Mount San Jacinto College Associate Degree Nursing Program

Transcription

1 1 Mount San Jacinto College Associate Degree Nursing Program NURS 248 Preceptor Handbook

2 2 Letter to Preceptor Preceptorship Agreement Preceptorship Self Learning Module Table of Contents Preceptor Information 4 Introduction 6 Conceptual framework 7 Student Learning Outcomes 9 Course Objectives 9 Selection Criteria 10 Liability Issues 12 Student Injury 12 Role of Program Coordinator 13 Preceptor Definition 13 Preceptor Roles 14 Preceptor Roles and Responsibilities 14 Delegation Guidelines 16 Giving Criticism General Guidelines 18 Conflict 19 Working with the Preceptee 22 What to Do When 23 Formal and Informal Evaluation 25 Preceptee Definition Related Topics-Preceptee Novice to Expert 27 The Learning Process 28 Preceptee Responsibilities 29 Principles of Adult Learning Malcolm Knowles 30 Evaluating the Preceptee 32 Critical Elements 33 Clinical Evaluation tool

3 3 Mount San Jacinto College Mission Statement

4 4 Associate Degree Nursing Program Mission Statement The Mission of the Associate Degree Nursing Program is to prepare entry level registered nurses to function effectively within nursing and inter-professional teams. These graduates will deliver evidence based patient centered care to culturally diverse populations across the life span in a variety of healthcare settings. Graduates will be effective communicators and demonstrate a commitment to lifelong learning utilizing informatics resources. We respect the individuality of students and recognize that each student has different learning styles, diverse backgrounds, and unique support systems. The goal of the program is to promote student success in a positive, innovative learning environment that promotes continuous quality improvement, empowers students to develop critical thinking skills, professional attitudes to ensure safe practice, clinical reasoning, and decision making that result in positive patient outcomes. Adopted (June 11, 2012) Associate Degree Nursing Program Philosophy Statement The philosophy of the Associate Science Degree, Registered Nursing Program focuses on the individual needs of the students and patients (persons), within the context of families, communities and environments who exist on a health continuum. Learning occurs via a dynamic engaged process that prepares the learner to function effectively as an entry level registered nurse within nursing and inter-professional teams.

5 5 Effective: 07/01/2014 Reviewed: 07/01/2014 Revised: 07/01/2014 Mt. San Jacinto College Associate Degree Nursing Program STUDENT NURSE PRECEPTORSHIP Dean, Director, Assistant Director, Clinical Placement Coordinator POLICY: Mt. San Jacinto College has, as a component of the Associate of Science Degree in Nursing Program, a preceptorship experience in the 4 th semester capstone course, NURS 248. The preceptorship provides the student with a faculty-planned and RN preceptor supervised experience comparable to that of an entry-level registered nurse. Mt. San Jacinto College NURS 248, follows the requirements of Title 16, California Code of Regulations PROCEDURE: The faculty, in collaboration with the managers and educators of the contracted clinical facilities, provide an educational experience designed to meet the Course Learning Outcomes of the students enrolled in NURS 248. The educational experience includes completion of a minimum of 135 hours (total with 27 of those hours on campus) and 108 hours under the supervision of an RN preceptor, utilizing the clinical setting as a simulated entry level practice experience. I. The RN preceptor must have an active, clear California license, be clinically competent, have worked in their current position for 1 year and complete the preceptor orientation. The faculty liaison collects this information on the Preceptor Data Sheet. II. The preceptor is oriented by the Faculty Liaison. There is also an online Orientation/Course that is accessible through MSJC Nursing and Allied Health Website. The preceptor must then complete a multiple choice exam (found in the Preceptor Handbook) upon completion of the Orientation/Course. A. The preceptor packet contains all essential information including, but not limited to: 1. Course Description and Theory Objectives 2. Clinical Performance Objectives 3. Clinical Performance Evaluation form 4. Guidelines for Preceptors and Students 5. Medical/Surgical competencies 6. Components of a Pre-licensure Preceptorship 7. BRN Registered Nurse Practice Information (eg: The RN as Supervisor, etc) 8. Student Evaluation of Preceptor 9. Preceptor Feedback form

6 6 Introduction Healthcare today has placed increased demands on the profession of nursing more than ever before. Entry-level practice for new graduates requires complex clinical skills, along with the ability to critically think to ensure the transition into practice and safe patient outcomes. In order to meet the requirements of the entry level nursing graduate and the needs of healthcare facilities, Mt. San Jacinto College has developed a culminating preceptor experience for fourth semester registered nursing students. The purpose of this informational material is to provide an overview of the college s preceptorship program. Information concerning the preceptorship program, preceptor workshop, and the college-nursing program will be included. The success of any nursing preceptorship program extends beyond the confines of the college, faculty, staff and administration, but relies on the partnerships forged with healthcare facilities within the community it serves. Consequently, Mt. San Jacinto College wishes to thank all those who have, and continue to support the college nursing programs. Without community support this preceptor program would not be possible. It is the nursing department s goal to provide nursing graduates who are ready to enter the profession of nursing with basic nursing skills and safety competencies, providing our healthcare partners beginning professionals who are ready to assume employment in providing positive patient outcomes. Nurses assist patients to meet their basic needs throughout the life span to attain and maintain levels of wellness. These needs must be met in a specific hierarchal order beginning with physiological needs and progressing through self-actualization needs. These needs are met by interventions performed individually or by others, such as, nurses.

7 7 Dear Preceptor, The NURS 248 teaching team and I would like to express our appreciation for your participation in our Preceptorship rotation. You have been recommended as a role model for our final semester nursing students and we appreciate the fact that you will be sharing your talents, expertise, and patience with our students to enhance their learning. The purpose of the NURS 248 preceptorship course has been to assist the students in making the transition from the student role to the staff nurse role with minimal difficulty. The overall goals include: acquainting the student with staffing and patient assignment activities, implementing nursing process in coordinating, providing and managing care for a group of patients, providing the student opportunities to implement leadership, management, advanced clinical practice and organizational skills, as well as communicating and collaborating with other health care members and identifying educational opportunities for patients and families, minimizing probability of culture shock upon entry into professional practice; reducing role conflict.. Please share with us any comments or suggestions that you believe could enhance this leadership experience for either preceptors or students. Again, thank you for being a preceptor. We appreciated the time and effort that you spend with our students and faculty. Please do not hesitate to call your student s clinical instructor either at the college or by pager if you have any questions or concerns. Schedule Students must meet at least 1 day a week in the clinical area. Depending on your schedule (8 or 12 hour shifts), the students will complete their rotation in 4-7 weeks. The students are recommended to schedule their clinical days back to back, when possible and will communicate their schedule to you and their clinical instructor in writing. Objectives Please read the enclosed packet. Clinical objectives, critical objectives and expected outcomes have been outlined for you. The role of the preceptor, the preceptee and the role of the faculty liaison are also outlined. Please read the Clinical Objectives/Preceptorship Evaluation tool as soon as possible as this will give you some guidance about how faculty evaluate the student. Forms If you have not done so, please provide the clinical faculty with information to complete the BRN form, and sign the preceptorship contract. These forms identify you as a preceptor and clinical teaching assistant with the BRN through Mount San Jacinto College. Your faculty liaison will give you this information, which will be kept on file in the division office. Sincerely, Preceptorship Course Faculty

8 8 ROLES OF PRECEPTORSHIP PRECEPTOR ROLE PRECEPTOR, PRECEPTEE, PROGRAM COORDINATOR, AND FACULTY LIAISON 1. Participates in on-line preceptor orientation and completes evaluation 2. Acts as a role-model, educator, and facilitator 3. Willing to explore new teaching and learning techniques to ensure preceptee meets objectives 4. Fills out BRN information sheet and Preceptorship Agreement form. 5. Shares work schedule with preceptee. 6. Reviews preceptor packet with preceptee. 7. Assists faculty liaison in arranging a substitute or back up preceptor as needed. 8. Discusses preceptee s weekly objectives and guides his/her learning through selection of increasingly complex duties in order to meet nursing objectives. 9. Supervises and teaches the preceptee in the clinical area 10. Facilitates socialization of the preceptee into the inter-professional role through teamwork collaboration 11. Confers with the faculty liaison on the preceptee s progress in meeting clinical objectives. 12. Utilizes faculty liaison for consultation as needed or desired. 13. Gives the preceptee daily constructive feedback and documents preceptee s ability to meet clinical objectives on the Clinical Objectives/Preceptorship evaluation form. 14. Recognizes that when a conflict between students or patients in the clinical unit occurs, the goal is for patients and students to be able to peacefully coexist. Please contact clinical faculty if a conflict should occur. 15. Please notify clinical faculty whenever a concern over student performance exists. The sooner the faculty is alerted to a potential problem the sooner the faculty will be able to intervene in order to try to remediate the student and facilitate their successful completion of the course. PRECEPTEE ROLE 1. Requests desired unit according to instructions by clinical instructor. 2. Reviews preceptor packet with assigned preceptor prior to the first day of preceptorship. 3. Works hours to complete preceptorship based on selected preceptorship option. BACK-TO-BACK DAYS ARE EXPECTED UNLESS ALTERNATE SCHEDULE APPROVED BY FACULTY LIAISON. 4. Students are expected to work a minimum of 1 day per week over a minimum of 5 weeks faculty liaison must approve exceptions. 5. Develops clinical schedule based on preceptor s workdays. Schedule MUST be given to faculty liaison prior to clinical days. Days WILL NOT be counted if faculty liaison is not notified in advance of working day.

9 9 6. Works under the supervision of the preceptor or their designee, and is able to appropriately use other personnel in the setting for supervision or consultation. 7. Reviews the Clinical Objectives/Preceptorship Evaluation form prior to preceptorship and works with the preceptor throughout the rotation to identify learning needs and to seek out opportunities to meet the majority of clinical objectives, as experiences are available. 8. Completes or contributes to and implements a minimum of one patient care plan using individual unit s format. 9. Achieves objectives jointly determined by the preceptee/preceptor and faculty liaison at a satisfactory level. 10. Contacts preceptor and faculty liaison in advance for absences and/or changes in schedule. 11. Completes the terminal objectives and provides a copy to the preceptor and clinical faculty within the expected time frame. 12. Completes the critical thinking log after each preceptorship day. PROGRAM COORDINATOR ROLE 1. Coordinates the faculty selection of preceptors. 2. Is available by phone and/or Contacts all preceptors to assess their needs before the start of the preceptorship experience. 4. Orients all preceptors to Mount San Jacinto s preceptorship program responsibilities, program coordinator, faculty role and preceptee requirements 5. Plans, participates and conducts preceptorship orientation workshops (online PowerPoint). 6. Provides support, counseling, and guidance for the preceptors as they assume their role. 7. Assists the preceptor in selecting appropriate learning experiences. 8. Participates in weekly meetings with designated facility personnel for problem solving. 9. Develops a weekly plan that includes specific meeting times with all preceptors and preceptees. All preceptors and preceptees must be contacted a minimum of four times during the preceptorship, and prepares a record of visits and phone calls. 10. Evaluates the learning environment and preceptee s progress toward completion of all objectives. 11. Evaluates preceptees and determines final grade in collaboration with faculty liaison 12. Provides assistance to the preceptor when completing the final clinical evaluations. 13. Facilitates communication between preceptees and preceptors. 14. Reads, compiles and summarizes the preceptorship program evaluations. 15. Collects documentation from the preceptor, preceptee, and faculty. Forms include preceptee individual objectives, preceptor information, preceptor agreement form signed by preceptee and preceptor, preceptor and program evaluation by the preceptee, and preceptee and program evaluation by the preceptor. Submits evaluations for filing.

10 10 FACULTY LIAISON ROLE 1. Provides the preceptor with the preceptee s name and contact information 2. Provides faculty liaison contact information, plan for communication and clinical site visitation schedule to preceptor 3. Completes the BRN Clinical Teaching Assistant approval form prior to preceptorship. 4. Completes the Preceptorship Contract/Conferences form prior to and throughout preceptorship rotation. 5. Is available by phone to the preceptee and preceptor throughout the preceptorship rotation 6. Assists preceptor by: Helping to identify learning experiences needed for individual student Reviewing preceptee s written or verbal goals Maintains preceptor records in collaboration with the program coordinator Communicating with preceptor on a regular basis to assess preceptee progress Being a resource and support person for the preceptor and preceptee Being available by phone for consultation Offering constructive feedback throughout the preceptorship 7. Assists the preceptor in problem solving with regard to planning and implementing the preceptee s learning experiences 8. Conducts seminars with preceptees, focusing on their experiences, problems and feelings. 9. Participates in preceptor s workshops when needed 10. Visits the preceptee throughout the clinical experience on a regular basis and as needed 11. Meets with unit leadership prior to preceptorship to facilitate understanding the goals of the preceptorship and the roles of the participants. 12. Initiates meeting with the preceptees at least one week before the preceptorship for the purpose of information giving, clarification, and ventilation 13. Conducts the final evaluation of the preceptee with preceptor feedback

11 11 Mount San Jacinto Associate Degree Nursing Program Learning Outcomes Incorporate ethical, legal and safety standards and professionalism (Nurse Practice Act). Develop leadership skills and promote research/evidence based practice Design Problem Solving Plans (PSP) using the nursing process to direct and manage care of patients. Develop and utilize effective verbal and written communication methods that can be used with patients, family and health care professionals to promote optimum wellness and patient advocacy. Incorporate principles of environmental, informatics, patient and personal safety when using the nursing process to provide care for patients. Integrate knowledge of drug classifications used to promote, maintain, and restore optimum wellness. Synthesize growth and development concepts for the care of patients of various ages. Compare and contrasts the various, physical, social, cultural, and spiritual environments using the nursing process to promote, maintain and restore optimum wellness Analysis of physiological needs for patients to promote, maintain and restore optimum wellness Prepare students for candidacy to take the National Council Licensure by Examination (NCLEX) and continue lifelong learning Course Description This course provides the senior nursing student the opportunity to integrate and apply previously learned skills/knowledge in the role of graduate nurse and prepare for professional responsibilities in employment. The student will participate as a pre-licensed preceptee member of the healthcare team and assume responsibility for a group of patients under the direct supervision of a qualified registered nurse. Students use critical thinking skills in their role of advocate, leader, and manager of patient care. Program Core Values The Associate Degree Nursing program mission and philosophy statements align with the college mission and philosophy statement. The philosophy, Program Learning Outcomes,

12 12 Student Learning Outcomes, and Core Values take into consideration the basic concepts of QSEN competencies: 1. Nursing Role/Leadership 2. Nursing Process 3. Patient Centered Care 4. Communication 5. Evidence Based Practice 6. Quality Improvement/Fiscal Responsibility 7. Safety 7 Program Core Values Definitions Communication: Implements therapeutic communication skills that foster open communication, mutual respect and shared decision making to achieve quality patient care Evidence-Based Practice: Integrates best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care Nursing Process: Uses a systematic approach to assess, diagnose, plan, implement/intervene and evaluate patient care. Nursing Role/Leadership: Uses the nursing roles of communicator, actively participates in implementing change Patient-Centered Care: Recognizes the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient s references, values and needs Quality Improvement/Fiscal Responsibility: Uses data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems. Recognizes that cost effectiveness is essential for success for the health care organization Safety: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance. Quality and Safety in Nursing Education accessed June 2014

13 13 Program Learning Outcomes 7 Core Values Course Learning Outcomes Develop and utilize effective verbal and written communication methods that can be used with patients, family and health care professionals to promote optimum wellness and patient advocacy Develop leadership skills and promote research/evidence based practice Design Problem Solving Plans (PSP) using the nursing process to direct and manage care of patients Compare and contrast the various physical, social, cultural, and spiritual environments using the nursing process to promote, maintain and restore optimum wellness Incorporate principles of environmental, informatics, patient and personal safety when using the nursing process to provide care for patients Compare and contrast the various physical, social, cultural, and spiritual environments using the nursing process to promote, maintain and restore optimum wellness Design Problem Solving Plans (PSP) using the nursing process to direct and manage care of patients Analysis of physiological needs of patients to promote, maintain, and restore optimum wellness Nursing Role/Leadership Nursing Process Patient Centered Care Able to keep track of multiple responsibilities and complete tasks within expected time frames Express importance and demonstrate habits for life-long learning Prioritize action related to patient needs and delegates actions if appropriate Ask questions to appropriate team member when unsure about any aspect of care Is receptive to input form others, not becoming defensive Provide safe care for patients at the staff nurse level utilizing the nursing process Progressively apply therapeutic communication skills necessary to perform the activities of a new registered nurse Accurately document the nursing process in the medical record Participate as an inter-professional team member in the care of patients, acting independently by the fourth week Interpret physician and inter-professional orders Conduct comprehensive psychosocial and physical health history that includes patient s perspective and considers cultural, spiritual, social considerations Complete understanding and interpretation of assessment data Able to anticipate risks related to assessment data Advocate for patient and family as appropriate in multidisciplinary team discussions

14 14 Synthesize growth and development concepts for the care of patients of various ages Develop and utilize effective verbal and written communication methods that can be used with patients, family and health care professionals to promote optimum wellness and patient advocacy Incorporate principles of environmental, informatics, patient and personal safety when using the nursing process to provide care for patients Incorporate ethical, legal, and safety standards and professionalism (Nursing Practice Act). Incorporate principles of environmental, informatics, patient and personal safety when using the nursing process to provide care for patients Integrate knowledge of drug classifications used to promote, maintain, and restore optimum wellness Prepare the students for candidacy to take the National Council Licensure by Examination (NCLEX) and continue lifelong learning Develop leadership skills and promote research/evidence based practice Communication Quality Improvement/Fiscal Responsibility Safety Evidence Based Practice Progressively apply therapeutic communication skills necessary to perform the activities of a new registered nurse Accurately document the nursing process in the medical record Accurately and consistently communicate patient values and preferences and expressed needs with interprofessional team using SBAR Participate as an inter-professional team member in the care of patients, acting independently by the fourth week Use appropriate language and tone when resolving conflict Determine acuity/staffing patterns at least twice with preceptor s guidance Communicate observations or concerns related to hazards to patients, families and the health care team and use the organizational reporting system for errors Understand quality improvement methodologies Educate patient on safety practices when administering medication, drawing blood, starting an IV, using PCAs Demonstrates safe practices related to medication administration including rights, verification of allergies, two patient identifiers, read-back process, independent double checks for high alert medications Navigate the electronic health record Apply the principles of evidence-based care to practice Locate critically reviewed or peer-reviewed scientific literature for patient care Decision-making is based on sound clinical judgment and clinical reasoning

15 15 MT. SAN JACINTO COLLEGE ASSOCIATE DEGREE PROGRAM NURS 248 Preceptorship Preceptorship Agreement I., a fourth semester nursing student at Mt. San Jacinto College, will participate in the Preceptor Program beginning, and ending 20. My preceptor is,at agency on the shift. I will work with my preceptor to schedule blocks of time, not to exceed 40 hours a week. This schedule provides for continuity of my learning experience. It is my responsibility to arrange my schedule to coincide with that of my preceptor. I understand that I am NOT to be on duty in the absence of my assigned preceptor or a preapproved alternate preceptor. I will notify faculty prior to any absence, change in preceptor s work schedule, or work assignment (float to a different area, assume charge nurse assignment). I understand that the faculty is ultimately responsible for my clinical placement and evaluation. I also understand that I am still a student at Mt. San Jacinto College, and as such, am still governed by the policies and procedures of the Nursing Department and the College. I will wear my Mt. San Jacinto College nametag at all times and will adhere to the specified uniform policy for the preceptorship. The preceptorship consists of 108 hours of clinical, working a full-shift each time. I will attend any required Mt. San Jacinto College and agency orientation. I understand that faculty is always on-call to assist, as needed. The faculty will routinely visit both the preceptee and the preceptor during the preceptorship. Preceptor Signature: Date: Alternate Preceptor Signature: Date: Faculty Signature: Date: Preceptee Signature: Date: 4 copies needed: 1 - faculty, 1 - student, 2 - preceptor and alternate if necessary

16 16 Preceptorship Contract/Conferences Name: License: Date of Hire: Date of Expiration: I, have been oriented to the Nursing Preceptorship Program for NURS 248 Preceptorship and agree to act as a preceptor for during the semester. (Student name) (Date) Preceptor (signature) Beginning Conference: Date Initials Date Mid Conference: Date Initials Final Conference: Date Initials

17 17 Preceptor Resume/CV Name: RN License: Exp. Date Address: City: Phone (cell): Phone (work): Current Employer: Unit: Years employed at current facility: Shift: Hours work per week: Have you been a preceptor for an MSJC student before: YES/NO (Circle One) Have you been a preceptor for another school before: YES/NO (Circle One) Have you precepted/mentored new graduates: YES/NO If yes, when: Have you attended an educational preceptorship workshop within the last 5 years? Length of program: (hours/days) Professional Education: School attended: School attended: School attended: Degree/Year: Degree/Year: Degree/Year: Did you participate in a preceptor ship as a student? Nursing Work Experience: List most current experience first and provide three (3) years experience. Include areas that you have worked:, ie. Medical-surgical.

18 18 NUR 248 Preceptorship Evaluation Tool Student Name Preceptor Unit Communication Progressively apply therapeutic communication skills necessary to perform the activities of a new registered nurse Accurately document the nursing process in the medical record Wk.1 Wk.2 Wk.3 Wk.4 Wk.5 Wk.6 Wk.7 Wk.8 Accurately and consistently communicate patient values and preferences and expressed needs with inter-professional team using SBAR Participate as an inter-professional team member in the care of patients, acting independently by the fourth week Use appropriate language and tone when resolving conflict Comments: (student, preceptor, faculty liaison) Nursing Role/Leadership Able to keep track of multiple responsibilities and complete tasks within expected time frames Express importance and demonstrate habits for life-long learning Wk.1 Wk.2 Wk.3 Wk.4 Wk.5 Wk.6 Wk.7 Wk.8 Prioritize action related to patient needs and delegates actions if appropriate Ask questions to appropriate team member when unsure about any aspect of care

19 19 Is receptive to input form others, not becoming defensive Comments: (student, preceptor, faculty liaison) Patient-Centered Care Conduct comprehensive psychosocial and physical health history that includes patient s perspective and considers cultural, spiritual, social considerations Complete understanding and interpretation of assessment data Wk.1 Wk.2 Wk.3 Wk.4 Wk.5 Wk.6 Wk.7 Wk.8 Able to anticipate risks related to assessment data Advocate for patient and family as appropriate in multidisciplinary team discussions Comments: (student, preceptor, faculty liaison) Evidence-based Practice Apply the principles of evidence-based care to practice Locate critically reviewed or peer-reviewed scientific literature for patient care Wk.1 Wk.2 Wk.3 Wk.4 Wk.5 Wk.6 Wk.7 Wk.8 Decision-making is based on sound clinical

20 20 judgment and clinical reasoning Comments: (student, preceptor, faculty liaison) Safety Educate patient on safety practices when administering medication, drawing blood, starting an IV, using PCAs Demonstrate safe practices related to medication administration including rights, verification of allergies, two patient identifiers, read-back process, independent double checks for high alert medications Navigate the electronic health record Comments: (student, preceptor, faculty liaison) Wk.1 Wk.2 Wk.3 Wk.4 Wk.5 Wk.6 Wk.7 Wk.8 Quality Improvement/Fiscal Responsibility Determine acuity/staffing patterns at least twice with preceptor s guidance Communicate observations or concerns related to hazards to patients, families and the health care team and use the organizational reporting system for errors Understand quality improvement methodologies Wk.1 Wk.2 Wk.3 Wk.4 Wk.5 Wk.6 Wk.7 Wk.8

21 21 Comments: (student, preceptor, faculty liaison) Nursing Process Provide safe care for patients at the staff nurse level utilizing the nursing process Progressively apply therapeutic communication skills necessary to perform the activities of a new registered nurse Accurately document the nursing process in the medical record Participate as an inter-professional team member in the care of patients, acting independently by the fourth week Interpret physician and inter-professional orders Comments: (student, preceptor, faculty liaison) Wk.1 Wk.2 Wk.3 Wk.4 Wk.5 Wk.6 Wk.7 Wk.8

22 22 Preceptorship Self Learning Module Quiz 1. Using conflict resolution which of the following statements should the preceptor make? a. You need to go back and reassess your patient b. You better recheck your doctor s orders c. I don t like it when you re late d. You should critically think about what you are doing 2. In order to assist the new graduate/student through learning process the preceptor should: a. Be a good listener b. Encourage the graduate/student to take short cuts c. Remind the graduate/student that they need to focus on not making mistakes d. Take time away from the new graduate/student to focus on their own needs 3. Considering principles of adult learning Malcolm Knowles reports that learners remember of what is heard seen and done. a. 20% b. 40% c. 60% d. 80% 4. The following atmosphere is the most conducive learning environment for adult learners a. Focused and quiet b. High pressured and tense c. Relaxed and informal d. Self-directed 5. Upon graduation from nursing school the new graduate RN is described as: a. Novice b. Advanced beginner c. Competent d. Proficient 6. The goal of the preceptorship is that the student nurse will care for: a. 100% of the RNs patient care assignment using the RN as a resource b. 75% of the preceptor s patient care assignment using the preceptor as a resource c % of the preceptor s patient care assignment using the preceptor as a resource d. 50% of the RN s patient care assignment independently

23 23 Preceptorship Self Learning Module Evaluation 1. I found this Self Learning Module: a. Very helpful b. Somewhat helpful c. Not helpful d. Confusing 2. I found online PowerPoint (on MSJC s website) Presentation Module: a. Very helpful b. Somewhat helpful c. Not helpful d. Confusing 3. The most useful part of the Self Learning Modules was: 4. One concept from the Self Learning Modules that I will apply to my practice is: 5. Suggestions to improve the Self Learning Modules include: 6. I would also like to say