Preceptor Certificate
I have always enjoyed precepting new graduates and experienced
new employees. They possess different health care perspectives and a
variety of life experiences that intrigue the thought processes. Certain areas of my practice have been modified based on interactions with the new employees. For example, we have always hyper oxygenated patients with a tracheostomy before performing deep suctioning. A tracheostomy is a tube placed in a person's neck that allows them to breathe without the use of their nose or mouth. Supplemental oxygen is provided before a suction tube is placed into the tracheostomy and advanced down their windpipe to remove secretions. It was widely thought that the suctioning would also remove most of the oxygen out of the lungs. A new graduate nurse stated that hyper oxygenation was no longer the evidence based practice but could not provide rationale. We researched the topic together and obtained the justification for no longer requiring hyper oxygenation. I have adapted this change into my current practice.
With the Pulmonary Unit expansion, the new role of Permanent Charge Nurse has removed me from being a primary preceptor to the new graduate nurses and newly hired experienced nurses. I have precepted several nurses advancing to the role of Relief Charge Nurse. My role on the Pulmonary Unit has been transformed into a resource for all staff members. This approach has been adapted to review the skill with the coworker and then have them perform the skill while I observe. This recent change in my methodology has been very well received by all.
In July of 2013, an experienced new hire nurse approached me stating that she has never drawn blood before. She reported that her previous hospital had a team that performed every lab draw and as a result, she had never drawn blood before. I showed her where all the materials were located and where on the label displayed what type of tube was needed for the particular lab. I had her collect all the required materials. We practiced the skill using my arm for all aspects of the skill up to but not including the actual needle stick. I went with her to the patient's room and observed her drawing the labs. We reviewed what she had done very well and what areas could use some improvement. Later in the same shift, I review the documentation with the nurse and commended her on the concise charting.
In November of 2012, a new graduate nurse approached me unsure about the policy and documentation expectations for a patient she was about to begin a pain pump on. This type of pump infuses pain medication at intervals when the patient presses a button. I had her sit down at the computer and access the hospital's website to research the policy and procedure. We located the information together and she took notes on the expectations. We performed the independent double check on the medication and the pain pump settings and I cosigned her documentation. Later in the same shift I reviewed all the documentation with the nurse and provided praise for the thorough charting.
In September of 2012, an experienced nurse approached me about placing a nasogastric tube on a patient. She stated that the skill has not been performed in years. A nasogastric tube is a tube inserted into a person's nose and fed down into their stomach. This tube can serve as a means to feed the patient if there is some problem with taking food into their mouth. The tube can also decompress the stomach and remove the contents of the stomach to provide the entire digestive system with a complete rest. We collected the materials together and discussed the skill using the materials with the rationale for the procedure. I went with her in the patient's room and observed her explaining the procedure to the patient along with the rationale. She was performing the skill flawlessly until a crucial moment where I had to step in and assist to complete the task. I critiqued her performance, highlighting what went well and what needed improvement. Later in the same shift, I review her documentation and provided feedback.
These are just a few examples that come to mind. Very few shifts go by with no precepting opportunities. I am a resource for seven nurses and three nurse aides every shift. They rely on my assistance and expertise.
new employees. They possess different health care perspectives and a
variety of life experiences that intrigue the thought processes. Certain areas of my practice have been modified based on interactions with the new employees. For example, we have always hyper oxygenated patients with a tracheostomy before performing deep suctioning. A tracheostomy is a tube placed in a person's neck that allows them to breathe without the use of their nose or mouth. Supplemental oxygen is provided before a suction tube is placed into the tracheostomy and advanced down their windpipe to remove secretions. It was widely thought that the suctioning would also remove most of the oxygen out of the lungs. A new graduate nurse stated that hyper oxygenation was no longer the evidence based practice but could not provide rationale. We researched the topic together and obtained the justification for no longer requiring hyper oxygenation. I have adapted this change into my current practice.
With the Pulmonary Unit expansion, the new role of Permanent Charge Nurse has removed me from being a primary preceptor to the new graduate nurses and newly hired experienced nurses. I have precepted several nurses advancing to the role of Relief Charge Nurse. My role on the Pulmonary Unit has been transformed into a resource for all staff members. This approach has been adapted to review the skill with the coworker and then have them perform the skill while I observe. This recent change in my methodology has been very well received by all.
In July of 2013, an experienced new hire nurse approached me stating that she has never drawn blood before. She reported that her previous hospital had a team that performed every lab draw and as a result, she had never drawn blood before. I showed her where all the materials were located and where on the label displayed what type of tube was needed for the particular lab. I had her collect all the required materials. We practiced the skill using my arm for all aspects of the skill up to but not including the actual needle stick. I went with her to the patient's room and observed her drawing the labs. We reviewed what she had done very well and what areas could use some improvement. Later in the same shift, I review the documentation with the nurse and commended her on the concise charting.
In November of 2012, a new graduate nurse approached me unsure about the policy and documentation expectations for a patient she was about to begin a pain pump on. This type of pump infuses pain medication at intervals when the patient presses a button. I had her sit down at the computer and access the hospital's website to research the policy and procedure. We located the information together and she took notes on the expectations. We performed the independent double check on the medication and the pain pump settings and I cosigned her documentation. Later in the same shift I reviewed all the documentation with the nurse and provided praise for the thorough charting.
In September of 2012, an experienced nurse approached me about placing a nasogastric tube on a patient. She stated that the skill has not been performed in years. A nasogastric tube is a tube inserted into a person's nose and fed down into their stomach. This tube can serve as a means to feed the patient if there is some problem with taking food into their mouth. The tube can also decompress the stomach and remove the contents of the stomach to provide the entire digestive system with a complete rest. We collected the materials together and discussed the skill using the materials with the rationale for the procedure. I went with her in the patient's room and observed her explaining the procedure to the patient along with the rationale. She was performing the skill flawlessly until a crucial moment where I had to step in and assist to complete the task. I critiqued her performance, highlighting what went well and what needed improvement. Later in the same shift, I review her documentation and provided feedback.
These are just a few examples that come to mind. Very few shifts go by with no precepting opportunities. I am a resource for seven nurses and three nurse aides every shift. They rely on my assistance and expertise.