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Plan for a comprehensive orientation

Plan for a comprehensive orientation
Our next experiential learning principle that it’s important that students get off to a good start. We have to plan a very comprehensive orientation program when the students arrive at the hospital. This should include a tour of facilities, so they understand where things are in the hospital. Introductions of key people, other personnel and the pharmacy department that students will be in contact with. Key members of the medical staff or nursing staff. Any other individuals in the hospital the students may have contact with should be introduced to. There should be an interview process to identify the personal interests and background of the students. Time should be set aside during the very first day of the rotation.
Preceptors sit down with the students and get to know them a little bit. Find out what their interests are. Find out what their expectations are for the rotation. Find out what it is about pharmacy that they like, anything at all. It might help the preceptor to relate to the students and where possible to tailor the learning experience of the students. It’s important also to emphasize the key points of the manual and any major expectations of students. You know exactly what to expect. One of the things that’s so important about a good orientation program is that sends a clear message to the students that the preceptor values them being there. And the preceptor serious about his or her teaching responsibilities.
They should also arranged for review discussions or background readings. This is a good time to schedule in any discussions that the preceptor is going to have to ensure that students have the right foundational knowledge they will need for the rotation. Or to assign specific readings might help students to strengthen their foundational knowledge in key areas that relate the types of patients that the students might be encountering. The type of disease states. Anything that the students need to brush up on can be included during this orientation program. The lastly, they need to explain any very important institutional or pharmacy policies, so the students don’t inadvertently violate some major policy of the hospital or the pharmacy department.
You can’t hold them accountable for adhering to policies that they’re not aware of. And they’re not employees of the hospital so there’s no way they would be aware of any such policies unless we educate them about them as they first arrived at the rotation. We posed a question to you, based on what we discussed these far in this session. How does a preceptor benefit to have students fill out a documentation forms? Think about that for a second. Obviously, the students benefit from filling out documentation forms because it guides the students learning. The forms systematically requires a student to obtain information and record that information and perhaps even to analyze and make value judgments about that information.
About having students fill out documentation forms is also a very great benefit to the preceptor, because it makes it much easier for the preceptor to keep tabs on what the student is doing. I found this to be especially true when I would be precepting 4, 5 or 6 students at a time. It would be very time-consuming to individually spend time having each student present all their patients to me. Verbally, it was much easier for me to be able to review their monitoring forms and then ask specific questions of each students, it was time better spent. Also consider what message detailed organization and planning system since the students when they first start to rotation.
If a preceptor puts a lot of time into preparing a manual and a lot of important meaningful information in it for the students. Information that over the course of the rotation. Student can appreciate has been very beneficial and strengthening student learning. Student gets an appreciation for the commitment that preceptor has to their education. And this is a very important element of helping the preceptor develop a good relationship with the students. Student understands that a preceptor takes teaching very seriously. Students will appreciate what the preceptor does and they’re more likely to comply with the requests of the preceptor. So it strengthens the entire learning experience for the students and it makes it a much smoother experience for the preceptor.
Let’s review what we’ve covered in session 3. Building structure into a rotation. The experiential learning principles. First, experiential training should be well-planned and organized, just like basketball practice. Think about John Wooden, the great basketball coach, meticulously planned as basketball practices minute-to-minute. Think of the success that he had with that approach. Structure provides efficiency and consistency. Structure provides consistency from rotation to rotation, student to student. Experience is going to be pretty much the same. There’s so much structure has been built into it. It’s so well-organized. It’s also going to be much more efficient. It’s going to be much less downtime because of the details planning and organization that was put into the rotation.
It’s going to manage critical information as simply and accurately as possible. Again, contributes to the efficiency and contributes to the effectiveness of the rotation. Because it is easier for the preceptor to critically evaluate information that the student is managing. It also guides the students as they’re managing that information. Guaranteed preceptor techniques that we’ve covered in session 3. No phone zone have a policy about how students are able to access their phones. So I clearly understand when it’s not appropriate to access their phones and try to train them to check their phones in certain circumstances or at certain times during the day. And minutes matter. Make use of all the minutes.
Be respectful of time of the students just as you expect them to be respectful of you. One thing I might add in relation to the time management of rotation. Sometimes the preceptor is going to be late to the meeting. I would expect my students to be on time.
If we call the meeting for eight o’clock and they show up 8:05. I would let them know that that’s not appropriate. I’ve got a lot of other things to do in those wasted five minutes and just edged away at my responsibility. Sometimes, however, because of the nature of receptor responsibilities in the hospital. It might be necessary for them to be someone late. That’s a golden opportunity to demonstrate a clear understanding of professional responsibilities if you demand of your students to show up on time and a certain circumstances you are not able to show up on time.
I will use that as the learning opportunity and clarify the priority to the students by letting them know how much I regret being light and even going to the extent of apologizing to them for being late to a meeting that I call. This sends a clear message to the students how important that professional value is. The preceptor is willing to humble himself and acknowledged. Even preceptor should show up on time because time matters, minutes matter. Our remaining two sessions.
We’re going to cover strategies for bringing out the best in every student and we’ll be talking in this one about how to interact with students in such a way that we help them succeed but also how we address situations in which they’re not performing up to our expectations. How we can make the corrective interventions based on the feedback that we provide. Then our last session will be talking about the characteristics traits great preceptors in great rotation. Then last session, I’m not just going to be providing my own opinion but I’m going to be providing information that’s well-documented in pharmacy literature.

It’s important that students get off to a good start!

This might be the first real hospital experience that your pharmacy students participate in as a part of a healthcare provider group. A good orientation will help them work well together.

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