This topic establishes the importance of developing a learning plan with the preceptee. Prioritizing learning needs, enhancing critical thinking and developing an empowering partnership are emphasized.

1. Learning Needs
and Goal Setting
Mr. Joven Botin Bilbao
Deputy Chief Nursing Officer
Al Hayat National Hospital –Jizan Branch
I Need A Plan?

2. “Yes! You need a plan!”
Teaching Plan
• What do you need
to teach to
facilitate your
preceptee to
become a member
of the team?
• How do you teach?
Learning Plan
• What does your
preceptee need to
learn to become a
member of the
team?
• How does your
preceptee learn?
2-2

3. Getting Started
• If possible, get acquainted
with your preceptee before
the first working day.
• During hospital orientation
arrange to meet her/him
during lunch.
• Or, have lunch with her/him
on one of your days off
before you’re scheduled to
work together.
2-3

4. Teaching - Learning Partnership
•Get to know each other.
•Respect each other.
•Mutual expectations
• Together, establish clearly defined
goals
and expected outcomes.
• Communicate openly and honestly.
2-4

5.  Greet them warmly.
 Find out what they know and need to
know.
 Set goals together.
 Facilitate their learning by developing
an empowering relationship.
Teaching - Learning Partnership
2-5

6. Identify Learning Needs
• What does the
preceptee already know?
• What is the preceptee’s
preferred learning style?
• What are barriers to
learning?
• What instructional
methods are available?
2-6

7. Expected Outcomes
• What does the facility
expect the nurse
to learn?
• What does the unit
manager/educator
expect the nurse to
learn?
2-7

8. Must have mutual expectations
to establish achievable goals. 2-8

9. Expectations
for New Staff
Variety of
Institutional
Forms
2-9

10. Priorities
Learning Needs
• Fatal
• Fundamental
• Frequent
• Fixed
• Facility
(Alspach, 2000)
Learning Interests
• Are they
priorities?
2-10

11. Prioritizing Learning Needs
• Fatal — Failure to meet this need could
result in serious harm or loss of life to a
patient or staff member.
• Fundamental — Represents a fundamental or
essential aspect of competent performance
for a given position.
2-11

12. Prioritizing Learning Needs
• Frequent — Reflects a performance area
that must be performed frequently by
an employee in a specific position.
• Fixed — Must be met within a specific
time frame.
• Facility — The health care facility
mandates
its inclusion in the orientation program.
2-12

13. Benner’s Stages of Nursing Proficiency
(Benner, 1984)
2-13

15. Clinical Teaching
• Learning is evolutionary.
• Participation, repetition and
reinforcement strengthen and
enhance learning.
• Variety in learning activities
increases interest, and
readiness to learn enhances
retention.
• Immediate use of information
and skills enhances retention.
(Burns
et al., 2006)
2-19

16. • Negotiate to arrive at a mutually acceptable
and numbered list of learning priorities.
• Record this list in writing. It becomes your
contract.
Prioritize
Together
2-20

17. Your Plan
The Learning Contract
• Documents the mutual responsibilities of
preceptors and preceptees in attaining
learning needs throughout a designated
period of time
• Must be clearly defined to evaluate
achievement
2-21

18. Goals – General Intent
1. ___________________________
2. ___________________________
2-22

19. Specific Outcomes
Clearly observable results.
• Nurse will initiate IV access correctly.
2-23

20. Nursing Process
• Assess
• Plan
• Implement
• Evaluate
There should be NO surprises!
2-24

21. Implementing the Learning Plan:
What and How to Teach
•Competency component
• Knowledge
• Attitudes
• Skills
2-25

22. Critical
Thinking

23. Critical Thinking
Jack and Jill were found dead in a small puddle of
water surrounded by pieces of broken glass. There
was no blood.
What happened?
(Alfaro-LeFevre, 2003)

24. Critical Thinking in Nursing
• Constantly striving to improve
• What are the outcomes?
• study results
• How can we achieve these outcomes
more efficiently?
• study process
• What was done to achieve outcomes?

25. Critical Thinking
• Entails purposeful, informed, outcome-
focused (results-oriented) thinking that
requires careful identification of problems,
issues and risks involved.
• Deliberate logical reasoning and linear and
nonlinear thinking used to analyze,
synthesize and evaluate relationships
between components of the nursing process
for the purpose of self-regulatory judgments
and clinical decision making.
(Abel & Freeze,
2006)

26. Critical Thinking Indicators
• CTIs – behaviors that demonstrate critical
thinking characteristics and attitudes as well
as knowledge and intellectual skills.
• www.alfaroteachsmart.com/new200-8cti.pdf