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MODULE 3: Precepting

Educational Process

Understanding that adults learn differently than children will help the preceptor tailor the educational process so that the orientee/student can most effectively benefit from the orientation. 

Principles of Adult Learning 

Learning is a normal adult activity. 

Adults with a positive self-concept and high self-esteem are more responsive to learning. 

Adults learn not by a teacher initiating and motivating the learning process but rather, by the teacher/preceptor removing obstacles to learning. These obstacles may be things such as time restraints, anxiety about being successful and excessive responsibilities. An orientee/student will be most successful if he/she may learn at his own pace in a non-threatening environment. 

Adults want to be treated with respect. They avoid situations that they can not control. They do not want to be talked down to or judged. Adults learn best in an environment that does not threaten their self-esteem. When precepting a orientee/student, simulation of tasks prior to actually performing them will provide a non-threatening environment where the orientee/student can learn from his mistakes without the risk of harming his self-esteem or harming someone else. 

Adults learn best when they value the role of the adult learner and possess skills for managing their own learning. 

Children are passive learners. They learn what they are told to learn. Adults prefer to be involved in the process of determining what needs to be learned. They should share in the responsibility for planning, implementing, and evaluating their learning. This collaborative approach helps both the preceptor and the orientee/student become interdependent learners. Preceptors can be excellent models for adult learners because most are willing to learn as they teach. 

Immediate, descriptive feedback is essential if adult learners are to modify their behavior. 

As the new employee practices new skills, the preceptor must give immediate feedback. This allows the orientee/student to evaluate his/her progress toward completion of the objectives. The feedback needs to be objective and nonjudgmental. Suggestions for improvement are valuable if changes need to occur. If the skill is done well, this too requires feedback. Successes reinforce self-esteem and lead to motivating of the new employee to try new skills. 

Adults tend to be anxious in new learning situations and further stress can interfere with learning 

During orientation/clinical practice, initial activities should be planned so that they reduce stress. Give the orientee/student an opportunity to feel comfortable with the preceptor and develop a sense of trust prior to being put in a stressful situation. Anxiety can be reduced by creating an environment of acceptance and support for learning and by providing time and opportunities to practice new behaviors. 

Clinical Teaching Method for Surgical Technology

When a surgical tech student is paired with a new preceptor, they are immediately stressed. The student is either brand new to the surgical setting, or has been with a preceptor already and is new to you. Either way, they now have to learn your teaching style, likes and dislikes, and skills preferences. Likewise, this may be the first time that you have met this student and you are unfamiliar with their progress and what they can or cannot do.

 

Often times, there is little time to interact with the student before getting to work. As the preceptor, you have to quickly assess the students skill level and experience to know what you need to cover or what you can let them do. Some medical schools have adopted an efficient method of teaching students in a fast-paced clinical setting called the "One Minute Preceptor" method. This method facilitates efficient clinical teaching with the use of 5 "microskills" to help the preceptor guide the teaching interaction.

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This is the "One Minute Preceptor" microskills is adapted for surgical technology teaching:

The One Minute Preceptor

  1. Get a commitment - i.e., ask the student to articulate his/her own interpretation of the diagnosis and plan for surgery; “What are we doing? How are we doing it?”

  2. Probe for supporting evidence - evaluate the learner's knowledge or reasoning; “Why are we doing it?”, “How many of these have you scrubbed?”, What do you feel comfortable doing?”

  3. Teach general rules - teach the learner common “take-home points” that are general to most cases, aimed preferably at an area of weakness for the learner; instruments, supplies, back table and Mayo stand sets, that are general for the type of case; “This is what we use and how we set up for a basic lumbar micro discectomy.”

  4. Teach specific rules - teach the learner specific likes and dislikes of the surgeon for that case; “This is how we drape for Dr. Zimmerman.”, “Dr. Zimmerman always uses this specific instrument”

  5. Reinforce what was done well - provide positive feedback; “Your aseptic technique was great”, “Your set-up is coming along”, You were able to stay calm during that crisis”

  6. Correct errors - provide constructive feedback with recommendations for improvement; “your instrument identification needs improvement. You could study more on neuro dissectors.”, We can practice assembling the Midas Rex together later.”

The One Minute Preceptor - This fun video shows how easy it is to use the One Minute Preceptor method. 

Surgery101.org

Activity - Case Study - New Student - Discussion Forum

For this activity you will be directed to the discussion forum and will complete a case study scenario. You will do an initial post and then comment on at least two peer posts. 

Activity - Blog Post - Analyze and Reflect 

The One Minute Preceptor method is merely a tool or guideline that you can use. Think about this method and how you can implement this into your current or future student interactions. Do you think it is something that will work for you? What are the potential pitfalls of this method? If it wouldn't work, what is a method that you think would work? Complete a blog post by addressing the One Minute Preceptor method. 

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Once you have completed your blog post, include a link to it in the Facebook group - NIC - Surgical Technology Preceptors. Then add a link to your FB group post to the Assignment Tracker.

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Activity - Facebook Live Session - Synchronous Meeting 

Join us for a Facebook Live discussion about the One Minute Preceptor. I will discuss different scenarios about this interaction would go.

Other Tips to Becoming a Successful Preceptor

  1. Maintain a positive attitude.

  2. Practice what you preach. Anything less destroys your credibility.

  3. Think out loud. This gives the student an opportunity to understand why you do what you do.

  4. Provide positive feedback for a job well done.

  5. Assist the student to learn from his/her mistakes.

  6. Never abandon the student. As the student gains confidence and skills, he/she will begin to work independently. Until that time arrives, he/she will need and want supervision.

  7. Always give clear and complete instructions.

  8. Set clear guidelines for your expectations.

  9. Inform the student of the resources that are available to meet his/her needs.

  10. Provide simulation experiences to allow the student an opportunity to practice new experiences.

  11. Stay approachable, flexible and honest.

  12. Complete thorough and honest evaluations. It may not always be "warm and fuzzy" feedback, but the student (and instructors) will appreciate it and will learn from it.

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