Core Curriculum for Clinical Coaching Intro - VNIP Model © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

Core Curriculum for Clinical Coaching Intro - VNIP Model

© 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. [email protected]

1

Vermont Nurses In PartnershipSusan A. Boyer, RN, M.Ed.

Collaborative approach


2

Origins: Nurse leadership group Inclusive of various practice settings,

specialty services, academia, & regulation Goal: 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

Transition to practice


3

3 levels of internship needed 1. New graduate transition2. New to specialty3. Undergraduate

Program Outcomes:


4

Statewide use of competency toolSame expectations for all staff Performance outcomes vs grocery list of “tasks & procedures”

Concept vs. case-basedFosters critical thinking development

Program Outcomes:


5

Prioritizes evaluation, assessment, management, human caring relationships & critical thinking

Concepts and framework fits across continuum of care

Applicable for allied healthcare team

Statewide standardization of preceptor development and support


6


7

Why Preceptorship?

Builds one on one relationship Improves satisfaction, retention, and

orientation process Provides bridge between theory and

reality Develops capability Collects evidence of competence Protects safety for . . . .


8

Why mentorship?


9

Ongoing development of clinical capability

Support through 2nd & 3rd phase of initial transition to practice

Development of nursing judgment Development towards proficient practice

Transition within the profession Deciding how and where you fit within

the nursing profession

VNIP Preceptor development


10

Preceptor Development & Support Multi-disciplinary approach Need to:

Revise/update the preceptor modelDevelop high level preceptor workshopsConsider recognition and reward Prioritize protector role Delineate evaluator/validator role Establish protocols

Determining content?

What's the goal?


11

How do we determine “what to teach” in regards to development of preceptors and clinical coaches?

Establish our goal


12

Preceptors will collect evidence of clinical

capability of the novice care provider.

Must effectively develop capability, where it is missing

© 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. [email protected] 13

PsychomotorFollow directionsDevelop technical skillsNaturalization Integrate related skillsBecome automaticArticulation & Precision

Affective Attitude/feelings Internalize values Adopt behavior Organize personal Develop value system Value - to understand & act upon

Developing Nursing Judgment Develop & utilize cognitive foundation to:

Analyze – Evaluate - Synthesize

Goal: To effectively develop & collect evidence of capability


14

Preceptors will require: Effective Communication Supportive Interpersonal Skills Core teaching/learning principles

Foster critical thinking skills Team process:

Relationship-based careRelationship-based development

To develop capability


15

Preceptor roles & responsibilities Teaching 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 validate capability


16

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

VNIP: Collaborative Outreach Core Concepts


17

Theory and evidence-based Clearly defined expectations Competency-based – COPA model Concept focus rather than task, procedure,

case-based Preceptor development and support

Critical thinking development Data collection/evaluation Clinical coaching – plan for teaching

VNIP: Collaborative Outreach


18

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



19

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



20

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

21

Preceptor

© 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. [email protected] 22

VNIP Annotated Bibliography 2009 Nurses reported missing an alarming amount of care and when

nurses cannot provide the care they feel is necessary, it leads to turnover and nurses leaving the field of nursing. (Kalisch et al, 2009)

The foundation of the preceptor’s role is the “Protector”, but formative and summative data collection have shown the vital importance of the “Evaluator” role as well. (Boyer, 2008)

Preceptorship programs facilitate development of confidence, competence, self-sufficiency and accountability (Bell and Deans, 2000; Boyer, 2008; Hilligweg, 1993)

Preceptors need core instruction, ongoing support, recognition, and access to reference resources (Boyer, 2008; Reid, et al., 2002)

Early identification and intervention of unsafe practice are critical and consist of red flags regarding knowledge, attitudes, skills, and professionalism. (Luhanga et al, 2008)


23

VNIP Annotated Bibliography 2009 Ten years of research shows that new graduates meet basic entry

level expectations only 35% of the time. (del Bueno, 2005) Research reveals the ‘transition to practice’ as a continuum that

requires twelve months. During that year, specific stages of development result in evolving nursing judgment. (Boychuk, 2008)

Students need more opportunity to acquire broad general competencies that facilitate transition to practice. These include critical thinking and clinical judgment skills, teamwork, cost awareness, and accountability. The millennial nurse views the first year as a process and needs/wants support for this process . (Olson, 2009)

Graduates are not prepared for the realities of today's practice. Gaps in capability include problem solving and clinical decision making . When they enter the workforce, it is essential that those in the field implement strategies to promote their success. (Hickey, 2009)

S. Boyer, RN, MEd, FAHCEP, Executive Director , VNIP


24

VT Nurses In Partnership

Go to www.vnip.org Check the links and learning page for

connections to additional resources and other web sites

Utilize the VNIP outcomes to validate or modify your own systems for intern or preceptor development

Print our 2009 Bibliography list & peruse the supporting literature and concepts that we apply for development and delivery of the evolving VNIP framework


25

Core Curriculum for Clinical Coaching Intro - VNIP Model © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.

Documents

vermont nurses

partnership susan

undergraduate slide

preceptor program

proficient practice

program outcomes

new graduate transition

rd phase of initial