This document provides information and training for preceptors for the EMS program at Eastern Gateway Community College. It defines what a preceptor is and their roles and responsibilities. The purpose of field training is to help students meet the program's terminal goals in cognitive, psychomotor, and affective domains. Field requirements include a minimum number of hours and patient contacts for regular and summative clinicals. Evaluation tools like the field clinical worksheet and affective evaluation are used to assess students. FISDAP is the online system used to document clinical experiences. Techniques for providing constructive feedback to students are also outlined.

1. Preceptor Training
Eastern Gateway
Community College
EMS Program

2. Program Accreditation
• Ohio Department of Public Safety, Division of
EMS Program #316
• Committee on Accreditation of Educational
Programs for the EMS Professions (CoAEMSP)
LOR Status Program #600635

3. Training Objectives
• Define what a preceptor is
• Define preceptor role and responsibilities
• Define the purpose of field training
• Define the field training requirements
• Understand the evaluation tools and their
application

4. Training Objectives
• Understand the learning domains
• Understand the difference between formative
and summative learning and evaluation
– Understand the difference between regular field
clinical and summative field evaluation
• Understand techniques of giving feedback
• Recall contact information for the program

5. What is a preceptor?
• A mentor
• A teacher, instructor
• An identified experienced practitioner who
provides transitional role support and learning
experiences

6. What is the Preceptor’s Role
and Responsibilities?
• Safety
– Patient
– Student
• Role Model
• Educator/Information resource
• Evaluator
• Coach
• Field liaison to the program

7. What is the Purpose of Field Training?
• A structured field learning experience that
assists students in reaching the program
terminal goal:
“To prepare competent entry-level Emergency
Medical Technician-Paramedics in the cognitive
(knowledge), psychomotor (skills), and affective
(behavior) learning domains”

8. What is the Purpose of Field Training?
• Field Training should stimulate growth.
• Should prepare student toward program
terminal goal.
• Must evaluate all three learning domains:
– Cognitive – Knowledge
– Psychomotor – Skills
– Affective – Attitude

9. What are the field clinical
requirements?
• First Semester - “regular clinical”
– Minimum 85 hours
– Minimum 15 ALS patient contacts
• Second Semester - “regular clinical”
– Minimum 85 hours
– Minimum 15 ALS patient contacts

10. What are the field clinical
requirements?
• Third Semester
• “Regular Field Clinical”
– Students must first complete 66 hours regular field
clinical.
– Upon completion will be eligible to enter field
summative.
• “Field Summative Evaluation”
– Minimum 40 hours
– Minimum 20 ALS team leads
– Cannot start until majority of patient care learning
done in classroom.

11. What are the field clinical
requirements?
• Third Semester – “Summative Field Evaluation”
– Preceptor needs to let students lead as much as
possible
• Student must earn positive team leader evaluations
• Doesn’t require student to do every skill during call
– Must positively impact overall management of the call
• Be sure to mark clinical form check box “field summative”
• Be sure to evaluate team leader ability and document
• Student will need minimum two affective evaluations during
period
– Students should demonstrate “entry level paramedic
skills”

12. Evaluation Tools
• Field Clinical Worksheet
• Affective Evaluation Form
• FISDAP

13. Field Clinical Worksheet
EASTERN GATEWAY COMMUNITY COLLEGE
This form must be scanned and emailed to emsclinical@egcc.edu, or faxed to 740.266.3195
Field Clinical Worksheet
Shift Entry (Fill in blanks and circle all that apply)  FISDAP Data Entered Date ________ Time ________
STUDENT NAME DATE Shift Start Time Shift End Time Total Hours
AGENCY (print service/department name) Regular Field Time / Field Summative Time (circle one)
PRECEPTOR NAME (Print name/title)
Ventilation/Intubation 1 2 3 IV Access 1 2 3 4 5
Time Time
Patient Age Patient Age
Effectively Ventilated Y/N Gauge
Tube Size Successful
placement? Y/N
Blade type/size Location of IV
(RH,AC etc.)
Successful Intubation Y/N Observers Initials
Observers Initials
Intubation Total Attempts _________ IV Total Attempts _________
Intubation Total Successful ________ IV Total Successful _________
Patient Log – Record Pertinent Information
29
P
t
Age Sex Primary Impression EKG MOI/NOI AVPU
GCS
RR HR BP Preceptor Initials
Each Patient
1
2
3
4
5
Medication Name IM SQ PO IV Preceptor
Initials
1.
2.
3.
4.
5.
Other Skills (list) Attempts Success Preceptor
Initials
1.
2.
3.
4.
5.

14. Field Clinical Worksheet
• Shift Data

15. Field Clinical Worksheet
• Intubation/IV Access Documentation

16. Field Clinical Worksheet
• Medications/Other Treatments
• Patient Log

17. Field Clinical Worksheet
Student Performance Rating

18. Field Clinical Worksheet
Signature Area

19. Affective Evaluation Form

20. Affective Domain
• So called “soft skills”/attitude
– Relatively new area of evaluation for EMS
– Competent/Not yet competent
– Evaluates 11 areas:
• Integrity
• Empathy
• Self-motivation
• Appearance & personal hygiene
• Self-confidence
• Communications

21. Affective Domain
• So called “soft skills”/attitude
– Evaluates 11 areas:
• Teamwork
• Time management
• Respect
• Patient Advocacy
• Careful delivery of services

22. FISDAP
www.fisdap.net

23. FISDAP

24. FISDAP
• Internet based clinical management tool.
– Documents clinical experience
• Student completes narrative, documentation of patient and
skills performed.
• Student completes a preceptor evaluation
– Provides check sheets for preceptor completion
• Not currently using
– Provides an area for preceptor to evaluate and
provide comments and suggestions.
– Upon student completion, preceptor can review/verify
and electronically sign off student.
• Long term goal of eliminating paperwork

26. Giving Feedback
• Immediate
– Errors should be corrected immediately every
time they occur
– Clear/Accurate
– Respectful
– Constructive vs Corrective

27. Feedback Strategy
• Constructive (Behavioral)
– Positive or Negative
• Describe – don’t label
• Don’t exaggerate
• Use “I” statements
• Avoid “need to” or “should” statements
• State consequences

28. Feedback Strategy
• Corrective (Procedural)
– Response for incorrect procedure or answer
• Analyze performance
• Identify correct and incorrect components
• Provide specific information to correct
• Positive feedback should be used when improvement
noted

29. Feedback Strategy
• Feedback should not be a surprise
– If a student exhibits multiple weak areas focus on
the most important area
• Goal being to shape behavior, not making the whole
experience very negative.
• Develop a student specific plan for improvement,
document on paperwork or FISDAP.
• Try and discover several things the student does good
for one thing they do not.
• Contact the program if concerns are serious in nature.

30. EMS Program Contact Information
• Mike Freeman – EMS Program Director
– (740)266-9757
– mfreeman@egcc.edu
• Marty Thorn – Clinical Coordinator
– mthorn2@egcc.edu