Teaching, Precepting and or Mentoring and the Advanced Practice Nurse Lynn Dalton RN, BSN NR 560: Role

Differentiation in Advanced Practice Nursing Assistant Professor Lori Henderson RNC, MSN, NNP -----------------------------------------------------------------------------------------------------------Not EVERYONE can be a Teacher/Preceptor/Mentor!! Learning cant take place if youre Short tempered Yell Evasive Unorganized Easily flustered Everyone becomes confused, and it wastes time for APN Student Patients Other staff in the clinical setting The bottom line is Loss of productivity- in the end we are all accountable -------------------------------------------------------------------------------------------------------Impact of an Effective Teacher/Preceptor/Mentor Positive attributes of being and or having a Teacher/Preceptor/Mentor Increased confidence Better time management skills More independence Greater job satisfaction Ability to promote/improve the professional image of nursing -------------------------------------------------------------------------------------------------------To Be Effective as a Teacher/Preceptor/Mentor SHARE the teaching skills that you know and have them be understood REVIEW what youve learned with the student TEACH effectively, how to apply those skills in a clinical setting All these help to guide and develop a clinical learning experience

---------------------------------------------------------------------------------------------------------Benefits of a Positive Teacher/Preceptor/Mentor Teaching student to think critically. Offering up to date information on advances in the nursing practice Works with the student in fine-tuning his/her own skills during the teaching exchange

-------------------------------------------------------------------------------------------------------Effective Teaching Teaching is more effective if the student wants to be there and has a willingness to learn Understand your students learning style Offer a variety of teaching skills (lecture/discussion, handouts, online) This provides better understand and learning for the student -------------------------------------------------------------------------------------------------------------------Assessment Assess what the student knows. This creates a starting point for learning Everyone learns differently Visual Auditory Hands on/tactile In the end, all you need to do when teaching is Appreciate the steps youve taken Understand what skills were important for learning to occur Know what mistakes youve made What did you do to get there successfully

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Planning Use your past teaching experience as a guide what worked, and what hasnt work and build from there Offer an organized batch of content for learning Have a contract in place -enables both parties to know what is expected of them Offer a daily plan to follow, this helps with structure throughout the day. Organization This helps at end of the day when trying to catch up Know the workflow of the office Pick and choose learning topics Adapt and be flexible so learning can take place ----------------------------------------------------------------------------------------------------------Day One with a Student Make them feel welcome Introduce them to ancillary staff Make sure they have access to important information computer passwords patient records supplies medication/samples closet breakroom/bathroom Communicate with all staff involved these are all additional learning opportunities Front Desk PCAs Pharmaceutical Reps- wealth of information ---------------------------------------------------------------------------------------------------------------------

Teaching to the Student Never be stagnant with teaching Teaching plan should change with feedback from student Short brief intervals to assess and note progress Look for new ways to stay involved- educational opportunities Share student with colleagues especially when backed up Build a team approach to learning Use those around you to spark interest in other skills or learning opportunities Drug reps Ancillary staff -----------------------------------------------------------------------------------------------------------Feedback is Necessary Needs to be continuous for evaluations Increased responsibility contributes to good patient care Expectations are to be shared often This ensures educational goals are being met End each day with a question. What have you learned today? This offers new learning directives/opportunities -----------------------------------------------------------------------------------------------------------

When Teaching and Learning Encourage the student to become more involved Focus on one or two exam skills each day - until competency is achieved Have them present a mini session to you No more than 5 minutes Research a topic YOUD like to know more about New Learning doesnt have to be done just by the student Reciprocated on both ends Offer and receive it Boosts self-esteem, especially for the new student ----------------------------------------------------------------------------------------------------------

What to look for in your student Can the student apply what they know? Learn from feedback they get in response to their exam with patients Safety is a Priority For all involved APN, Student and Patient Ask open-ended questions -They are effective in assessing that your teaching is being understood Assess ongoing learning needs Highlights what learning still needs to be addressed Focus on what needs to be discussed in more depth -----------------------------------------------------------------------------------------------------------

The Advancing Student Utilize their advancing skills Have them contact ancillary services (labs, imaging centers) Builds a strong foundation for their future workload Its valuable experience for the student Have them look up answers to patients questions Discuss with you their findings Contact patient (phone or email)

-------------------------------------------------------------------------------------------------------------------Being a Strong Effective Teacher/Preceptor/Mentor Its a learning tool for both APN and Student HARD work for the APN Valuable learning experience for both Consider yourself fortunate if you have An APN as a teacher who Acts as a role model and leader Is efficient and effective at teaching Offers value and meaning to the student and the experience ---------------------------------------------------------------------------------------------------------Final Thoughts Teaching, Precepting and/or Mentoring builds a strong foundation for the student to build upon. Skills are learned and developed This allows the transition to occur from graduate student to Advanced Practice Nurse -----------------------------------------------------------------------------------------------------------

References

Barker, E. R. (2006). Mentoring - a complex relationship. Journal of the Academy of Nurse Practitioners, 18, 56-61. Biagioli, F. E., & Chappelle, K. G. (2012). How to be an efficient and effective preceptor. Family Practice Management, 18-21. Retrieved from http://www.aafp.org/fpm/2010/0500p18 Birnbaum, P. (1979). Encyclopedia of jewish concepts (Revised ed.). New York, NY: Hebrew Publishing Co. Oermann, M. H. (2009). Basic skills for teaching and the advanced practice nurse. Advanced Practice Nursing: Essentials for Role Development (2nd ed., pp. 330-351). Philadelphia, PA: F.A. Davis Company.