Advanced Preceptor Development and Training
| Instructor: Donna W. Bailey | Length: 8 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Experienced preceptors interested in using a systematic approach to developing in the preceptor role, nurse managers interested in a systematic framework for developing preceptors in their setting, nurse educators responsible for developing preceptors in their setting.
Basic 12-Lead EKG
| Instructor: Leslie Davis | Length: 6 - 8 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs and other healthcare providers
Basic ECG Interpretation
| Instructor: Leslie Davis | Length: 6 - 8 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs and other interested health care providers.
Basic Pain Management for Nurses
| Instructor: Faye W. McNaull | Length: 4 to 6 hours, depending on needs of the organization |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs who care for patients in any setting; LPNs certified to pass medication, and nursing students.
Basic Preceptor
| Instructor: Sandy Hoffman, Sandy Hoffman | Length: 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Preceptors, Managers, Clinical Educators
Behavioral Health Update for Non-Psychiatric Mental Health Nurses
| Instructor: Victoria Soltis-Jarrett | Length: 8 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Non-psychiatric mental health RNs and LPNs. The program can also be tailored to nursing assistants and other clinicians.
Being an Effective Charge Nurse in Today’s Health Care Systems
| Instructor: Donna W. Bailey | Length: 8 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs beginning a charge nurse role, experienced charge nurses interested in using a systematic approach to developing in the charge nurse role, and nurse managers interested in a systematic framework for developing charge nurses in their settings.
Breastfeeding: Promoting Success
| Instructor: Kathryn Alden | Length: 3 to 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, LPNs
Breastfeeding: When Second Nature Isn't -- Maternal Problems That May Hinder Successful Breastfeeding
| Instructor: Kathryn Alden | Length: 3 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, LPNs
Cancer Survivorship: Current Issues 
| Instructor: Deborah Mayer | Length: 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurses and other health professionals working with people who have cancer including inpatient, outpatient, and home care settings in primary or acute care.
Cardiac Medications
| Instructor: Leslie Davis | Length: one-day class |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: PAs, NPs, RNs and other interested health care providers.
Cardiovascular Disease and Type 2 Diabetes
| Instructor: Carolyn McKenzie | Length: 3 - 4 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, Nurse Practitioners
Cardiovascular Update
| Instructor: Leslie Davis | Length: one-day class |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: PAs, NPs, RNs and other interested health care providers.
Caring for Children with Genetic Conditions and their Families
| Instructor: Marcia Van Riper, Marcia Van Riper | Length: 2 to 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nursing and all interested health care providers.
Clinical Evaluation of Nursing Students: Are your strategies the best ones to use?
| Instructor: Marilyn H. Oermann | Length: 2 to 3 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Faculty in nursing programs
Clinical Research and Clinical Decision Making: Understanding and Using clinical Research to Enhance Evidence-Based Practice
| Instructor: Margaret S. Miles | Length: 4 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurses in clinical practice.
Cognitive Impairment Following the ICU Experience
| Instructor: Brenda T. Pun | Length: 1.5 - 3 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Staff nurses (RNs and LPNs), educators, and advance practice nurses.
Complementary and Alternative Medicine/Therapies: What you need to know to talk with patients.
| Instructor: Julee Waldrop, Julee Waldrop, Julee Waldrop, Julee Waldrop | Length: 1 - 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: all nurses, nurses, other health professionals
Creating an Effective Interdisciplinary Team: A Workshop Approach
| Instructor: Gail Mazzocco | Length: 5 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs and other members of the interdisciplinary health team.
Critical Elements of Mother-Baby Assessment
| Instructor: Kathryn Alden, Kathryn Alden | Length: 3 to 6 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, LPNs
Dealing with Acute Pain and Anxiety in the Intensive Care Unit: Using Clinical Practice Guidelines
| Instructor: Brenda T. Pun | Length: 1.5 - 3 hours [Program can be modified to fit this time span.] |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: This session is for staff nurses (RNs and LPNs), educators, and advance practice nurses. There are no prerequisite skills for the session.
Dealing with Benign Breast Disease: An Overview for Nurses
| Instructor: Susan McKenney | Length: 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: This course may be tailored to nurses in any area and at any level of nursing practice.
Dealing with Medically Fragile Infants: How can you help?
| Instructor: Carol Hubbard, Janice K. Wereszczak | Length: 3 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: FNPs, PNPs, NNPs, PAs, RNs, Pediatric/Neonatal Transport personnel, Home Health personnel.
Dealing with Neurologic Emergencies
| Instructor: Deborah H. Allen | Length: 2 - 6 hours [Program can be expanded or shortened depending on needs.] |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: For RNs, LPNs and emergency management personnel.
Dealing with Neurological Dysfunctions: The Nurse's Role
| Instructor: Meg Zomorodi | Length: 6 - 8 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs
Designing Clinical Nursing Studies
| Instructor: Margaret S. Miles | Length: 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Staff nurses, clinical specialists, nurse practitioners, administrators
Diabetes Care Update
| Instructor: Carolyn McKenzie | Length: 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, LPNs
Diabetes Care for Nursing Assistants
| Instructor: Carolyn McKenzie | Length: 3 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nursing Assistants in all practice areas.
Drug Interactions and Adverse Reactions
| Instructor: Julee Waldrop | Length: 1 to 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RN's and advanced practice registered nurses.
Elder Mistreatment (Abuse and Neglect): The Nurse's Role
| Instructor: Shirley Mason | Length: 2 to 4 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs and other interested healthcare providers
Elder Mistreatment: Abuse and Neglect
| Instructor: Shirley Mason | Length: 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs or Nursing students interested in working with older adults.
Empowering Midlife Women: Healthy Choices through Transition
| Instructor: Regina McCarthy, Catherine Ingram Fogel | Length: 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs and other healthcare providers who work with women who are approaching mid-life, and women dealing with the challenges of menopause/midlife.
Evidence-Based Postpartum and Newborn Assessment and Care
| Instructor: Pat Mahaffee Gingrich | Length: 3 |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurses, both novice and experienced, who work in the area of postpartum and/or newborn care.
Genetics and the Family: Challenges and Opportunities in the Clinical Setting
| Instructor: Marcia Van Riper, Marcia Van Riper, Marcia Van Riper | Length: 2 to 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurses and all interested health care providers.
Geriatric Assessment Update
| Instructor: Shirley Mason | Length: 4 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, LPNs, and other interested healthcare providers
Geriatric Gems
| Instructor: Shirley Mason, Shirley Mason | Length: 4 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: "Brush up" for AD, diploma and BSN nurses working with the elderly in the hospital community or community settings
Geriatric Gems for Nursing Assistants
| Instructor: Shirley Mason | Length: 4 - 5 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nursing Assistants, Community agency staff caring for older adults
Geriatric Update
| Instructor: Shirley Mason | Length: 5.5 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs and other interested healthcare providers
Health of Midlife Women
| Instructor: Regina McCarthy | Length: 1.5 to 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, LPNs
Helping Families Deal with a Change of Plans: The Birth of a Child with Down Syndrome
| Instructor: Marcia Van Riper | Length: 2 to 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurses and all interested health care providers.
High Risk Antepartal Home Care (High Risk Pregnancy)
| Instructor: Kathryn Alden | Length: 6 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, LPNs in home care settings
Hypertension and Chronic Heart Failure
| Instructor: Leslie Davis | Length: one-day class |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: PAs, NPs, RNs and other interested health care providers.
Improving Clinical Practice Outcomes: Use of the Uncertainty Management Intervention in Clinical Practice
| Instructor: -- | Length: 6 to 8 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs who work with cancer patients
Improving Nutritional Health in the Aging
| Instructor: Julie Page | Length: 1 to 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurses in long term care facilities, RNs working with older adults
Making Sense of it All: Hormone Replacement Therapy, Benefits, Risks and Best Choices
| Instructor: Regina McCarthy, Regina McCarthy | Length: 1 to 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurse Practitioners, Nurses, Nursing Educators, Physicians
Managing Sedation and Delirium in the ICU: Walking the Tightrope
| Instructor: Brenda T. Pun | Length: 1.5 - 3 hours [Program can be modified to fit this time span.] |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: This session is for staff nurses (RNs and LPNs), educators, and advance practice nurses. There are no prerequisite skills for the session.
Musculoskeletal Injection Techniques
| Instructor: Tom Bush | Length: 3 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Primary care clinicians including NPs, PAs and MDs
Neonatal Assessment for Newborn Nursery Nurses
| Instructor: Ann O'Hale | Length: 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs
Neurology Update
| Instructor: Deborah H. Allen | Length: 3 - 6 hours. [Program can be expanded or shortened depending on needs.] |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Primary audience is RNs and LPNs. The program may be modified for Nursing Assistants.
Nursing Research: An Overview of Approaches and Methods
| Instructor: Margaret S. Miles | Length: 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Staff nurses, clinical specialists, nurse practioners, nursing administrators
On Your Feet: Improve Presentations Using Acting Skills
| Instructor: Annie Taft | Length: 3 to 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Health professionals who do public speaking
Organizing Your Pain Management Program to Improve Patient Comfort and Satisfaction
| Instructor: Faye W. McNaull | Length: 4 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs in charge of Programs and other program administrators, RNs in QI roles, RN Managers, Clinical Specialists, Nurse Practitioners, Physicians, and Pharmacists
Osteoporosis: Description, Prevention and Treatment
| Instructor: Regina McCarthy, Regina McCarthy | Length: 1 to 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurse Practitioners, Nurses, Nursing Educators, Physicians
Partner Violence
| Instructor: Noreen Esposito, Noreen Esposito, Noreen Esposito | Length: 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs and Advanced Practice Registered Nurses
Pediatric Cardiology Update
| Instructor: Julee Waldrop | Length: 1.5 to 3 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Out patient nurses, school nurses and nurse practitioners
Pediatric Orthopaedics: Assessing the child and adolescent
| Instructor: Tom Bush | Length: 1 hour |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, NPs, PAs,
Physical Assessment for Nurses: The Basics
| Instructor: Gail Mazzocco | Length: 12 hrs (2 days) |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs
Physiology of Menopause and Health Assessment of Midlife Women
| Instructor: Regina McCarthy, Regina McCarthy | Length: 1 to 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurse Practitioners, Nurses, Nursing Educators, Physicians, other health care providers who care for women.
Planning a Presentation*
| Instructor: Marianne Cockroft | Length: 1 to 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Anyone desiring to learn or improve public speaking skills.
Preceptor Development
| Instructor: Sandy Hoffman | Length: 6 - 7 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Preceptors, Managers, Clinical Educators
Presentation Pizzazz
| Instructor: Annie Taft | Length: 2 to 4 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Health professionals or anyone who do public speaking
Professional Leadership in Nursing: Moving Nursing Forward
| Instructor: Donna W. Bailey | Length: 3 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: All nursing professionals
Psychopharmacology Update
| Instructor: Victoria Soltis-Jarrett | Length: 8 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Advanced practice nurses in any specialty. Other clinicians interested in psychopharmacology such as pharmacists, social workers, psychologists, occupational therapists and physical therapists.
Recognizing and responding to oncologic emergencies
| Instructor: Katherine Gallia | Length: 3 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, LPNs, advanced practice nurses, nurse educators.
Reducing Stress Through Humor
| Instructor: Shirley Mason, Shirley Mason | Length: 2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, LPNs, Certified Nursing Assistants (CNAs) and other interested healthcare providers
Respiratory Illness in Children
| Instructor: Ann O'Hale | Length: 3 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs and other interested healthcare providers
STDs and HIV in Pregnancy
| Instructor: Catherine Ingram Fogel, Catherine Ingram Fogel, Catherine Ingram Fogel | Length: 3 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurses and health care professionals who work with patients at risk for sexually transmitted infections
Self-Care Management for Women with HIV
| Instructor: Catherine Ingram Fogel, Catherine Ingram Fogel | Length: 4 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs who work with women with HIV in ambulatory and community settings.
Sexually Transmitted Infections (STIs and HIV Update
| Instructor: Catherine Ingram Fogel, Catherine Ingram Fogel, Catherine Ingram Fogel | Length: 6 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurses and health care professionals who work with patients at risk for sexually transmitted infections
Spiritual Dimensions of Nursing Practice
| Instructor: Shirley Mason | Length: 3 to 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs, Other Health Care Providers
Stress Management in the Workplace for Nurses
| Instructor: Shirley Mason, Shirley Mason | Length: 2 to 5 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs and other interested healthcare providers
Stress Reduction in the Workplace for Nursing Assistants
| Instructor: Shirley Mason | Length: 3 to 5 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nursing assistants in all practice settings.
Suffering: Ethical and Practical Challenges
| Instructor: Donna Helen Crisp | Length: 3-6 Hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nursing, mental health, all health care professionals
Sun, Snakes and Bugs: Welcome to the South
| Instructor: Tom Bush, Tom Bush | Length: 1.5 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: NPs, RN,s PAs and MD's
Syncope and Chest Pain: Differential Diagnosis of Two Common Conditions
| Instructor: Leslie Davis | Length: 2.5 - 4 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: PAs, NPs, RNs and other interested health care providers.
The Use of Personal Digital Assistants (PDA) in Clinical Practice
| Instructor: Julee Waldrop | Length: 1-2 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Health Care Professionals, educators, MDs, PAs, NPs, RNs
Weaving Culture into Clinical Competence: Holistic Care with Diverse Populations
| Instructor: Theresa Raphael-Grimm, Theresa Raphael-Grimm | Length: 3 to 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Nurses and other direct care providers.
Writing for Publication
| Instructor: Margaret S. Miles | Length: 6 hours |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: Faculty in nursing programs.
Writing for Publication "Made Easy"
| Instructor: Marilyn H. Oermann | Length: 1.5 to 3 (3 hour includes group work) |
Description: This one day program will provide participants with a systematic approach to teaching and learning in the preceptor role. Utilizing participant’s experiences as a starting point, we will develop a teaching-learning framework that can identify potential barriers to effective acquisition of desired performance behaviors. By exploring their past experiences as preceptors within a conceptual model, participants can utilize what they have learned as preceptors to improve their performance, enhance their satisfaction as preceptors, and identify opportunities for organizational improvement in their orientation and staff development programs.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
Topics include experiential learning, teaching-learning styles, communication, conflict management, feedback, teaching-learning strategies in the clinical setting, role of reflection in learning, and self development as a teacher.
- At the end of this program, participants will be able to:
- Describe an experiential learning model that can be used to frame their work as preceptors.
- Describe preceptor experiences from a critical thinking perspective to identify areas that went well and areas where they want to improve.
- Explore teaching-learning styles for application in their setting.
- Discuss the role of reflection in learning.
- Demonstrate the effective use feedback.
- Identify areas for continued professional development as a teacher and create a personal plan for achieving their goals.
Audience: RNs
