Running Head: PROFESSIONAL ASSESSMENT

Professional Assessment
Educational Leadership, Clinical Competence, Professional
Organizations, Professional Network and Scholarship

Module I Learning Activity

Presented to
Eva Stephens
THE UNIVERSITY OF TEXAS
MEDICAL BRANCH at GALVESTON

In Partial Fulfillment
Of the Requirements for the Course
GNRS 5108: Educator: Professional Role Development
By
September 15, 2013
Katrina S. Hernandez

Running Head: PROFESSIONAL ASSESSMENT

Educational Leadership:
I have taken courses and workshops with Harris Health System and University of St. Thomas to
mentor and precept new graduates, interns and nursing students. I have been a preceptor with
Harris Health System since the beginning of 2013 for new graduates and a mentor with University
of St. Thomas sine last year in June. I also am the one who helps other nurses research evidencebased practice regarding our patient population, disease processes and policies.
Clinical Competence:
My self-assessment is based on the UTMB CBO tool and is evidenced by my employment at
Harris Health System as a Rehabilitation nurse since 2011. Having worked with numerous of
patients with different disease processes, I have recent two and a half years of experience with
these patients. I have also been a preceptor for a year now and am able to perform all basic nursing
tasks associated with a Rehabilitation nurse, as well as a preceptor. This is evidenced in the CBO
tool. As a preceptor, I am responsible for training new nurses to learn basic nursing function based
on their expertise level and help them transition into a higher level.
Professional Organizations:
Member- Texas Nurses Association
Member- Association of Rehabilitation Nurses
Professional Networking:
Future: University of St. Thomas
3800 Montrose Blvd Houston, TX 77006 Montrose
(713) 522-7911
Point of Collaboration: would like to network with the Nursing Education of University of St.
Thomas

Running Head: PROFESSIONAL ASSESSMENT

Scholarship:
Discovery: With Harris Health Systems internship, I worked on a quality improvement research
project regarding Catheter Associated Urinary Tract Infections. Presented to other nurses and
leadership, we covered different interventions and evaluations of those interventions through
evidence-based research from numerous nursing articles. After researching different interventions,
we were able to in-service multiple nurses and nursing assistants to help lower infection rates. I
also created a presentation board with important aspects of each intervention and received positive
feedback from leadership and other nurses.
Teaching: I have had a year experience as a preceptor and two and a half years of being a clinical
educator. As a clinical educator, I am able to educate patients on diabetic skills, wound care, Foley
care, PEG care as well as dietary information, and planning. This information is important prior to
patients discharge. I also created a packet of case studies and articles on my unit to help other
nurses in preparing to take the PBDS assessment.
Quality of Practice: I currently am certified in Rehabilitation Nursing as of June 2103. I am
working on going from a Level II Nurse Clinician to level III within the next couple of months. I
also am working on becoming a charge nurse on my unit.
Integration: I have collaborated with physical and occupation therapists on my unit to create a
concise and efficient communication tool for patients between nursing and therapy. This
communication tool will help maximize patient therapy time by utilizing and organizing time spent
with nursing.

Running Head: PROFESSIONAL ASSESSMENT

ducationaR esource
C enter
Name/Title:
The University of Texas Medical Branch Galveston
Educational Resource Center
Nursing Service: Competency Based Orientation
Preceptor Competencies:
Competency Statement: The Preceptor, upon completion of the Competency-Based Preceptor Program, utilizes critical thinking skills, the nursing process and
teaching/learning principles when providing clinical guidance and instruction to orientees.

Performance
Criteria
*
Critical

Element-satisfactory
validation
is
REQUIRED
Prerequisi
te
behavi
ors:
1. Demonstrates
Mastery of IPR
skills

*Resilience

Validation of
Performanc
e Preceptor
confirms: Performs
according to
standards, guidelines,
and/or protocol

1. Demonstrates positive
caring attitude toward
preceptee & others by:
a) is calm & easy to
approach
b) Gives constructive
feedback
c) preceptee evaluation
d) advocacy behaviors
2. Demonstrates mutuality
a) Refers to self & preceptee
as a team
b) Interprets preceptees
success as his/her own
success
3. Role models:
a) Therapeutic relationships
with pt/family
b) Positive relationships
with interdisciplinary team
members
4. Effectively changes the
preceptor preceptee
relationship to a collegial
relationship

Page 1 of 5
Cbofrm. Developed: 01/28/00. Revised:

Self Assessment

Have
you ever
done this
before?

Are you
competent
performing
?

Yes No Yes No

Date
Comp
M
et/
V
ali

Revised: April, 2005

Learning Options
>Patient care w/ preceptor
>Skill demo/return demo
>Read pertinent policies
>Read related section in reference texts.

Action Plan

1.) Preceptor class:

1A. Follow-up with preceptor class to be updated
A. Taught how to create rapport with orientee and environment for on new information/teaching methods
learning
B. Continue supportive feedback and ask for
B. Taught how to give for constructive yet encouraging and
feedback from orientee about how he or she
supportive feedback: What the orientee successfully accomplished, receives preceptors feedback; thoughts on more
what he or she needs to work on, and how they can work on it
effective feedback to improve on
C. Evaluations are created by the hospital; whether orientee is
C. Continue with filling out evaluations and talk
independent, needs improvement or dependent on preceptor; to be
about expectations each day
filled out each week and submitted to educator; explain to orientee D. Continue to watch for new learning
what he or she needs to work on each day
opportunities and show orientee positive results in
D. Encourage behavior of patient advocacy as well as with orientees searching for new learning experiences
learning experiences; preceptor to work with other nurses and team 2A. Ask orientee if he or she feels like we are a
members to provide multiple learning opportunities for orientee
team, if not ask orientee how or what preceptor
2.) Experience while at work:
could improve on to create that team
A. Explained to orientee that he or she will do all tasks with preceptor environment
in beginning, will work as a team to care for patients, go to meetings B. Continue to have mentality of orientees
and work on taskforce
success as own to motivate preceptee and his or
B. Understand that preeptees success is equivalent to preceptors
her work
teaching methods (ex: if pt was able to start IV based on preceptors 3A. Continue to show orientee how to include
hints)
family into care and what they should look for
3.) Role model by example:
when family is caring for patient
A. Showed orientee how relationship with patients family can help B. Continue to have respectable relationship with
foster better care, taught orientee that family will be caring for patient other staff members and how to speak to other
once they go home and should make the most out of hospital stay to staff to enhance better patient outcomes
learn all skills needed to care for patient
4. Continue to encourage orientee to improve
B. Taught orientee to have a professional an respectable relationship nursing career through research and participation
with MD, therapist and other staff, important for patient care
4.) After orientee has a feel on comprehensive patient care, will
expect orientee to provide new information specific to unit,
participate in nursing committees, participate in monthly meetings to
improve patient outcomes

Comments

Running Head: PROFESSIONAL ASSESSMENT

Performance Criteria
*Critical Element-satisfactory
validationis
REQUIRED
Pre-requisite
behaviors: Clinical
competence, positive
attitude

Validation of
Performance
Preceptor confirms:
Performs according to
standards, guidelines, and/or
protocol

Self Assessment
Have
Are you
you
compete
ever
nt
done
performi
this
Yes No Yesng?No

5
Date
Competenc
Met/V
alidato
r's
S
i

Learning Options
>Patient care w/ preceptor
>Skill demo/return demo
>Read pertinent policies
>Read related section in reference texts.

2. Demonstrates
leadership
competencies in
the management
of the
preceptorship of
the new
employee

Seen as knowledgeable &

competent by preceptee and
others
*Engages preceptee by
providing encouraging
statements
*Demonstrates problem
solving skills

*Preceptor workshop: taught how to word statements to

encourage orientee, not bring them down, know which
resources can be used to help with skills, meds etc
*able to demonstrate to orientee problem solving such as time
constraits and time management; how to help patient when
distressed emotionally

3. Demonstrates
and teaches
management
competencies in
precepting the
new employee

Manages patient care

assignment while
completing preceptor
duties.
Teaches & role models:
*use of available resources
*participation in unit/dept.
meetings
*completion of duties within
designated time frame
*delegation of tasks
*accountability

*shows orientee policies on intranet, binders in cabinet such as

pathology folder
*allowed orientee to come to Staffind Advisory committee to
encourage participation in committees, monthly meetings with
unit require attendance
*Allow orientee to talk through what needs to be done in one
day, when to do it to help with time management (Ex: straight
catheterize pt q 4hs)
*Allow orientee to talk to CNA in morning to discuss patient
care and have them follow up with CNAs through the day
*stress importance of not being late or calling in sick more than
4 days in a rolling year according to policy

4. Balances
leadership/man
age- ment roles

Integrates the
leadership/management duties
e.g. Shows leadership
competence in knowing
resources and encouraging
proper use while practicing
proper use.

Action Plan

*Continue to stimulate orientees critical

thinking and supportive feedback
*Continue to show problem solving
skills and methods to solve those
problems, eventually let orientee talk
through problem on own and choose
interventions to determine how
orientees problem solving skills are

*Continue to encourage orientee to

search for new resources to support
nursing interventions
*Continue going to meetings and
encourage orientee to join committee he
or she will enjoy and fully participate in
*Pinpoint time management problems
and collaborate with orientee to create
new methods to help with time
constraints (writing check off list for
each patient)
*Follow up with orientee to determine
how their delegation is
*Continue to monitor call-ins, tardiness
etc, make sure orientee understands
policies
*Show orientee to take leadership role in RN position, how to *Ask other preceptors /educators on
go up chain of command if unable to get desired outcome for how to better teach orientees how to
patient care, discussed with orientee how to solve problems on balance leadership and management
the unit between staff and when to involve nurse manager
roles, have speak with nurse manager to
get a better understanding of
management role in nursing

Comments

Performance Criteria

Validation of

Performance
* Critical Element-Running
Head:validation
PROFESSIONAL
ASSESSMENT
Preceptor
confirms:
satisfactory

is REQUIRED
Pre-requisite
behaviors:
Clinical
competence,
positive
attitude
5. Demonstrates
competence as a
clinical teacher

Page 3 of 5
Cbofrm. Developed: 01/28/0

Performs according to
standards, guidelines, and/or
protocol

a) Demonstrates patience with

the learner allows preceptee
adequate time to complete
new tasks
*paces new information at a
level appropriate to the
learner
b) assesses learning needs of
preceptee based on knowledge
of Benners model of clinical
skills acquisition.
*incorporates preceptees
input & PBDS results
*uses a systematic
assessment process
c) finds/creates learning
opportunities
d) helps preceptee use
clinical judgment in
interpretation P&P as it
applies to practice
e) goes outside the usual
clinical unit setting to
provide learning
opportunities, i.e. calls blood
gas lab or skin care nurse to
arrange a unique learning
experience.
f) applies principles of
psychomotor teaching
g) gives verbal feedback daily
summarizing strengths and
areas for improvement
Feedback is
reflective of performance &
gives specific direction for
improvement. Role models
reflective self feedback at the
end of the clinical day.
. hR)e.vIidseedn:tifies when the
counselor role is indicated
and smoothly transitions into
this role.

Self Assessment
Have you
ever done
this before?

Are you
competent
performing?

Yes

Yes

No

No

Date
Compet
Met/
Vali
dato
r's
S
i
g
n
a
t
u

Learning Options
>Patient care w/ preceptor
>Skill demo/return demo 6
>Read pertinent policies
>Read related section in reference texts.

Action Plan

A. Only give orientee one patient at first and let orientee focus on A. Encourage orientee to
give feedback on patient
one patient/disease process, add another patient to challenge
assessment based on
orientee, understand orientees learning method and utilize
preceptors judgment; work
teaching methods based on that
B. Understand that orientee is just novice and research Benners off of orientees response
and current pace and ability
principles of novice and create teaching methods around orientees
B. Continue to research
level *understand orientees PBDS results and problem list into
more information of
each day * monitor all of orientees tasks and interventions to
Benners clinical levels to
determine what the orientee can do
determine if new
C. Informs other nurses for any opportunities for orientee to learn information can help with
new skills, practice code blue scenario, how to determine decline orientees learning needs
C. Continue to search for
in patients condition, provide skills lab with hospital
D. Talk with orientee about patient acuity, what needs to be taken new learning opportunities
for orientee and encourage
care of now versus later based on patient needs and clinical
judgment, explain why it is important to act quickly and complete orientee to seek learning
experiences on own,
nursing interventions based on clinical judgment
encourage to be selfE. Allow orientee to follow wound care nurse, respiratory
directed
therapist, physical and occupational therapist so orientee sees
D. Ask other preceptors
comprehensive and holistic view of patient
/educator how to teach
F. Orientees psychomotor and educational level deems he or she orientee better ways to use
to be self-directed and hands-on, less guided by preceptor as time clinical judgment and
passes and should seek help or learning experiences when
utilize new methods
appropriate
learned
G. Fill out evaluation and let orientee tell preceptor how he or she E. Continue to seek new
has been doing periodically, talk about successful points first, what learning opportunities
could be improved and how; Also explain a certain time frame that through other methods such
as online simulation or
those expectations should be done
videos
H. Understand any of orientees problems and helps or gives
F. Continue self-directed
advice when appropriate,
and hands-on skills
G. Continue to give
productive feedback and
see how responsive
orientee is to feedback
H. Continue to be
supportive in all aspects of
orientees role

Commen
ts

Running Head: PROFESSIONAL ASSESSMENT

Performance Criteria
*
Critical Element-satisfactory validation is
REQUIRED

Pre-requisite
behaviors:
Clinical
competence,
positive attitude

Validation of
Performance
Preceptor confirms:
Performs according to
standards, guidelines, and/or
protocol

6. Role models
management of the
clinical situations that
assure patient safety
while optimizing
learning outcomes.

Validates preceptees
application of the nursing
process
a) assessment is
accurate
b) nursing interventions
prioritizes safe and
appropriate
c) preceptee uses
appropriate levels of
evaluation & revises
the plan of care as
needed.

7
Self Assessment
Have you
Are you
ever done
competent
this before?
performing?
Yes

No

Yes

No

Date Competency
Met/Validator's
Signature

Learning Options
>Patient care w/ preceptor
>Skill demo/return demo
>Read pertinent policies
>Read related section in
reference texts.

a) focused vs. generalized; first

watch orientees assessment; cover
missed areas and why it is
important; show how to do
assessment, have orientee discuss
what needs to be covered and have
orientee do assessment again and
continue to monitor orientees
assessments
b) refer to text for skills (IV,
venipuncture, straight
catheterizations); have orientee
watch skills first, ask orientee
process of each skill to ensure
knowledge of skill, have orientee
practice on easier patients (ex:
venipuncture on patients who have
larger veins); have orientee look up
policies on skills
c) evaluation on certain aspects of
orientees; ex: skills, critical
thinking, patient interaction; work
on specified problems based on
PBDS and create opportunities for
orientee to work on problems

Action Plan

A. Determine if current
teaching methods are helping
orientee with understanding
assessments, if so continue; if
not change teaching methods
according to orientees
specific learning needs
B. Continue to only give
orientee tasks that they can
handle at the time (ex: No
blood transfusions if orientee
does not know different
reactions to transfusions)
C. Continue to evaluate
preceptee to determine if there
are any educational setbacks
or if orientee is becoming
more independent in certain
skills or tasks

Comments

Running Head: PROFESSIONAL ASSESSMENT

Performance Criteria
*
Critical Element-satisfactory validation is
REQUIRED

Pre-requisite
behaviors:
Clinical
competence,
positive attitude

Validation of
Performance
Preceptor confirms:
Performs according to
standards, guidelines, and/or
protocol

7. Fosters critical
thinking

7 a) Assists the preceptee in

identifying the
i)
scope of the
clinical
problem
ii)
relevant
assumptions
iii)
alternate points
of view
iv)
implications of
choices of
action &
consequences
v)
relevant from
irrelevant facts
vi)
the main
concept(s)
7 b) Techniques Used
*Socratic Questioning
*Spontaneous case
scenario
*Critical thinking
template

8
Self Assessment
Have you
Are you
ever done
competent
this before?
performing?
Yes

No

Yes

No

Date
Met/
Valid
ator's
S
i

Learning Options
>Patient care w/ preceptor
>Skill demo/return demo
>Read pertinent policies
>Read related section in reference texts.

Action Plan

7.a.
Ai. Continue to use
I. Preceptor must understand chain of command to resources/literature to help
let orientee understand when to talk to nurse
orientee understand scope of
manager, charge nurse, MD, or case manager;
RN duties and associated
ii. Read Texas BON to understand RN scope of
scope of clinical problems
practice and let orientee research on RN scope
ii. Continue to use critical
iii. Allow orientee to follow other team members thinking and case scenarios to
to show orientee alternative points of view of
encourage and stimulate
patient, allows better patient care
learning of orientee and be
iv. Create scenario or scene where nursing
prepared for any patient
interventions and choices can cause certain actions change in condition
or consequences
iii. Ask educator and other
v. Let orientee talk through patient change in
preceptors how one can help
condition and nursing interventions prior to
preceptee identify any relevant
implementing interventions to determine what
assumptions related to clinical
facts are relevant; allow orientee to research
judgment or RN scope
interventions and rationale for each intervention to iv. Continue with case studies
determine its efficacy
to mold orientees way of
vi. Use PBDS scenarios from each disease process thinking to be quicker,
so orientee understand the main disease process to evidence-based and efficient
let orientee understand each intervention and why v. If orientee is not sure which
7.b.
intervention is appropriate,
*From preceptor class, taught to not use yes or no encourage orient to research in
questions but questions to stimulate orientees
nursing literature to eliminate
critical thinking, talk through scenario or nursing irrelevant facts
interventions out loud so orientee understands
vi. Continue to incorporate
rationale for each intervention
PBDS results into each day
*To stimulate orientees critical thinking, ask
B. *Think and ask other
scenario questions such as what would you do if preceptors/educators how they
patient had anaphylactic reaction after blood
ask their orientees questions
transfusion?
using Socratic questioning
*Critical thinking template created from internship *Continue to use case
program, and let orientee fill it out, use research scenarios with each patient to
database and talk through each template
help orientees thinking to be
geared towards evidencedbased practice
*Continue using Critical
thinking template to enhance
learning of new information

Comments