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

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 1

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 Novice – Expert Continuum Model of Life Long Learning Expert Proficient Competent Stages of Professional Beginner Growth Novice Didactic Supervised Practice 0 Years 15 Years Five distinct stages: Five distinct stages: Novice Novice Beginner Beginner Competent Competent Proficient Proficient Expert Expert 2

� 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 Continual Self Continual Self- -Evaluation Evaluation Evaluation Evaluation Teacher Responsibility Teacher Responsibility Performer’s Responsibility Performer’s Responsibility One Method One Method Several Methods Several Methods 3

Novice Beginner Competent Proficient Expert What is Facts and Some Combined Broader Focus and Experience learned? detail synthesis procedures Mastery s and Workplace Norms Method of Didactic Problem- Realistic Informal, Self- based settings and on the job directed learning? Competency -based Evaluation Objective, Projects, Portfolio Job related Internal demos simulation work Standards samples � 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 4

Characteristics Teaching Precepting Mentoring Focus Discipline-based Practice-based Person-based Goals Professional Professional Personal goals that are professional in nature Content Information – Real world Adapting personal knowledge of applications style and talent to the discipline the profession Prescribed Workplace Workplace based Context academic setting however can include outside networking Relationship Contractual Contractual Indefinite Time limits Time limits Non-contractual One-to-One OR One-to-One One-to-One One-to-Many � 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 � Precepting-Teaching – coordinated programs � Precepting-Mentoring – final stages of the internship 5

� 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 - Teach basic Demonstrate the Identify unwritten subject matter incorporation of work place P Practice ti subject-matter incorporation of work-place concepts theory in practice 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 6

� 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 Arrange useful Suggest useful Encourage intern Experiences Experiences learning learning learning learning to determine to determine experiences to experiences to help learning help intern intern achieve experiences to achieve learning objectives achieve objectives objectives � Instruction Continuum � Teaching and the Teacher � Precepting and the Preceptor � Mentoring and the Mentor � Did your operational definitions apply to the 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 7

� Change… Change… Change… � William Bridges � Transition occurs in the course of every attempt to change � Change –External Change E ternal � A different philosophy or practice � Transition –Internal � Psychological reorientation that people have to go 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 identified in the Preceptor Typology tifi d i th P t T l � Determine what changes are necessary to improve your preceptor performance, and identify those changes which you view as possible 8