Educator Update - Summer 2019

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THE HANDS ON APPROACH TO HANDS-OFF PRECEPTING information to use to build or adjust our teaching style. This private conversation reinforces to the student that we are being critical to make them better, not to criticize them in front of the crew. In the beginning, these can be monthly. By the end of their program, you will be meeting weekly. During these meetings, I point out the things they are doing well, and I address anything they need to improve. These meetings are good for addressing things that they are consistently doing incorrectly, or less than par. If they are moving too slow in the system, we talk about what we can each do to speed up their progress. We discuss particular skills they need to complete for class, runs they want to see, and runs they still feel uncomfortable with. These are usually relatively relaxed and positive sit-downs but don’t be afraid to be blunt and upfront with your student and their progress. Your responsibility as a preceptor: Homework is your student’s responsibility. But I have found it very beneficial for me as a preceptor to sit down with my student occasionally and review some of their material with them. Mostly because the information is ever changing. Also, because it helps them to see that excellence in this career means constantly learning and seeking to improve yourself and the care you provide for your community. Depending on the opportunity in your area, another good idea is to attend some of their classes. The instructors always appreciate the assistance and it helps to go back to the skill sheets for some skills that we don’t perform often, or even the ones we can perform in our sleep. My recommendations on ride time: Most of my students have been scholarship interns at my department. These students are assigned to my shift 24 hours a week from the moment they start classes. They are typically utilized in whatever capacity is needed that day staffing wise, but we try to put them on the ambulance more often if they are pursuing a Paramedic degree or certification. I have had profound success with this method as opposed to having students pop in and out during their ride time as they hop from department to department. My recommendation is to take the hundreds of hours the students are required to ride (500 for our local programs) and allow them to start chipping away at them from the beginning of class. The skills requirements would be the same, and they wouldn’t start 16 | Educator Update | www.naemse.org until they have been properly trained on those skills. They would, however, start learning assessment right out the gate. Finding a good preceptor at a department that has any decent run volume is key. Our department makes around 1,800 EMS runs a year, where neighboring departments are making as low as 100 and as high as 9,000. Students should have an allotment of hours (maybe 50 or 75), which they use to ride in very busy departments. The experience at these departments is absolutely necessary, but should not consume their ride time. This experience at very busy departments helps their time management, as most busy departments are inner city and close to the hospital. This allows the student to really feel what busy feels like and figure out how to manage that. Oftentimes, the students go to busy departments and their preceptor is different every time. It’s just whoever happens to be on the ambulance that day. Having the same preceptor who truly enjoys teaching Paramedic students at a slower department is more beneficial in my opinion than hopping around to 15 different busy departments. Disclaimer: if there is an incredible preceptor at a busy department, then proceed with the system. I can acknowledge and appreciate the desire to learn a little something different from a variety of preceptors, and exposing students to busy departments is a great way to get this exposure and experience. They can get a feel for how other paramedics do things and take bits and pieces from each, just as we all did. You will also take vacation days and rotate off the ambulance every once in a while, to meet staffing needs, so your student will be exposed to other paramedic preceptors. But as a general statement, having the same preceptor for at least 70% of their schooling and starting a consistent rotation on the ambulance as soon as possible has proven most effective in my experience. Why I precept: I look at precepting as an opportunity to impact someone’s view on this career, as my preceptors impacted mine. I can influence (somewhat) how my student will treat the grandma that hasn’t bathed in two weeks and calls at 3am because she is lonely. I can hopefully influence how my student will process his or her first pediatric cardiac arrest. I will impact the essential information my student passes along to the hospital when transferring care and I will make them a provider that always thinks one step ahead. I will teach them
THE HANDS ON APPROACH TO HANDS-OFF PRECEPTING tips and tricks and knee jerk reactions that have saved my patients’ lives. I will help them avoid some of the mistakes I have made and teach them to learn from the ones they inevitably will also make. I am hopeful that by precepting, I can create more paramedics that go the extra mile and maintain their education and love for the job. I am hopeful that I can create more paramedics that want to teach their own students to do the same. At the end of the day, I have saved lives based on researched algorithms and protocols and because of what my preceptors, educators, and instructors taught me; that one tip, that one little trick, that one little red flag to always watch for, and that ability to distinguish between sick and not sick. My preceptors and educators have saved the lives of my patients through my hands, and that is a beautiful gift and opportunity we have in this career. References Paris PM, Roth RN: EMT-Paramedic: National Standard Curriculum. Available at http://healthandwelfare.idaho.gov/ portals/0/Medical/MoreInformation/Paramedic%201998%20 National%20Standard%20Curriculum.pdf Gregg S. Margolis, Gabriel A. Romero, Antonio R. Fernandez & Jonathan R. Studnek (2009) Strategies of High-Performing Paramedic Educational Programs, Prehospital Emergency Care, 13:4, 505-511, DOI: 10.1080/10903120902993396 SPECIAL EVENTS @ SYMPOSIUM SATURDAY - AUGUST 3 rd 6:30PM - 8:00PM SPONSORED BY Welcome Reception Joshua G. Salzman, David I. Page, Koren Kaye & Nicole Stetham (2007) Paramedic Student Adherence to the National Standard Curriculum Recommendations, Prehospital Emergency Care, 11:4, 448-452, DOI: 10.1080/10903120701536701 James E. Pointer (2001) Experience and Mentoring Requirements for Competence in New/Inexperienced Paramedic, Prehospital Emergency Care, 5:4, 379-383, DOI: 10.1080/10903120190939544 Josh Salzman, Justin Dillingham, Jenny Kobersteen, Koren Kaye & David Page (2008) Effect of Paramedic Student Internship on Performance on the National Registry Written Exam, Prehospital Emergency Care,12:2, 212-216, DOI: 10.1080/10903120801906879 Peter O’Meara, Helen Hickson (2015) Paramedic instructor perspectives on the quality of clinical and field placements for university educated paramedicine students, Nurse Education Today, Volume 35, Issue 11, 1080-1084, DOI: 10.1016/j. nedt.2015.06.002 Tilton, Brian James, “The selection and preparation of paramedic preceptors in emergency medical services” (1999). UNLV Retrospective Theses & Dissertations. 1084. https://digitalscholarship.unlv.edu/rtds/1084 Sean Kennedy, Amanda Kenny, Peter O’Meara (2015) Student paramedic experience of the transition into the workforce: A scoping review, Nurse Education Today, Volume 35, Issues 10, 1037-1043, DOI: 10.2016j.nedt.2015.04.015 7:30PM - 11:00PM TRADING POST $35 SPONDORED BY David Page, MS, NRP, Director, Prehospital Care Research Forum at UCLA, St. Paul, MN Co-Presenter: Heather Davis, EdD, NRP, UCLA Center for Prehospital Care, Hawthorne, CA Witness the power of the NAEMSE Trading Post LIVE! Bring at least 3 of your best electronic assets (PowerPoint presentations, photos, videos, lesson plans, etc), along with your laptop, and instantly receive everything that was collectively brought to the event. Participants will be able to take turns asking each other for any special needs items, share search tips and walk away with a vast amount of wonderful resources. New instructors can join EVEN if you don’t bring anything. Pizza and beverages will be provided. www.naemse.org | Educator Update | 17
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