DEVELOPMENT OF A WEB-BASED

PRECEPTOR ORIENTATION AND

CONTINUED DEVELOPMENT PROGRAM

Preceptor Toolkit

A Health Information Technology Scholar Program Project

Advancing Health Information Technologies Through

Faculty Empowerment

HITS: Faculty Development: Integrated Technology into

Nursing Education & Practice Initiative is supported by a

HRSA grant to The University of Kansas School of Nursing,

University of Colorado Denver, Johns Hopkins University,

and Indiana University, and National League for Nursing

(NLN)

Project Team

Cheryl Holly, EdD, RN Rosario P. Estrada, DNP, RN, BC,

CPN

Professor and Chair

Capacity Building Systems

Co-Director, Northeast Institute for

Evidence Synthesis and Translation, A

Collaborating Center of the Joanna Briggs

Institute for Nursing and Midwifery

University of Medicine and Dentistry of NJ

School of Nursing

Newark, New Jersey

Assistant Professor/Track Coordinator

MSN Nursing Informatics Program

University of Medicine and Dentistry of NJ

School of Nursing

Newark, New Jersey

Project Mentor: Dr. Maryanne Rizzolo, NLN

The objective of this

project is to develop an

easy to use

e-learning space for

preceptor orientation

and continued

development in the

preceptor role.

Our Purpose

Environment for the Project

Preceptors

Type of programs – Baccalaureate (BSN), Master's (MSN), Post-Master's Certificate (PMC), Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD)

Preceptor

a preceptor is a skilled practitioner who supervises

students in a clinical setting to allow practical

experience with patients

A preceptor is a teacher responsible to uphold a

certain law or tradition, a precept.

Varied Roles

• Facilitate student learning through clinical

instruction, guidance, direct observation, and

feedback

• Facilitate and/or assess the student’s use of

clinical inquiry and clinical reasoning in

planning for and providing clinical care

• Assess and promote the student’s development

and use of evidence-based practice

Varied Roles

• Actively engage in providing regular feedback to

the Clinical Faculty about student performance

• Collaborate with Clinical Faculty or Clinical

Resource in assigning learning activities across

the continuum of care

• Support development of the student’s

understanding of the role,, system of care

delivery, procedures, and client population

Essentially

Facilitators

Assessors

Collaborators

Coaches

Mentors

Goals

* Convene a technical advisory panel consisting of faculty & active preceptors

* Develop an interactive website for preceptor orientation

* Offer a required a six hour certificate web-based orientation module

* Create a space to continue to learn the intricacies of best practice in clinical teaching

* Convene a technical advisory panel consisting of faculty & active preceptors

*Assess/Plan/Implement web-based Preceptor orientation program

* Develop a database of preceptors

* Development of the interactive Preceptors’ Toolkit website

* Recognize Preceptors

* Dev 6-hr Web-based preceptor orientation module

* Pilot this project by the 2nd yr* Eval effectiveness/outcome of Preceptor Orient program

* Use of discussion boards/Journal discussion on clinical teaching strategies

• Utilize library resources for locating evidence

• collaboration/sharing of peer to peer preceptor learning.

Project GoalsAccomplishments

during the 1st yearContinued development in

the preceptor role is

conceptualized:

Strategies

Engage in active experiential learning

Facilitate self-reflection on the preceptor role

Evaluate/ ensure continuous improvement/value/effectiveness of the preceptor program

Anticipated Project

Outcomes

The intended

outcome is to

improve the overall

quality of the

student practicum

experience at all

levels while

enhancing clinical

teaching capacity

How will you

measure

success

Ongoing

Evaluation &

feedback

Expert

advisory

discussion

How will you

measure success

• Ongoing Evaluation & feedback

• Expert advisory Panel/discussion Blog

The intended outcome

• Improve the overall quality of the student practicum experience at all levels while enhancing clinical teaching capacity

What will

you see

when you

get there?

• Competent, caring, satisfied preceptors leaders

• Well-prepared students in providing safe, efficient and quality care/outcome

Dillon et al (2012); Blum, (2009); Boyer,(2008)

First Year Goals

1. Convene a technical advisory panel

consisting of faculty & active preceptors

2. Assessment/Planning of the web-based

Preceptor orientation program

3. Develop a database of preceptors

4. Begin development of the interactive

Preceptors’ Toolkit website

First Year Accomplishments

1. Convene a technical advisory panel consisting of

faculty & active preceptors. Our Advisory Committee

consists of: Dr. Cheryl Holly

Dr. Rose Estrada

Dr. Barbara Caldwell

Dr. Mary Jo Bugel

Prof. Joseph Boney

Dr. Patricia Hindin

Joan Braun

Susan Fulginiti

Prof. Gail Poltawec

Cio dela Riva

Luz Ronquillo

First Year Accomplishments

2. Assessment/Planning of the web-based Preceptor

orientation program

3. Develop a database of preceptors

database of preceptor emails was developed

We have 700 preceptors

Survey Monkey

Clinical Instructors

Preceptors

87% Female

56% > 50 years

81% APRN;

16% MD/DO;

3% RN

Survey Results. N = 107

N = 35 Clinical Instructors

87% Female

56% > 50 years

81% APRN;

16% MD/DO;

3% RN

88% Female

65% > 50 years

73% APRN;

28% RN

Preceptors Clinical Instructors

Coaching/Mentoring

Managing Assignments for

Critical Thinking and Decision

Making

Competency/skill Assessment

Providing ongoing feedback to

course faculty and students

Principles of adult teaching and

learning

Evaluating Students’ Clinical

Work

Coaching/Mentoring

Managing Assignments for

Critical Thinking and Decision

Making

Providing ongoing feedback to

course faculty and students

Competency/skill Assessment

How to incorporate students into

a busy day

Clinical Instructors Preceptors

Coaching and

Mentoring

Providing feedback

Making assignments

for critical thinking and

decision making

Coaching and

Mentoring

Making assignments

for critical thinking and

decision making

How to incorporate

students into a busy

day

Clinical Instructors Preceptors

Priority Areas

CE Areas of Interest

1. Neurology/Acute Care

2. Precepting/Tutoring/Mentoring

3. Teaching Strategies

4. Insurance/Coding

5. Pharmacology

6. Informatics/EHR

To address these suggestions

Neurologist 1st year goal 4: Begin

development of the

interactive Preceptors’

Toolkit website

Coaching and Mentoring

June Appreciation Day

Keynote Speaker

First online development

module

Second Year Goals -In progress

Recognize Preceptors for their work (Preceptor

Appreciation Day in June, 2013)

Find a key note speaker for the #1 suggested

development activity: Neurology

Launching the Preceptor Website

First Module Objectives

At the end of this module, you will be able to:

Differentiate between mentoring and coaching

Explain the role of a mentor and a coach

Learn how to create a safe learning environment for

coaching

First Module

Coach Mentor

Focus Task Individual

Role Director Facilitator

Relationship Short term Long term

Outcome Performance Affirmation

TeamSTEPPS

Clean up the Preceptor Database to those who are

active preceptors

Evaluate the online modules with the Advisory

Committee

Plan for next modules:

Making assignments for critical thinking/decision

making

Providing feedback

Competency/skill assessment

Second Year Goals-In progress 2

Preceptor Toolkit Project

Preceptor Toolkit Website: Go to

http://nursinginformatics-umdnj.com/toolkit/

Thank You!

How will you

measure

success

Ongoing

Evaluation &

feedback

Expert

advisory

discussion