320 - Engaged Perioperative Nurse Training Preceptor/Student Partnership
Description: Background The Navy Perioperative Nurse Training Program transitioned from a mid-size to a large-size military treatment facility. While nursing staff was accustomed to observers and staff orientees; they quickly realized having a student differed. Perioperative students are selected after having demonstrated clinical skills in bedside nursing and “shadowing” in the OR. They attend 12 weeks of didactic, simulation, and clinical training prior to graduation. Nurses are eager to apply their newfound knowledge of the AORN Guidelines, but due to different levels of preceptor experience, training progression can vary. The first class was small and allowed a safe transition to changing staff teaching practices. There were periods of great flexibility as the student learned to apply knowledge while staff learned how to teach. This process identified opportunities for further improvement for future classes. Preparation/Planning The instructor identified and provided 5 staff the AORN Preceptor training. With changing shifts, time off, deployments, etc. the expectation was that the preceptors would provide support to the students during the clinical phase. The instructor identified goals for the students and reminded staff at what stage the students were at while students rotated between different preceptors. Assessment The instructor assigned the student with an identified preceptor and observed and gathered feedback of the developing performance of the relationship. It was identified that while the staff knew the students were in training, they oftentimes forgot at what stage the students were in and felt that having a tool to remind them would be helpful to tailor the experience. Implementation The instructor developed a visual “Student Milestone Goals” for each week of clinical training. Background color, Red to Green, simulates how much preceptor oversight the student needs. Student weekly goals progress from applying simple, basic principles learned, towards working independently with minimal assistance. Preceptor reminders include student’s lack of practical knowledge with lots of questions, towards focus on encouraging independence and critically thinking by the end of training. The corresponding week’s sheet is displayed at the beginning of the week for all nurses. Outcome The entire staff are aware of expectations in case they relieve a preceptor. This has been met with positive response by staff and students as they both have come to share same expectations. RN Implication The early adoption of the visual Student/Preceptor status standardized the methodology of reinforcing Periop 101 curriculum into the student’s clinical training plan. Students are at ease with the transitional phase of their training, while knowing the preceptors and staff understand their training background. Staff utilize the tool to assist in providing standardized training expectations amongst all students in the class, so they are not having to reassess with each student daily.