientee
Development
Protocols & Data
Collection
Clearly Defined Roles
Preceptor
Instruction
/Support.
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• Evidence-based• Evaluation (data collection)• Support Systems for Intern• Policies – orient, preceptor,
competency
Protocols & Data
Collection
• Performance Expectations• Competency assessment • Coaching Plans• Instructional strategies
Clearly Defined
Expectations
• Basic instruction• Tools/Resources to support roles• Ongoing skill development• Teaching Critical Thinking/Work org
Preceptor Support
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Clinical Preceptor
Clinical Mentorship
Professional Mentorship
NURSE STUDENT
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Why mentorship? Ongoing development of clinical capabilitySupport through 2nd & 3rd phase of initial
transition to practice Development of nursing judgment Development towards expert practiceTransition within the professionDeciding how and where you fit within the
nursing role
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Academic Education – Builds foundation with Classroom based learning
Affective Attitude/feelings• Internalize values• adopt behavior • Organize personal value system• Value-understand & act• Respond or react to• Receive (be aware)
PsychomotorTechnical skills• Naturalization• Integrate related skills • Become automatic• Articulation• Develop Precision• Manipulation (follow instructions)• Imitation or copy
Agency-based Education - Experiential Learning
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PsychomotorTechnical skillsNaturalizationIntegrate related
skills Become automaticArticulationDevelop Precision
Affective Attitude/feelings Internalize values Adopt behavior Organize personal Develop value system Value -to understand
and act upon
Nursing Judgment Analyze – Evaluate - Synthesize
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Preceptor development Preceptor Development & SupportMulti-disciplinary approachNeed to:
Revise/update the preceptor model Develop high level preceptor workshops
Consider recognition and reward
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Preceptor development
Prioritize protector role Delineate evaluator/validator role Establish protocols
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How do we determine “what to teach” in regards to development of preceptors and clinical coaches?
Determining content?
What's the goal?
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Preceptors will effectively develop & collect
evidence of clinical capability of the novice
care provider.
Establish our goal
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Preceptors will require: Effective Communication Supportive Interpersonal Skills Core teaching/learning principles
Foster critical thinking skills Team process:
Relationship-based care Relationship-based development
Goal: To effectively develop & collect evidence of capability:
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Preceptor roles & responsibilitiesTeaching 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
To develop capability
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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
To validate capability
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Introduction & overview of VNIP
The cover to the puzzle is presented with the workshop:
Clinical Coaching for the 21st Century
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VNIP: Collaborative Outreach Core ConceptsTheory and evidence-basedClearly defined expectationsCompetency-based – COPA modelConcept focus rather than task, procedure,
case-basedPreceptor development and support
Critical thinking development Data collection/evaluation Clinical coaching – plan for teaching
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VNIP: Collaborative Outreach
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Electronic manuals with site license, Roles, JD, 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
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VNIP: Collaborative Outreach
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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
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VNIP: Collaborative Outreach
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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
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Protector- Safeguards
patient & preceptee
Facilitator - Role model, Socializer & Team leader
Educator- Teacher,
Coach, Evaluator
Preceptor
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