transitioning into leadership throughout the new...
TRANSCRIPT
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Transitioning into Leadership Throughout the New Practitioner PeriodKim Neff, PharmD, PhC
Veronica Vernon, PharmD, BCPS
DevelopmentThis activity was developed by the American Pharmacists Association.
DisclosuresKim Neff, PharmD, PhC, Veronica Vernon, PharmD, BCPS and APhA’s editorial staff declare no conflicts of interest or financial interests in any product or service mentioned in this activity, including grants, employment, gifts, stock holdings, and honoraria. For complete staff disclosures, please see the Education and Accreditation Information section at www.pharmacist.com/education.
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Accreditation InformationThe American Pharmacists Association is accredited by the Accreditation Council for
Pharmacy Education (ACPE) as a provider of continuing pharmacy education (CPE). This activity, Transitioning into Leadership Throughout the New Practitioner Period, is approved for 1.0 hour of CPE credit (0.1 CEUs). The ACPE Universal Activity Number assigned by the accredited provider is: 0202‐0000‐13‐114‐L04‐P.
To obtain CPE credit for this activity, participants will be required to actively participate in the entire webinar and complete an online evaluation and CPE recording form located at www.pharmacist.com/education by August 8, 2013.
Initial Release Date: July 25, 2013Target Audience: PharmacistsACPE Activity Type: Knowledge‐BasedLearning Level: 1Fee: There is no fee for this activity
Learning ObjectivesAt the end of this activity, the pharmacist will be able to:
1. Compare and contrast the roles of a mentor and a preceptor.
2. Describe how the role of a New Practitioner changes between the first
year and the fifth year with regard mentoring and/or precepting.
3. Identify ways to provide effective feedback to students and/or residents
based on the role of the mentor or preceptor and learner level.
4. Discuss examples of appropriate positive and constructive feedback.
5. Describe techniques for effective communication as a mentor/preceptor.
6. Define ways to demonstrate professionalism while mentoring or
precepting peers.
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What Is the New Practitioner Life Like?
www.bubblews.com. “So excited”www.medimanage.com “Secret Qualities of happy people”
http://maxbizvalue.blogspot.com/2011/05/im‐little‐nervous‐actually‐im‐very_7181.html
http://moreintelligentlife.com/content/ideas/ian‐leslie/non‐cogito‐ergo‐sumhttp://workbench.cadenhead.org/news/2539/napoleon‐dynamite‐too‐uncool‐school
Multifaceted New Practitioner Leadership
Organizational Involvement
Facility/Corporation Involvement
Precepting Patient Care Mentoring
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Transitions as a New Practitioner
Student PreceptorMentee Mentor
Defining MentorshipWikipedia‐
“Mentorship is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. However, true mentoring is more than just answering occasional questions or providing ad hoc help. It is about an ongoing relationship of learning, dialog, and challenge.”
MerriumWebster
“Mentor: a trusted counselor or guide”
Kimtionary:
Someone a person highly respects and trusts who one looks to for guidance, wisdom, encouragement, and/or assistance in one or multiple endeavors with which the mentee is unfamiliar or less experienced
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Attributes of a Successful Mentor Professional
Genuine
Good listening skills
Objective
Resourceful
Available
Positive role model
Mentors Making a Difference Career decisions
Overcome challenging situations Work
Personal
Work/life balance
Conflict with co‐workers
How to be a change agent
Building clinical skillset
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What is the difference between a mentor and a preceptor?
Mentor vs. Preceptor
Mentor
• Clinical basis not integral (only as much as desired by the mentee)
• Activity/interaction: mentee‐driven
• More personal relationship
• Often self‐selected by students
Preceptor
• Significant clinical basis
• Activity/interaction: preceptor‐driven
• May or may not have been requested by a student
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What are attributes of a successful preceptor?
Attributes of a Successful Preceptor
Highly dedicated to patient care
Challenge students to perform at their maximum abilities
Organized/prepared
Clear expectations set from the beginning
Provide adequate resources for students
Transition a student into clinical practice
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Attributes of a Successful Preceptor
Structured yet adaptable
Provide/solicit constant feedback
Passionate about the profession
Confident yet humble
Optimistic/good attitude
Create self‐directed learning
opportunities
Strategies for Developing Yourself as a Preceptor
Set goals
Never stop learning
Remember what you found helpful from your preceptors
Think about the things you did not like as a student
Be creative about ways to engage students
Start collecting good patient cases from day one
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Growing as a New Practitioner Mentor
NPN Year 5
NPN Year 2
NPN Year 3
NPN Year 4
NPN Year 1
Clinical confidence
Experience
Need to be the mentee
NPN Year 1: “The Newbie” Remain in contact with students to help them transition from year to year in school
Like being the older brother or sister who just graduated
Establish professional boundaries with students
Start getting acclimated to practice
Mentor and mentee Being mentored by those in practice longer than you
Mentee to students
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NPN Year 5: “The Veteran” Confident in practice, expanding role as a pharmacist/practitioner
Develop stronger, steady preceptor site
Mentoring not just students but also new practitioners
No longer receiving as much mentee help
Multitude of experiences to draw from
No matter what year in practice you are, NEVER forget what it was like
being a student!
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What is effective feedback? How did your
preceptors deliver feedback to you?
Effective Feedback
Straightforward Timely Scheduled
Specific CollaborativeDescriptive language
Beck DE, et al. Am J Pharm Educ. 1995;59:236–46.Koons K, et al. J Am Pharm Assoc 2012;52: e273‐e276.Ende J. Feedback in clinical medical education. JAMA 1983;250: 777‐81.
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The Importance of Feedback
Providing feedback to students is vital to the learning experience
One study demonstrated the feedback needs of students were not met by preceptors
Meant to improve a targeted skill or behavior of the recipient
It is not an evaluation
Novices vs. experts Novices seek and respond to positive feedback Experts seek negative feedback
Sonthisombat P. Am J Pharm Educ. 2007;72:1–6. Finkelstein SR, et al. J Consum Res 39; 22‐38.
.
Positive vs. Negative Feedback
Positive Negative
Weitzel KW, et al. Am J Health Syst Pharm 2012 69:1588‐1599
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Providing Effective Feedback
1• Prepare the student or resident prior to the activity
2• Provide descriptive, relevant, and objective feedback frequently
3• Avoid overloading the student or resident with feedback
4• Follow‐up on action plans
Beck DE, et al. Am J Pharm Educ. 1995;59:236–46.Koons K, et al. J Am Pharm Assoc 2012;52: e273‐e276.Ende J. Feedback in clinical medical education. JAMA 1983;250: 777‐81.
Communicating as a Preceptor/Mentor Effective communication builds trust
Preceptor/mentor should model communication
Regular contact with the student pharmacist is essential
Set clear expectations early
Ask open‐ended questions
Maintain open lines of communication
Utilize active listening
Avoid ambiguity
Be vigilant of body language
APhA and NACDS Foundation. The Pharmacist Preceptor Education Program.University of Pittsburgh Institute for Clinical Research Education. Available at: http://www.icre.pitt.edu/mentoring/effective.html
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Professionalism as a New Practitioner Appearance
Interactions with patients (showing utmost respect for them)
Communication with other healthcare providers
Written communication
Language use (don’t cuss, swear, etc. don’t talk poorly about patients)
Avoiding drama
Find a lesson in each challenge that is being addressed
Punctual
Conscientious
Professionalism with Your Peers Show them respect
Maintain friendly attitude
Set precedent of expectation for the work environment on day one If this gets crossed, discuss it right then and be very calm about it
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Challenging student encounters
Case #1Lisa is a final‐year student pharmacist on a cardiology rotation with you. She is a high achiever and extremely engaged in her clinical skill development. Prior to your rotation she has had 3 other rotations at your hospital. On day 1 of your rotation, she asks if she can spend some time in the cath lab with the team on Fridays since you won’t be there. However, given your high workload of patients on the floor and that she will be with a different preceptor on Fridays you feel it will be in her best interest to spend her time working up patients, doing discharge counseling, and completing other tasks that need to get done before the weekend. She agrees. When you return to work the next Monday, you discover Lisa went with the team to the cath lab after getting the okay from the pharmacist she was working with on Friday.
What do you do?
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Case #1 DiscussionMeet in a private area
Inquire why the student decided to carry out a different plan
Ensure that your expectations are clear
Discuss behavior in relation to professionalism
Explore possibility of a makeup assignment
After interaction with student—meet with co‐preceptor to ensure that your expectations align and resolve differences
Case #2Johnny is a final‐year student pharmacist on rotation for you in your retail pharmacy. You knew him during your pharmacy school years because he was only 2 years behind you and was “Mr. Pharmacy,” president of every student organization, very nice, hardworking and extremely polite. The first few days start out great; your coworkers enjoy him. As the days go by, however, he starts coming in later and later and although you don’t time him at lunch it seems he is gone for a long time
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Case #2 Discussion Ensure that your expectations are clear
Inquire about the cause of the tardiness
Provide reinforcement of positive behaviors
Contrast positive behaviors with unsatisfactory behaviors
Relate potential consequences of tardiness if student was the PIC
Ask the student to identify methods for improvement
Document, document, document
Case #3Mike is a final‐year student pharmacist on rotation with you in asthma clinic. A doctor of yours missed the presentation he gave about the proper administration of the newest inhalers that Mike gave a week ago. The doctor requests that you meet with him to review the content, and you decide this is a great opportunity for Mike to get some one‐on‐one facetime with the doctor as well as refine his teaching skills, as he struggled during the presentation. You ask Mike to prepare a “cliff notes” version of the presentation that he can use to review with the doctor. You meet with Mike on Friday am to review the “cliff notes,” as he is to meet with the doctor that afternoon. Mike hasn’t done what you asked, and upon inquiry of why, he says, “I wasn’t really feeling it. I didn’t see the point.”
What do you do?
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Case #3 Discussion Ensure that expectations for presentations and other assignments are
outlined on day one
Reflect on your actions as a preceptor thus far Why did you think it would be okay to wait to review this information with the student the same
day as the presentation?
Ask guided questions to determine why the student is displaying this attitude
Discuss the potential repercussions of delivering an unsatisfactory product
Develop an action plan for how to handle the meeting that afternoon Involve student in this action plan development
Case #4Rachel is a third‐year student pharmacist (attending a four‐year program) on rotation with you at your independent pharmacy. She shows up on day 3 and has on a very tight, low cut‐shirt. How do you address this situation?
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Case #4 DiscussionMeet privately with the student
If the student is of the opposite gender, consider asking for assistance
with this discussion from a colleague
Consider referring to the dress code of the school/college
Ensure that a section on dress code is placed in the rotation syllabus
Discuss the issues of professional dress with the student
Develop plan for follow up in case this issue resurfaces again
Case #5Jacob is a final‐year student pharmacist who you had on rotation as a P1. He worked extremely hard and you got to know him well on your rotation; he has great potential to be an amazing pharmacist, and during the time you have known him he has always been engaged in infectious disease. His dream is to go to Johns Hopkins and work as an ID pharmacist there. He comes to you a little over a year later after completing his ID rotation at a small rural hospital and now is talking about considering cardiology or even retail. He wants your thoughts or insight.
How do you respond?
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Case #5 Discussion Set aside ample time to meet with the student
Ask probing questions
Listen more than you speak
Use reflective listening
Try to remove personal bias
Provide additional resource/opportunities for student to explore if necessary to help him make his decision
Questions & Comments
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How to Obtain CPE Credit Record Attendance Code: Provided during webinar Please visit: http://www.pharmacist.com/live‐activities and select the Claim Credit link for this activity
You will need a pharmacist.com username and password Select Enroll Now or Add to Cart from the left navigation and successfully complete the Assessment (select correct attendance code), Learning Evaluation and Activity Evaluation for access to your statement of credit. You will need to provide your NABP e‐profile ID number to access your statement of credit.
You must claim credit by August 8, 2013. No credit will be awarded after that date.
New Practitioner Advisory CommitteeChair, Vice‐Chair, Members‐at‐large (3)
New Practitioner Mentor
Mentors needed for all APhA‐ASP Chapters
Stay connected to the new practitioner network!