FOCUS PDCA
My passion for precepting and significant involvement as the OR Preceptor Council co-chair encouraged me to review and improve processes related to preceptor preparation in the OR. My idea for improvement stemmed from the lack of appropriate and applicable preceptor training, references and support in the AIP OR. Once identifying this issue, I began to seek out a group of stakeholders to support my plan to reform preceptor development on our unit. With stakeholder support, I surveyed the unit to clarify current conditions of preceptorship practices and to understand the root causes affecting proper preceptor preparation.
Through results of this survey I was encouraged to create change for my peer preceptors through developing and implementing an OR focused training course. My goal in developing an OR specific course was to provide leadership and support for the unique roles, responsibilities and accountability assumed by preceptors in this specialty care setting. By selecting to create this OR focused course, I design a plan to incorporate the UCH Preceptor Program blended-learning course with OR relevant content into training. To achieve this, I successfully molded content to instill both UCH Basic Preceptor skills with intensive OR resources via an OR focused PowerPoint as well as OR specific facilitated discussion scenarios.
As part of my leadership interventions, I elected to put this process improvement into practice by sharing my developed content with my peers. I accomplished this by facilitating interactive classroom sessions of the OR Specific Basic Preceptor Course. Post-course, I pursued the opportunity to survey the learners to review their opinion of the course. I elected to utilize two surveys to assess results with training effectiveness and overall satisfaction with the course.
Please enjoy reviewing my FOCUS PDCA tool I completed to serve as an organizational tool in the development and review of preceptor development in the AIP OR.
Through results of this survey I was encouraged to create change for my peer preceptors through developing and implementing an OR focused training course. My goal in developing an OR specific course was to provide leadership and support for the unique roles, responsibilities and accountability assumed by preceptors in this specialty care setting. By selecting to create this OR focused course, I design a plan to incorporate the UCH Preceptor Program blended-learning course with OR relevant content into training. To achieve this, I successfully molded content to instill both UCH Basic Preceptor skills with intensive OR resources via an OR focused PowerPoint as well as OR specific facilitated discussion scenarios.
As part of my leadership interventions, I elected to put this process improvement into practice by sharing my developed content with my peers. I accomplished this by facilitating interactive classroom sessions of the OR Specific Basic Preceptor Course. Post-course, I pursued the opportunity to survey the learners to review their opinion of the course. I elected to utilize two surveys to assess results with training effectiveness and overall satisfaction with the course.
Please enjoy reviewing my FOCUS PDCA tool I completed to serve as an organizational tool in the development and review of preceptor development in the AIP OR.
focus_pdca_aip_or_preceptorship_final.docx | |
File Size: | 20 kb |
File Type: | docx |
FOCUS PDCA Review and Analysis
After implementing the OR Specific Basic Preceptor Course and analyzing the two surveys, I chose to compare and contrast the results within the outlined goals I established in my FOCUS PDCA. In reviewing the tool, I still found the preceptor process improvement project as a relevant and essential topic. I also reviewed the organized stakeholders and was satisfied with the influence each team member contributed throughout the project. The pre-intervention AIP Preceptorship survey data provided measurable results that clarified the state of OR preceptorship preparation as inadequate and unsatisfactory. The results also identified root causes related to irrelevant training and/or unrelated references.
After pre-intervention survey analysis, I successfully completed an OR focused comprehensive literature review to identify evidence-based practices for OR preceptor training and support. With the survey results and supportive literature review, I evaluated that my initial selection for preceptor improvement through implementing an OR specific basic preceptor course was an intelligent improvement idea.
My creation of content to supplement the OR specific basic preceptor course was cohesive with the plan I established in the FOCUS PDCA tool. I found the initial content I desired to include provided a positive balance between basic preceptor skills and particular OR proficiencies. However, through review, I identified the content needed reorganization prior to presentation. At this time, I elected to create five subsections to organize and rationalize the order in which to present the content to the learners. I completed my goal and met the target dates I originally listed to implement my intervention. I presented the AIP Preceptorship Survey results on 1/26/2015, distributed invites for the course on 2/20/2015 and taught the first classroom session on 3/25/2015.
To check the results of the course effectiveness and applicability, I desired to implement surveys. I originally planned to distribute a survey to the learners at both four and eight weeks post-course certification. I also planned to distribute a secondary survey to the orientees who had been precepted by the newly certified learners. Despite my goal, I unfortunately was only able to successfully survey the learners at four weeks post certification. I elected to not resurvey the learners at eight weeks post-certification due to the low numbers of preceptor hours worked since completion of the survey at four-weeks post-certification. This decision to not resurvey was derived from the individual interviews I completed with the learners. I also did not meet my goal to survey the orientees. Due to the significantly influx of new staff, it was impractical to keep track of individual orientee schedules, assignments and pairing with OR certified preceptors. I did however elect to utilize a secondary survey to measure the value of my content and course. The Professional Resources Preceptor Program survey was distributed to the learners within twenty-four hours post-course to receive certification. Utilizing the data from this survey displayed immediate responses concerning course effectiveness and satisfaction.
After analyzing the post-course surveys data and welcoming the constructive and encouraged feedback, I established that the required action to support OR preceptorship process improvement was to continue to offer the OR Specific Basic Preceptor course. The survey data significantly supports the course relevance, helpfulness and approval. The survey data provided below highlights this and maintains my plan to sustain the gains from this intervention.
By completing this review, I discovered that the content I developed as well as the courses I facilitated were effective instruments to supplement the much needed role recognition, definition and support for OR preceptors. With the use of this performance improvement tool, a thorough literature review and qualitative survey results, I created and facilitated a value added project for my unit and will continue to provide this opportunity for all OR preceptors.
After pre-intervention survey analysis, I successfully completed an OR focused comprehensive literature review to identify evidence-based practices for OR preceptor training and support. With the survey results and supportive literature review, I evaluated that my initial selection for preceptor improvement through implementing an OR specific basic preceptor course was an intelligent improvement idea.
My creation of content to supplement the OR specific basic preceptor course was cohesive with the plan I established in the FOCUS PDCA tool. I found the initial content I desired to include provided a positive balance between basic preceptor skills and particular OR proficiencies. However, through review, I identified the content needed reorganization prior to presentation. At this time, I elected to create five subsections to organize and rationalize the order in which to present the content to the learners. I completed my goal and met the target dates I originally listed to implement my intervention. I presented the AIP Preceptorship Survey results on 1/26/2015, distributed invites for the course on 2/20/2015 and taught the first classroom session on 3/25/2015.
To check the results of the course effectiveness and applicability, I desired to implement surveys. I originally planned to distribute a survey to the learners at both four and eight weeks post-course certification. I also planned to distribute a secondary survey to the orientees who had been precepted by the newly certified learners. Despite my goal, I unfortunately was only able to successfully survey the learners at four weeks post certification. I elected to not resurvey the learners at eight weeks post-certification due to the low numbers of preceptor hours worked since completion of the survey at four-weeks post-certification. This decision to not resurvey was derived from the individual interviews I completed with the learners. I also did not meet my goal to survey the orientees. Due to the significantly influx of new staff, it was impractical to keep track of individual orientee schedules, assignments and pairing with OR certified preceptors. I did however elect to utilize a secondary survey to measure the value of my content and course. The Professional Resources Preceptor Program survey was distributed to the learners within twenty-four hours post-course to receive certification. Utilizing the data from this survey displayed immediate responses concerning course effectiveness and satisfaction.
After analyzing the post-course surveys data and welcoming the constructive and encouraged feedback, I established that the required action to support OR preceptorship process improvement was to continue to offer the OR Specific Basic Preceptor course. The survey data significantly supports the course relevance, helpfulness and approval. The survey data provided below highlights this and maintains my plan to sustain the gains from this intervention.
By completing this review, I discovered that the content I developed as well as the courses I facilitated were effective instruments to supplement the much needed role recognition, definition and support for OR preceptors. With the use of this performance improvement tool, a thorough literature review and qualitative survey results, I created and facilitated a value added project for my unit and will continue to provide this opportunity for all OR preceptors.
Please examine and review the data from the three surveys that I reference and utilized throughout my FOCUS PDCA.
AIP OR Preceptorship Survey Data (Pre-Intervention)
The AIP Preceptorship Survey was distributed to a sample size of 155 OR staff members on 10/1/2014 and closed on 10/31/2014. The survey was open for thirty-one days and had a total number of sixty-nine responses. The survey's primary purpose was to facilitate OR staff in recognizing preceptor roles, characteristics, support and barriers.
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Professional Resources Preceptor Program Certification Survey Data (Immediate Post-Course Intervention)
The Professional Resources Preceptor Program Certification Survey was distributed to learners within twenty-four hours post-course presentation. The survey was distributed to the learners by Bebe Hoff, Preceptor Program Coordinator, after submission of the classroom session attendance record and the completion of the assigned online modules. Each classroom session consisted of six learners, therefore the survey sample size was six. By 7/1/2015, two successful classroom sessions had been completed, therefore two Professional Resources Preceptor Program Certification Survey data are provided below.
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Please review the documents below to access and assess complete survey data and comparison charts.
or_specific_basic_preceptor_course_pr_survey_results_3.25.15.docx | |
File Size: | 126 kb |
File Type: | docx |
or_specific_basic_preceptor_course_pr_survey_results_5.28.15.docx | |
File Size: | 126 kb |
File Type: | docx |
OR Specific Basic Preceptor Course Survey Data (Four weeks Post-Intervention)
The OR Specific Basic Preceptor Course Survey was distributed to recent certified preceptors at four weeks post-classroom session. The delay in surveying was to allow the learner an opportunity reflect on the course, to actively precept and apply course training.
The survey for the 3/25/2015 classroom session was distributed to a sample size of six certified preceptors on 4/24/15 and closed on 5/1/2015. The survey was open for eight days and obtained a 100% response rate.
The survey from the 5/28/2015 classroom session was distributed to a sample size of six certified preceptors on 6/23/2015 and close on 6/30/2015. The survey was open for seven days and obtained a 100% response rate.
The survey for the 3/25/2015 classroom session was distributed to a sample size of six certified preceptors on 4/24/15 and closed on 5/1/2015. The survey was open for eight days and obtained a 100% response rate.
The survey from the 5/28/2015 classroom session was distributed to a sample size of six certified preceptors on 6/23/2015 and close on 6/30/2015. The survey was open for seven days and obtained a 100% response rate.
Please select the images to enlarge and/or hover over the images below for more details.
Please review the documents below to access and assess complete survey data and comparison charts.
or_specific_basic_preceptor_course_3.25.15_post-course_survey_results.docx | |
File Size: | 83 kb |
File Type: | docx |
or_specific_basic_preceptor_course_5.28.15_post-course_survey_results.docx | |
File Size: | 94 kb |
File Type: | docx |
Pre-Intervention and Post-Intervention Comparison
After comprehensive individual survey review, I elected to compare and contrast the pre-intervention (AIP OR Preceptorship Survey) and post-intervention survey data (OR Specific Basic Preceptor Course post-certification Survey) side-by-side to better reveal and illustrate the improvements achieved through implementation of my OR Specific Basic Preceptor Course. During this comparative data review it became evident as to how the development of the course finally identified with the OR preceptor, fulfilling the need for relatable content with presentation of OR specific references and resource.
The data from the pre-intervention survey that stands out to identify this needed change are Question #4 and Question #5 as seen and assessed above in the AIP Preceptorship Survey. The data that counters the pre-intervention data and stands out to identify how effective change was established through the post-intervention survey are Question #3 and Question #4 also seen and assessed above in the OR Specific Basic Preceptor post-certification survey. The content of these questions essentially highlight OR staff satisfaction with preceptor support and preparation both before and after implementation of my course. The results reveal that staff disagreed with the preceptor process and training based and dependent solely on the UCH Basic Preceptor Course. Implementing my intervention of an OR specific preceptor process allowed our unit to maintain ownership over the content and course, supporting the preceptor and preceptor practice development and essentially facilitated a greater sense of satisfaction and support for maximum efficiency and effectiveness in the preceptor role. The side-by-side data comparison of these four questions can be visualized and further analyzed in the graphs below.
Overall, both the comprehensive and comparison review of the survey data and FOCUS PDCA allowed me to assess how the OR Specific Basic Preceptor Course was a value added project fro my unit. It is because of this data that I maintain a specific plan to sustain the gain of this course by continuing to offer opportunity for others to fulfill these metrics either quarterly or on an as needed basis. My involvement to keep this value added project in practice will be to continue to facilitate classroom sessions of the course as well as to train additional facilitators and continue to update course content consistent with both evidence-based practice and the UCH Preceptor Program platform.
The data from the pre-intervention survey that stands out to identify this needed change are Question #4 and Question #5 as seen and assessed above in the AIP Preceptorship Survey. The data that counters the pre-intervention data and stands out to identify how effective change was established through the post-intervention survey are Question #3 and Question #4 also seen and assessed above in the OR Specific Basic Preceptor post-certification survey. The content of these questions essentially highlight OR staff satisfaction with preceptor support and preparation both before and after implementation of my course. The results reveal that staff disagreed with the preceptor process and training based and dependent solely on the UCH Basic Preceptor Course. Implementing my intervention of an OR specific preceptor process allowed our unit to maintain ownership over the content and course, supporting the preceptor and preceptor practice development and essentially facilitated a greater sense of satisfaction and support for maximum efficiency and effectiveness in the preceptor role. The side-by-side data comparison of these four questions can be visualized and further analyzed in the graphs below.
Overall, both the comprehensive and comparison review of the survey data and FOCUS PDCA allowed me to assess how the OR Specific Basic Preceptor Course was a value added project fro my unit. It is because of this data that I maintain a specific plan to sustain the gain of this course by continuing to offer opportunity for others to fulfill these metrics either quarterly or on an as needed basis. My involvement to keep this value added project in practice will be to continue to facilitate classroom sessions of the course as well as to train additional facilitators and continue to update course content consistent with both evidence-based practice and the UCH Preceptor Program platform.
Please select the images to enlarge and/or hover over the images below for more details.
* The comparison chart above (left) pre-intervention survey question was:
"Preceptorship in the AIP OR is a formal and clearly defined role with organized professional practice guidelines, achievable goals and supports clinical efficiency on the unit".
* The comparison chart above (left) post-intervention survey question was:
"The OR Specific Basic Preceptor Course recognizes preceptorship as a formal and clearly defined role with organized professional practice guidelines, achievable goals and supports clinical efficiency in the role".
* The comparison chart above (right) pre-intervention survey question was:
"The AIP OR would benefit from the development of a preceptor program curriculum that includes a clear set of criteria and goals for precepting alongside a defined ROLE description and clinical experience qualifications".
* The comparison chart above (right) post-intervention survey question was:
"The OR Specific Basic Preceptor Course has an effective curriculum that includes a clear set of criteria and goals for precepting alongside a defined role description and clinical experience recommendations".
"Preceptorship in the AIP OR is a formal and clearly defined role with organized professional practice guidelines, achievable goals and supports clinical efficiency on the unit".
* The comparison chart above (left) post-intervention survey question was:
"The OR Specific Basic Preceptor Course recognizes preceptorship as a formal and clearly defined role with organized professional practice guidelines, achievable goals and supports clinical efficiency in the role".
* The comparison chart above (right) pre-intervention survey question was:
"The AIP OR would benefit from the development of a preceptor program curriculum that includes a clear set of criteria and goals for precepting alongside a defined ROLE description and clinical experience qualifications".
* The comparison chart above (right) post-intervention survey question was:
"The OR Specific Basic Preceptor Course has an effective curriculum that includes a clear set of criteria and goals for precepting alongside a defined role description and clinical experience recommendations".
Future Directions
To validate the sustainability of the OR Specific Basic Preceptor Course as a permanent training opportunity I plan to redistribute the original AIP Preceptorship Survey in January 2016 to gauge the success of the four courses offered in 2015.
Please select the button below to link and review the FOCUS PDCA PowerPoint presentation I developed and implemented to formally educate the OR staff related to Preceptorship practices.