PRECEPTOR DEVELOPMENT

Merit Health-Education

WHO ARE YOUShare…

•Your name

•Your department

•Your role

•How long have you been in this role

•Your experience with precepting

•Why are you here today?

OBJECTIVES1.Identify the responsibilities and expectations of a nurse preceptor.

2.Describe adult learning principles and how to implement them to ensure identification of and accountability for diverse learning styles and multiple intelligences.

3.Describe the theory behind “reality shock” triggers and effective ways to overcome them.

4.Describe team work and conflicts that may arise and conflict resolution strategies

5.Describe the relationship among technical, interpersonal, and decision-making competence in competency verification.

6.Identify five reasons and guidelines for providing ongoing feedback

7.Explain the nature of evaluations in terms of environment, topics, purpose, and establishment of definitive objectives for preceptorships.

ITS ALL ABOUT THE PRECEPTOR

YOU ARE THE KEY TO OUR SUCCESS

WHY ARE YOU A PRECEPTOR?

WHY PRECEPTORS ARE IMPORTANT?•Turnover rates for new gradate nurses are high

• Inadequate support during transition from student to practicing nurse

• Stressful work environment

•New graduate nurses are essential to our facility

•Our population is getting older with the baby boomers aging

•Our patient acuity is increasing and length of stay is decreasing

WHAT IS A PRECEPTORSHIP?

WHAT IS A PRECEPTORSHIP•A formal agreement between or among individuals to

engage in time-limited apprenticeship

•A relationship constructed to link seasoned,

experienced nurses (preceptors) with students, new graduate nurses, or new orientees (preceptees) to facilitate their orientation and integration into their new roles and responsibilities in the professional practice environment of care

WHAT IS A PRECEPTORSHIPMay be used for:

• New employee orientation

• Monitoring student nurses

• Integrating new graduate nurses

• According to the Joint Commission, orientations provide new employees with initial information and development that includes an assessment of new nurses’ competency to safely and effectively perform the responsibilities of the jobs for which they were hired.

DEFINE PRECEPTORWhat word pops into your mind?

Definition:An experienced, competent, nurse who serves as a role model, resource, consultant and teacher while guiding the newly hired nurse toward competence throughout the preceptorship.

WHAT MAKES A GOOD PRECEPTOR?

QUALITIES OF A GOOD PRECEPTOR

✔Right Attitude

✔Knowledge

✔Skills

They tend to stand out in a crowd

RIGHT ATTITUDE

•Enthusiastic

•Respectful

•Supportive

•Concerned

•Patient

•Accepting

•Nurturing

•Effective in Coping

•Professional

•Delegator

RIGHT ATTITUDE

•Mature

•Patient

•Respectful

•Realistic

•Flexible

•Dependable

•Supportive/Encouraging

•Positive

•Sense of Humor

•Constructive

KNOWLEDGE•Policies & Procedures

•Practice standards

•Documentation

•Reality shock

•Teamwork

•Time management

•Resources available

•Unit/area routines

•Methods of teaching and learning

•Adult learning principles

•Bi-culturalism

•Scholarship

•Patient care

•Use of resources/ equipment

•Work organization

•Problem solving

•Decision making

•Priority setting

•Delegation

•Communication

•Interpersonal relationships

“

”Assessment is the engine which

drives learning.Self Assessment:

You were selected to be a preceptor because you have many of these characteristics.

*Name one strong area and one weak area.

ROLES & RESPONSIBILITIES

ROLE OF THE PRECEPTOR

1. Servant Leader

2. Educator/ Teacher

3. Coach

4. Encourager

5. Socializer

6. Record Keeper

7. Evaluator

8. Advocate

9. Role Model

10. Mentor

JOB DESCRIPTION OF PRECEPTOR•Basic function:

• Performs activities related to orientation, competency assessment,

and competency verification of new staff nurses, student nurses, and new graduate nurses.

• Identifies orientation and competency needs, collaborates with the

manager/director and education department to develop a plan to meet orientation and competency needs during time-limited preceptorships.

ESSENTIAL RESPONSIBILITIES1. Orient your preceptee to the nursing unit.

2. Facilitate the learning experience.

3. Establish the schedule for your preceptee and back-up/assistant preceptor(s).

4. Guide your preceptee during clinical practice.

5. Supervise initial competencies verification during clinical practice.

6. Teach new skills and reinforce previous learning.

ESSENTIAL RESPONSIBILITIES7. Gradually increase your preceptee’s responsibility for patient care.

8. Provide timely feedback to your preceptee regarding all aspects of clinical practice.

9. Serve as a role model for your preceptee during clinical experiences.

10. Work closely with nursing faculty/clinical educators to identify education gaps and learning opportunities.

11. Plan specific learning experiences that correlate with unit competencies and clinical objectives.

12. Complete all necessary paperwork related to the preceptor program.

WHAT IS EXPECTED OF A PRECEPTOR✔Working collaboratively with:

• Manager

• Educator

• Preceptee

• Other unit staff

✔Organizing learning experiences

✔Acting as an advocate

• Initiating introduction

• Identifying resource materials

• Answering questions

• Facilitating creative problem solving

BUILDING RELATIONSHIPSPreceptor and Preceptee InterviewPurpose:

• To foster a relationship and to tailor the program to maximize the preceptee’s experience.

Complete on the first day of preceptorship.

PEOPLE SKILLS

WHAT ARE WE DEALING WITH?“Know your opponent (co-worker) and you will

never lose; know yourself and you will

always win.”

ADULT LEARNING PRINCIPLESAdult learners:

§Focus on what they need to know

§Set their own goals

Therefore, preceptors start with:

§A clear understanding of job expectations

§Mutually set goals

ADULT LEARNING PRINCIPLESAdult learners:

§Are aware of their current knowledge

§Have a wealth of life experiences

Therefore, preceptors:

§Assess current knowledge before teaching

§Relate learning to past experiences

ADULT LEARNING PRINCIPLESAdult learners:

§May lack confidence, underestimate ability to learn

§Fear ridicule of peers

Therefore, preceptors:

§Sequence learning experiences to build confidence, then challenge

§Create safe environment for learning

ADULT LEARNING PRINCIPLESAdult learners:

§May have negative feelings toward authority

§Seldom simply “do as they are told”

Therefore, preceptors:

§Use collaborative, coaching approach to planning and evaluating

learning

§Explain reasons for policies and practices

ADULT LEARNING PRINCIPLESAdult learners:

§Have definite mind sets & opinions

§Have fixed attitudes that are difficult to change

Therefore, preceptors:

§Identify any biases/beliefs that pose a barrier to job performance

§Show respect for alternate views but commitment to philosophy of unit

ADULT LEARNING PRINCIPLESAdult learners:

§ Set their own pace for learning§ Focus on accuracy rather than speed§ Know how they learn best§ Enjoy learning from peers

Therefore, preceptors:§ Identify learning style and plan activities to fit flexible time line

LEARNING STYLESVISUAL AUDITORY TACTILE

LEARNING STYLESSEQUENTIAL GLOBAL

LEARNING STYLESACTIVE REFLECTIVE

LEARNING STYLESSENSING INTUITIVE

WHAT IS YOUR PERSONAL STYLE & WHY DOES IT MATTER?

Two factors that determine whether you think and learn well:1. Believe in your ability to be a good thinker and learner

2. Be willing to master strategies that can help you think and learn more efficiently in your own way

PSYCHO - GEOMETRICS

Look at these shapes – pick the one you like best

SQUARES1. Organized

2. Get it done

3. Structured

4. Don’t delegate well

5. Follow the rules

6. Don’t like change or risk

7. Can be rigid

TRIANGLES1. Movers and shakers/visionaries

2. Leaders

3. Good goal setters

4. Bottom – line people – just the facts

5. Feel like they are always right

6. Love change for change sake

7. Pushy bossy and manipulative

RECTANGLES1. Transition point in their life

2. Questioning [changing careers, mid-life crisis]

3. Open to new learning

4. Moody, unpredictable

5. Stressed

CIRCLES1. Natural symbol of harmony

2. Meet their needs by caring for the needs of others

3. Best team players – like to work together

4. Listen well … know all the gossip

5. Don’t look at the big picture

6. Hate conflict and will try to solve it

7. Nurturers

SQUIGGLES1. Most creative

2. Good at brainstorming

3. Will have 100 wild ideas and 101 is excellent

4. Master procrastinators

5. Not organized

6. Poor judge of time

7. Need help prioritizing

8. Right brain people

BUILDINGIf you are building a team – you will want one of each on your team.

But you have to know who drives who nuts.

🡪boxes and squiggles drive each other nuts

🡪triangles and circles will drive each other crazy

If you know your thinking/learning style and you can determine the learning style of others, you will develop tolerance and understanding for your co-workers and the

staff will work more effectively as a team.

WHAT IS A TEAM?

A team is a group of individuals linked by a common purpose --

all are striving for the same results.

GOALS OF TEAMWORK✔ To solve problems by drawing on the talents of a

variety of people.

✔ To foster a sense of “togetherness” in the work place while completing assignments.

✔ To reduce or eliminate a lack of communication among staff members.

✔ To heighten productivity by creating cooperation.

PITFALLS TO AVOID Don’t be inflexible

Don’t ignore weaknesses

Don’t criticize people

Don’t be the savior

Don’t avoid problems

DEALING WITH CONFLICT

WHAT CAUSES CONFLICT?•Role conflict

•Communication conflict

•Goal conflict

•Personality conflict

WHY RESOLVE CONFLICT?✔Unresolved conflicts

Waste time and energyDecrease productivityDecrease cooperation

✔Conflict resolution

Strengthens relationshipsImproves performance

5 COMMON RESPONSES TO CONFLICT1. Competition

2. Accommodation

3. Avoidance

4. Compromise

5. Cooperation

EXAMPLESuppose your department manager has posted the new schedule for the summer. You, have requested to be off for the week of July 4th. You notice on the schedule that your request was not granted and you see that you are orienting a new employee. You feel that this is unfair because you have not had a vacation this year. How can you resolve this conflict?

COMPETITION

Win – lose situation

Based on power

Aggressive and uncooperative

In the example: The department manager refuses the preceptor’s vacation request, explaining to the preceptor that the dept. is short staffed and new hires need to be oriented.

AVOIDANCE•Lose – lose situation

•Withdraws from situation

•Tries to remain neutral

•Delays responding to conflict

In the example: The preceptor would not have ever approached the dept. manager.

ACCOMMODATION•Lose – win situation

•Suppresses and smooth over differences

•Dreads conflict

•Maintains harmony

In the example: The preceptor says fine I will orient this new employee. But is not happy about it and this is reflected in the relationship with the new employee who feels unwelcome and will not stay in the job.

COMPROMISE•No lose – no win

•Middle of the road position

•Give and take by both parties

•Seldom confronts conflict

In the example: The dept. manager refuses the preceptor’s request based on the need for consistency in orientation. The dept. manager agrees to give the preceptor the 4th of July holiday off and suggests the preceptor take his/her vacation the first week of August instead. The preceptor agrees and is able to spend the holiday with family and take a vacation later.

COLLABORATION•Win – win situation

•Assertive and cooperative

•Objectively evaluates

differing views

•Often leads to creativity

and new ideas

In the example: The preceptor and the dept. manager discuss the new employee’s experience and potential orientation process. The dept. manager and the preceptor discuss the days the new employee will be in Education Services and coordinates with the staff of Education to complete dept. modules, view films, computer training, etc. while the preceptor takes off for his/her week of vacation. The preceptor returns refreshed and ready to orient the new employee.

DEALING WITH DIFFICULT PEOPLEMost common types:

1. The Sherman tank▪Attackers

2. The sniper▪Sneak attack▪Expose the attack

3. The constant complainer• Does not offer solutions

5. The clam• Most difficult. Wont respond.

KEY POINTS✔ Deal with issues, not personalities✔ Take responsibility ✔ Communicate openly✔ Listen actively✔ Sort out the issues✔ Weigh the consequences✔ Begin with praise and honest appreciation✔ Call attention to people’s mistakes indirectly✔ Ask questions instead of giving direct orders✔ Let the other person save face✔ Use encouragement and demonstrate the behaviors you expect

REALITY SHOCK: HOW TO HANDLE IT?

REALITY SHOCK•The disillusionment and disorientation that can occur

when new graduates or orientees perceive that the job they have is different from the job for which they thought they were preparing.

•The cultural and professional conflicts that arise when the value system developed by the student nurse while in school conflicts with the value system that exists among nurses and other health care workers in the hospital bureaucracy.

REALITY SHOCK

The four (4) phases of workplace acclimation1. Honeymoon phase2. Shock phase3. Recovery phase4. Resolution phase

REALITY SHOCK Honeymoon Phase• The preceptee is very happy

• The preceptee perceives the employment setting and their new co-workers in a positive light, through “rose-colored glasses.”

• They are actively focused on developing their own skills, mastering work routines, and making new friends.

• Typically the shortest phase….

REALITY SHOCK Shock Phase• The preceptee discovers potential

inconsistencies in professional nursing behaviors

• They encounter co-workers demonstrating weaknesses (tardiness or inattention to duty issues) he/she did not expect in professional practice

• They find obstacles to providing excellent nursing care

REALITY SHOCK

Shock Phase•How can we avoid this or lessen its impact?

REALITY SHOCKRecovery Phase• The preceptee perceives realities of the healthcare

setting with a balanced view of both positive and negative aspects

• The preceptee is able to establish consistent expectations for co-workers

• During recovery phase, a sense of humor may return to the preceptee – and preceptor

REALITY SHOCKResolution Phase• Recognize the danger that the preceptee may

adopt less than ideal values or beliefs in order to resolve the conflict of values and “fit in.”

• Ideally, the preceptee will retain the positive aspects of his or her nursing value/belief systems (i.e., the one taught at school) and the unit’s (i.e., the one held by practicing nurses).

PUTTING ALL THE PIECES TOGETHER

ORIENTATIONWHAT IS ORIENTATION?

Orientations cover information about organization and unit culture, job descriptions or functional statements, policies and procedures, equipment operations, and initial competencies.

COMPONENTS OF AN ORIENTATION•Hospital Orientation

•Nursing/Clinical Orientation

•General Departmental Orientation

•Unit-specific, Competency-based Orientation

ORIENTATION WEEK

MondayGeneral Hospital Orientation

TuesdayNursing Orientation (NNO #1)

WednesdayNursing Orientation (NNO #2)

Hospital RNs/LPNs

ThursdayNursing Computer Orientation (NNO #3)

Hospital RNs/LPNs

Friday

Nursing Computer Orientation (NNO #4)

Monday

New Hire ALC Completion

GENERAL DEPARTMENT ORIENTATION•Tour of department• Introductions•Unit organization•Job description•Manuals•Payroll•Lunch/breaks•Staffing•Schedule•Sick time•Fire plan•Dress code•Staff communication

UNIT ORIENTATION (6 WEEKS)

WEEK ONE (1)•Orient to unit and other related departments

•Introductions: preceptor, nurse manger, charge nurse, staff members

•Discuss preceptorship program: goals and objectives

•Unit layout, location of supplies

•Policies and procedures

•Computer practice

•Unit forms, documentation, and processes

•Unit equipment and operation

•Unit care processes: care of two patients with preceptor

•Weekly review of progress with feedback

UNIT ORIENTATION (6 WEEKS)

WEEK TWO (2)•Participate in care of 1-2 patients with preceptor supervision

•Practice basic and advanced life support procedures (if

applicable)

•Practice basic nursing skills

•Assess and complete basic care competency verifications

•Weekly review of progress with feedback

UNIT ORIENTATION (6 WEEKS)

WEEK THREE (3) THRU FIVE (5)•Participate in care of up to 4 patients with preceptor supervision

(increase gradually)

•Practice advanced nursing skills

•Complete selected advanced care competency verifications

•Weekly review and midpoint summary of progress with

feedback

UNIT ORIENTATION (6 WEEKS)

WEEK SIX (6)•Provide total nursing care for 4 patients with limited

preceptor input

•Participate in formal performance appraisal/evaluation (if appropriate)

•Release from formal orientation process and assess remaining preceptorship needs

•Transition from preceptee role to mentee role

•Weekly review and final summary of progress with feedback

UNIT ORIENTATION (6 WEEKS)

SO WHEN DO THEY GO ON THEIR OWN?•Experienced

•1st week🡪 observe ONLY. Participate in care with YOU present

•2nd week🡪 give individual patient assignments (start with small and add gradually)

•Little to no experience

•1st & 2nd week🡪 observe ONLY. Participate in care with YOU present

•Add patients to individual assignments slowly.

*No new employee should ever have an independent assignment their first week. (exception: Traveler, Seasonal, or re-hire)

COMPETENCY VERIFICATION

COMPETENCY VERIFICATION•What is competency?

•Competency🡪 the goal of the precepting process

•Effective preceptorships🡪 preceptee attains competency on the required elements of the unit orientation

•Verify that new employee can be a successful part of the team

COMPETENCY VERIFICATION•Three elements of competency

•Technical Competence

•Interpersonal Competence

•Critical thinking/Decision-Making Competence

TECHNICAL COMPETENCE•This is the most familiar and objective skill domain

•Elements are traditionally found on checklists and

competency measured by direct observation of psychomotor tasks

•Efficiency components are often added to assess

advanced competency

•Example: performing technical skills safely and effectively

with the minimal expenditure of time and supplies

COMPETENCY VERIFICATION

INTERPERSONAL COMPETENCE•Effective use of interpersonal communication skills

•Key elements

•Team building

•Conflict resolution

•Customer relations

•Stems from a caring attitude

COMPETENCY VERIFICATION

CARING COMPETENCEPROMOTES DIRECT, CONSTRUCTIVE, RESPECTFUL COMMUNICATION:

• ENGAGES IN COMMUNICATION THAT PROMOTES HEALTHY LIVING; DOES NOT ENGAGE IN GOSSIP.

• ENGAGES IN EFFECTIVE, LOVING COMMUNICATION; DOES NOT ENGAGE IN RUMORS.

• ENGAGES IN PROACTIVE PROBLEM-SOLVING; DOES NOT ENGAGE IN CHRONIC/EXCESSIVE COMPLAINING.

• ENCOURAGES ACTIVITIES THAT MAXIMIZE INDEPENDENCE AND INDIVIDUAL FREEDOM, NOT DEPENDENCE.

• ENGAGES IN ACTIVITIES THAT PROMOTE HEALTHY GROWTH.

• ENGAGES IN ACTIVITIES THAT PROMOTE SAFE ETHICAL, MATURE, HEALTHY GROWTH EXPERIENCES; DOES NOT ENGAGE IN UNETHICAL, ILLEGAL, SAFETY-RISK OR SEDUCTIVE BEHAVIOR.

CARA, C. (2003). A PRAGMATIC VIEW OF JEAN WATSON’S CARING THEORY, WWW.HUMANCARING.ORG (UNDER “CONTINUING EDUCATION”)

WATSON, J. (2008). NURSING: THE PHILOSOPHY AND SCIENCE OF CARING (REV. ED.), BOULDER: UNIVERSITY PRESS OF COLORADO.

DECISION-MAKING COMPETENCE•Preceptee can apply the principles of critical

thinking and problem solving to make decisions.

•Assess facts, recognize problems, identify

alternative actions, anticipate outcomes, and make choices.

•Effective decision making is predicated on an

ability to think critically.

COMPETENCY VERIFICATION

CRITICAL THINKING

CRITICAL THINKING• Involves asking questions to get beneath the surface of a problem

•Generates more questions and increases the number of possible solutions

•Critical thinking CAN be learned!

•Problems in healthcare are usually complex and seldom do they have one right

solution

•Challenge preceptee to think beyond the obvious right answer and identify

additional “right” answers

TRADITIONAL THINKING•Preserves status quo

•Accepts norm and routine

•Treats each event in

isolation

•Does not connect events

and knowledge

•Has limited scope

•Accepts the obvious

•Solves problems alone

CRITICAL THINKING•Asks why

•Is open to possibilities

•Views events as part of larger group

•Uses intuition and hunches

•Has a wide scope

•Looks for patterns and trends

•Seeks advice

You walk into the patient’s room. The patient is a 25 year old Hispanic female who is curled into a fetal position with perspiration beading on her upper lip. She sees you and yells “You have to do something about this pain right now!”

What should you do FIRST?

Assess Skin Condition Assess for Allergies

Assess Socioeconomic Status

Assess Pain

Administer Pain Medication

Wait for her nurse to return

NOVICE…•Focus is on action, forget to

assess

•Needs clear cut rules

•Relies on step by step procedures [procedure oriented vs. Patient response to procedure]

•Has limited knowledge of suspected outcomes so collects data superficially

EXPERT…•Assesses and thinks before acting

•Knows when to bend the rules

•Knows when its safe to do 2 steps together [focus on parts (procedure) and whole (patient response) at same time

•Has a better idea of potential problems so collects more relevant and in-depth data

CRITICAL THINKING

Barriers1. Mine is Better2. Choosing Only One3. Saving Face4. Resistance to Change5. Conformity6. Self Deception

BEST WAY TO PROMOTE CRITICAL THINKING

•Ask “Why?” & “What do you think?”

•Ask the preceptee about their patients

•Do not just give them answers

FEEDBACK & EVALUATION

FEEDBACKSpecific, factual, descriptive, clearly understood by the preceptor and preceptee, timed to be most useful, sensitive to the preceptor and preceptee, constructive, and directed at behavior rather than personality traits.

When possible, provide positive feedback.

When necessary, provide constructive feedback.

Avoid negative feedback if possible. Complete the evaluation form at agreed time intervals (e.g., Every week during the preceptorship) and at termination of preceptorship.

When giving feedback:Describe specifically what was observed—who, what, when, where and how.Avoid generalizing or making assumptions.Relate how the observed behavior or actions made you feel.Suggest an alternative behavior or action.

FEEDBACK

Providing feedback daily:Things done well Areas needing additional workProgress toward orientation goals

FEEDBACKContinuous feedback helps to:

Motivate and positively reinforce learningDiagnosis the nature and extent of any problem areasOffer constructive criticism when neededIdentify areas for remediationDetermine the effectiveness of the learning activities

FEEDBACK• Use descriptive terms rather than evaluative terms

• Be specific rather then general in comments

• Focus on behavior rather than personality

• Focus on sharing information rather then giving advice

• Avoid giving the impression that you and other staff are ‘ganging up’ on the preceptee

• Feedback should be well timed

EVALUATIONS• Identify things that are positive and encouraging

• Identify what has been accomplished and suggest ways to build on those areas in the future

• There should be no surprises

• Communicate areas that need further experience

• Be direct and address negatives first - do not sandwich negatives between two positives

• Do not be apologetic

Don’t forget Evaluations are:• Affirming and future-orientated• Educative and enhance self-esteem

EVALUATIONSSitting with the orientee for an evaluation:

•Find a quiet, controlled environment without interruptions

•Maintain a relaxed, but professional atmosphere

•Put the orientee at ease

•Review specific examples of both positive and negative

behaviors

EVALUATIONS•Discuss future needs and goals•Express confidence in ability to do the work•Be sincere and constructive in both praise and criticism

•Ask the orientee how you, as a preceptor, can improve the learning experience

END OF ORIENTATION EVALUATION

•Prepare a written evaluation of performance

•Review this written documentation with the manager before sharing it with the orientee

•Final evaluation: A summary of the daily evaluations you have had with the orientee

•Allow time for the preceptee/orientee to provide verbal and written comments on your evaluation

END OF ORIENTATION EVALUATION•Ask to evaluate the orientation process and your

effectiveness as a preceptor.

•Ask for input on how to make things better for the next orientee.

•Bring closure to the precepting relationship and initiate the peer relationship.

•Communicate this new status to the orientee and to the work team

LETTING GO •It is the preceptor’s responsibility to bring closure. Say to the orientee, “I've enjoyed being your preceptor, and I'm looking forward to working with you.”

•For staff, an equally simple and direct approach is to announce, “this is Pat’s last day of orientation” or “this is Pat’s first day off orientation.”

•Initiate a strategy that conveys the change of status and a welcome to the team.

LETTING GO•How do you know it’s time to let go?

•How quickly can the preceptee be allowed to

achieve independence and increased responsibility?

•Letting go begins at introductions and

interviews of preceptor and preceptee.

LETTING GOIncreased responsibility

indicators Preceptees:

•Prove that they will not miss important items

•Demonstrate that they can use previous clinical experiences and apply them to a current clinical problem

•Recognize their own limitations of knowledge

•Regularly ask appropriate questions

•Are seen as self-starters by the preceptor

•Seek more challenging experiences

LETTING GOThree keys to letting go successfully

•Set expectations for all future performance.

•Motivate preceptees by focusing on their strengths.

•Help new employees to find the right fit within the organization

SUMMARY1. Identify the responsibilities and expectations of a nurse preceptor.

2. Describe adult learning principles and how to implement them to ensure identification of and accountability for diverse learning styles and multiple intelligences.

3. Describe the theory behind “reality shock” triggers and effective ways to overcome them.

4. Describe team work and conflicts that may arise and conflict resolution strategies

5. Describe the relationship among technical, interpersonal, and decision-making competence in competency verification.

6. Identify five reasons and guidelines for providing ongoing feedback

7. Explain the nature of evaluations in terms of environment, topics, purpose, and establishment of definitive objectives for preceptorships.

QUESTIONS?

THAT’S ALL FOLKS

THANK YOU FOR COMING!