1 Competency represents that point where a learner has acquired - - PDF document

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Mardell A. Wilson, EdD, RD, LDN Illinois S tate University April 17, 2008

West Virginia Dietetic Association

Identify the importance of supervised

practice and where it fits into the role of a practitioners, and a student/ intern.

Differentiate the unique role of the

q preceptor.

Distinguish those techniques that are

more effective in supervised practice from those which are not.

Establish three goals for improving

precepting skills.

Preceptor ~ Precepting S

kills

S

upervised Practice

Intern

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Competency represents that point where a learner has acquired enough understanding, skill, & appropriate values to continue professional appropriate values to continue professional development independently.” JADA, 1996;96:614-617

Proficient Expert

Novice – Expert Continuum Model of Life Long Learning

0 Years Novice Beginner Competent Didactic Supervised Practice 15 Years Stages of Professional Growth

Five distinct stages: Five distinct stages: Novice Novice Beginner Beginner Competent Competent Proficient Proficient Expert Expert

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At what stage does the intern enter the

supervised practice experience?

At what stage should the intern be at the

completion of the supervised practice experience?

Interns enter supervised practice experiences

as BEGINNERS and should exit as COMPETENT-ENTR Y LEVEL practitioners

Unrealistic to expect interns to enter a Unrealistic to expect interns to enter a

rotation or even exit a rotation at the same ability as the preceptor, even if he/ she is a fairly new practitioner

Rule Driven Rule Driven Schema Driven Schema Driven Rigid Rigid Smooth & Flexible Smooth & Flexible Errors Errors Flawless Flawless Extrinsic Rewards Extrinsic Rewards Intrinsic Rewards Intrinsic Rewards Performance Separate from Performance Separate from Evaluation Evaluation Continual Self Continual Self-

• Evaluation

Evaluation Teacher Responsibility Teacher Responsibility Performer’s Responsibility Performer’s Responsibility One Method One Method Several Methods Several Methods

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Novice Beginner Competent Proficient Expert What is learned?

Facts and detail Some synthesis Combined procedures Broader Experience s and Focus and Mastery Workplace Norms

Method of learning?

Didactic Problem- based Realistic settings and Competency

• based

Informal,

• n the job

Self- directed

Evaluation

Objective, demos Projects, simulation Portfolio work samples Job related Internal Standards

Write down an operational definition for

each of the following: T eac her Pr ec eptor Mentor

Teaching and the Teacher Precepting and the Preceptor Mentoring and the Mentor

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Characteristics Teaching Precepting Mentoring Focus

Discipline-based Practice-based Person-based

Goals

Professional Professional Personal goals that are professional in nature

Content

Information – knowledge of the discipline Real world applications Adapting personal style and talent to the profession

Context

Prescribed academic setting Workplace Workplace based however can include

• utside networking

Relationship

Contractual Time limits One-to-One OR One-to-Many Contractual Time limits One-to-One Indefinite Non-contractual One-to-One

Based upon the Role Conceptualization of

Teaching, Precepting, and Mentoring, a typology was designed using concept analysis

A typology is not designed to be hierarchical Identifies optimal elements of various role

functions

The Preceptor Typology also addresses shared

role functions

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Do you make assumptions about the interns’

knowledge?

What assessment of prior learning –from an

applications perspective –do you have in place?

Where is the maj ority of your time spent? Teacher Preceptor Mentor Theory - P ti

Teach basic subject matter Demonstrate the incorporation of Identify unwritten work place

Practice

subject-matter concepts incorporation of theory in practice work-place policies and practices

Is the rotation curriculum so rigid it does not

accommodate for individualized learning?

S

upervised practice must allow for self- directed learning

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Interns should be allowed to help identify

their practice gaps and develop appropriate learning opportunities

Introducing interns to self-directed learning

will facilitate their personal Lifelong Learning once they begin their career as practitioners

Teacher Preceptor Mentor

Learning Experiences Arrange useful learning Suggest useful learning Encourage intern to determine Experiences learning experiences to help intern achieve

• bjectives

learning experiences to help intern achieve learning objectives to determine learning experiences to achieve

• bjectives

Instruction Continuum Teaching and the Teacher Precepting and the Preceptor Mentoring and the Mentor

y p pp y continuum? The Preceptor Typology helps to

emphasize that the role of the preceptor is unique and does not have to include every element in the educational process to be effective

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Change…

Change… Change…

William Bridges Transition occurs in the course of every attempt

to change Change E ternal

Change –External

Transition –Internal

through before the change can work Transformative Change Agents Letting go of old modes of thinking is a

prerequisite for creating new models of perception and thinking R

eflect upon the primary techniques you employ as a preceptor

Assess how your practices relate to those

id tifi d i th P t T l identified in the Preceptor Typology

Determine what changes are necessary to

improve your preceptor performance, and identify those changes which you view as possible