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Talkin’ bout our generations!
Section 5 – Moving forward with the SPEP Network
SPEP Network Preceptor workshop, fall 2011
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FINDINGS: HEALTH UNIT KEY INFORMANT SURVEY STUDENT EDUCATION AND PRECEPTORSHIP AUGUST 2011
Student Placement, Education and Preceptorship (SPEP) Network
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A report entitled, Public Health Nursing Education at the Baccalaureate Level in Canada Today, released in November 2006 by the Canadian Association of Schools of Nursing (CASN)
highlights the growing number of nursing students who require community placements and the shortage or limited capacity for student placements within public health.
the lack of resources and continual restructuring of public health has resulted in a decreased number of public health placements and difficulty recruiting preceptors.
Canadian Association of Schools of Nursing (CASN) (2006). Task Force on Public Health Education. Final report – Public Health nursing education at the baccalaureate level in Canada today.
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Growing number of students who require community placements
Yet a shortage or limited capacity for student placements within public health.
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Canadian Association of Schools of Nursing (CASN) (2006). Task Force on Public Health Education. Final report – Public Health nursing education at the baccalaureate level in Canada today. Ottawa, ON:CASN Valaitis, R. K., Rajsic, C. J., Cohen, B., Leeseberg Stamler, L., Meagher-Stewart, D., & Froude, S. A. (2008). Preparing the community health nursing workforce: Internal and external enablers and challenges influencing undergraduate nursing programs in Canada. Int J Nurs Educ Scholarsh, 5, 22.
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Why are student placement numbers growing?
• Increased numbers in health science programs
• Increased distance education programs
• Increased MPH programs
• Decreased perinatal/mother-baby, paediatric opportunities in acute care
• Public health more ‘attractive’ – SARS, H1N1
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Student Placements in Public Health
• BUSY
• Preceptor burnout
• Turning requests away
• Negative “exhausted” attitude towards student placements
• Lack of support and recognition
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Key Informant Survey
Contacted all 36 Health Units and invited them to participate in the “informal” survey
Survey was developed and Implemented by the SPEP Network
Key Findings …
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Highlights from the findings
• 32 of 36 health units participated
• Some health units completed more than one survey
• 40 responses total
• March-April 2011
88.9% response rate
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Table 1. Types of student placements in health units
Response Chart Percentage Count
Formal preceptorships (>2 weeks
with formal evaluation)
77% 27
Internships (student functions as a
member of the workplace team –
some faculty contact and support )
57% 20
Informal observational
experiences ( 1-2 days to observe)
46% 16
Co-op/paid placements
(employment with education
component)
46% 16
Work study (student employed as
unlicensed personnel – student
learning while an employee)
37% 13
All of the above 23% 8
Other 14% 5
Total Responses 35
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Table 2. Student placements in health units: Undergraduate
Response Chart Percentage Count
Nursing 91% 32
Nutrition 80% 28
Environmental Health 80% 28
Dental 54% 19
Medicine 46% 16
Health Promotion 43% 15
Other, please specify: 37% 13
Health Sciences 26% 9
Midwifery 26% 9
Communications/Media 23% 8
Social Work 20% 7
Lab Technician 3% 1
Total Responses 35
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Table 3. Student placements in health units: Graduate
Response Chart Percentage Count
Public Health 58% 19
Dietetic Intern 55% 18
Nursing 48% 16
Community Medicine 39% 13
Master of Nutrition 36% 12
Epidemiology 33% 11
Nurse Practitioner 21% 7
Other, please specify: 12% 4
Total Responses 33
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Table 4. Number of student placements per health unit per year
Number of Student Placements * Frequency
1-10 15
11-20 3
21-30 4
31-40 1
41-50 3
51-60 0
61-70 1
71-80 0
81-90 3
91-100 0
∕∕ ∕∕
100-200 1
200-300 1
300-400 1
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Over the past five years
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50%
6.3%
37.5% stated no increase
Number consistent over past 5 years
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Table 9. Resources and tools health units would like to have access to
Response Chart Percentage Count
Orientation materials/training (for
preceptors)
80% 24
Evaluation tools (student
placement/preceptor/mentor/advisor)
80% 24
Orientation materials/training (for
students)
77% 23
Teaching/support tools to help staff
working with students? (ie. providing
feedback, developing learning
plans/objectives, conflict resolution)
73% 22
Student/preceptorship policies (i.e.
police background checks, accident
reporting, confidentiality etc)
63% 19
A web page dedicated to
students/preceptors?
63% 19
Preceptor acknowledgements (i.e.
recognition)
57% 17
Teaching tools for students (i.e.
student manuals, e - modules)
53% 16
Affiliation agreements 43% 13
Other, please specify: 20% 6
Total Responses 30
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Needs/gaps identified
Theme 4 - Linkages with universities and colleges.
Theme 3 - Organizational culture that supports and values student placements and preceptors
Theme 2 - Capacity – Student placement coordination
Theme 1 - Resources, tools and training
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Planning to be a
preceptor – where to
begin
Teaching Strategies/
Learning Styles
Coaching/
Mentoring
Adult Learning
Communication
Building Rapport
Students Today - Millennials
Theme 1 - Resources, tools and training
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Resources and Tools
Webspace or Website
Centralized
Forum for discussion of issues
Sharing of resources
Recognition and acknowledgment of preceptors
Recognition programs
Resources $ to fund preceptor recognition
Preceptors want time to be preceptors
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Resources and Tools continued
Student placement tracking system – or database
• to track number of requests/discipline/number of placements
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Student placement policies • Driving students
• Workplace safety
• Accidents and injuries
• Guidelines for independent home visits
• Policies that encourage all staff to support the next generation of public health workers.
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Training for students
• Overview of public health- Introduction to the public health system for students - “A day in the lives of…” Roles of various public health disciplines.
• Social determinants of health population health promotion model
• Core competencies
• Training for students needs to include all disciplines and acknowledge various discipline-specific competencies (i.e. public health inspector students and public health dietician students)
• Entry to practice competencies
• Ontario Public Health Standards
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Lastly…
Lack of time to disseminate resources to staff and the lack of a student education coordinator role at some health units has resulted in staff not being aware of preceptor resources and tools.
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Theme 2 – Capacity – Student Placement Coordination
Capacity for Student Placements
Funding
Time Resources
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Theme 3 – Organizational culture that supports and values student placements and preceptors
“Re-create a culture in public health that supports student placements”
“Student placements are often seen as an “add on” versus a positive opportunity for personal growth and professional development – We need to change this this type of thinking in public health”
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Theme 4 – Linkages with Colleges and Universities
Communication
• Requests
• Timelines for requests
• Placement requirements
• Curriculum related to public health
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Student placement coordination
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Table 9. Health units with a designated student placement coordinator
Total Responses 31
Formal designated position 16
Informal designation 6
Shared 5
No one designated 4
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Table 10. Proportion of FTE designated to coordinate student placements
Response Chart Percentage Count
Other, please specify: 73% 22
0.5 17% 5
0.25 13% 4
1.0 Full-Time 3% 1
0.75 0% 0
Total Responses 30
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Table 12. Health units with a student placement tracking system
Number of Responses 31
No 19
Yes 12
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Partnerships with Colleges/Universities
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Table 13. Health unit partnerships/linkages with Colleges/Universities
Response Chart Percentage Count
No formal partnerships with colleges/universities
39% 12
Other, please specify: 35% 11
Cross appointees 32% 10
Research partnership 29% 9
Teaching/clinical instructor partnership
19% 6
Total Responses 31
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Summary
• Development of new resources and tools
• Creation of a “Knowledge/Resource Library” or centralized web space to house preceptor and student resources and tools
• Development of new resources and tools
• Development of a tracking system/database to track number of student placement requests and number of student placements
• Provision of central supports for all health units
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Discussion – Think-Pair-Share
After listening to the findings:
1. What two points strike you as most important for the SPEP Network to be addressing?
2. What other issues do you feel are challenges or enablers to student placements at your health unit? Name two.
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Key take home messages…
Keep in mind, many of the characteristics we have discussed today, do not apply to all student’s.
Key – Change your mindset, be flexible and open to the possibilities.
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Key Take Home Messages
• "... having my preceptor available, having my preceptor give me space and give me the time I needed to learn and think things through on my own..."
Time
• Take the time to get to know your student, not just their learning preferences
Importance of the one to one relationship
• "...My preceptor was very instrumental in my learning by being open and encouraging, and consistent ..."
Positive Learning Environment
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Key Take Home Messages continued…
• Incorporate technology into the learning experience when possible
Recognition
• Consider setting your own learning objectives for your next preceptor relationship
Preparation for the Preceptor Role
• "...I think a good preceptor leads by example, even in the small things..."
Support
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Key Take Home Messages continued…
• Open to learning from the student – have them teach you something every week
Reciprocal Learning
• Get to know the student
• Remember this is their learning experience
Learner - Centered
• “Each generation goes further than the generation preceding it because it stands on the shoulders of that generation.” (Loy, 2010, p. 46)
Embrace a new generation
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Key Take Home Messages and lastly…
Despite their reliance on technology,
the “Text Generation” actually prefers to learn through face-to-face interaction rather than using technology.
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Thank you!!!
• Please don’t forget to complete your evaluations
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References • Beckstrom, M., Manuel, J., & Nightingale, J. (2008). The wired utility meets the wired generation. Electric light and power.
Retrieved from http://www.elp.com/index/display/article-display/342495/articles/electric-light-power/volume-86/issue-5/news-analysis/the-wired-utility-meets-the-wired-generation.html
• Buahene, Adwoa K. & Kovary, Giselle. (2003) The Road to Performance Success: Understanding and Managing the Generational Divide. Retrieved from the n-gen People Performance Inc. website: http://www.ngenperformance.com/pdf/white/ManagingGenDivide.Overview.pdf
• Borges, N. J., Manuel, R. S., Elam, C. L., & Jones, B. J. (2010). Differences in motives between Millennial and Generation X medical students. Medical Education, 44 (6), 570-576.
• Black, A. (2010). Gen Y: Who they are and how they learn. Educational HORIZONS, 92-100.
• Canadian Association of Schools of Nursing (CASN) Task Force on Public Health Education. Final report—Public Health nursing education at the baccalaureate level in Canada today. Ottawa, ON:CASN; 2006 (cited 2012 Jan 18). Available from: http://www.casn.ca/vm/newvisual/attachments/856/Media/1FinalReportPublicHealthSeptember2007.pdf
• Coffield F, Moseley D, Hall E, Eccleston K. (2004). Learning styles and pedagogy in post-16 learning: a systematic and critical review. London, U.K.: The Learning and Skills Research Centre.
• Considine, D., Horton, J., & Moorman, G. (2009). Teaching and reading the millennial generation through media literacy. Journal of Adolescent & Adult Literacy , 52 (6), 471-481.
• Crumpacker, M. and Crumpacker, J.D. (2007). Succession planning and generational stereotypes: Should HR consider age-based values and attitudes a relevant factor for a passing fad?. Public Personnel Management, 36(4), 349-369.
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References • Considine, D., Horton, J., & Moorman, G. (2009). Teaching and reading the millennial generation through media literacy.
Journal of Adolescent & Adult Literacy , 52 (6), 471-481.
• Davenport, J.K. (2010). Corroborating the expectations and predilection of millennials with the andragological principle of self-directed learning. [A dissertation presented in partial fulfillment of the requirements for the degree Doctor of Philosophy] Capella University.
• Dickson C, Walker J, Bourgeois S. Facilitating undergraduate nurses clinical practicum: the lived experience of clinical facilitators. Nurse Educ Today. 2006; 26(5):416-22.
• Espinoza C, Ukleja M, Rusch C. Managing the millenials: discover the core competencies for managing today’s workforce. Hoboken, N.J.: John Wiley & Sons; 2010.
• Geraci JC. Learning from youth marketers: adapting to the schoolhouse what business already knows about the millenials. School Administrator. 2005;62(8):24.
• Glass, A. (2007). Understanding generational differences for competitive success. Industrial and Commercial Training, 39(2), 98-103
• Hartman, J. L., & McCambridge, J. (2011). Optimizing millennials’ communication styles. Business Communication Quarterly, 74 (1), 22-44.
• Hira, N. (2007). You raised them, now manage them. Fortune, 155(9), 38-48.
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References
• Houck, Christina. (2011). Multigenerational and Virtual: How Do We Build A Mentoring Program For Today’s Workforce? Performance Improvement, 50(2).
• Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York: Vantage.
• Krywulak, Tim & Roberts, Martha. (2009). Winning the “Generation Wars”: Making the Most of Generational Differences and Similarities in the Workplace. Retrieved from the Conference Board of Canada’s website: http://www.conferenceboard.ca/temp/47ab420f-194d-4e52-bee5-d0cf04ebcae5/10-070-CanCompete_GenerationWars.pdf
• Loy, D. (2010). The Y Generation: They’re coming; Are we ready? Facilities Manager, 42-46.
• Nehls N, Rather M, Guyette M. The preceptor model of clinical instruction: thelived experiences of students, preceptors, and faculty-of-record. J Nurs Educ. 1997;36(5):220-7.
• Martin, C.A. (2005). From high maintenance to high productivity: What managers need to know about Generation Y, Industrial and Commercial Training, 37(1), 39-44.
• Shaw, Sue. (2008). Engaging a New Generation of Graduates. Education + Training, 50(5), pg 366-367.
• Shaw, S., & Fairhurst, D. (2008). Engaging a new generation of graduates. Education and Training, 50(5), 366-378.
• Shih, W. and Allen, M. (2007). Working with generation-D: Adopting and adapting to cultural learning and change, Library Management, 28(1-2), 89-100.
• Skiba, D. & Barton, A. (2006). Adapting your teaching to accommodate the net generation of learners. The Online Journal of Issues in Nursing, 11(2).
• Tapscott D. (2009). Grown up digitial: how the net generation is changing your world. Toronto: McGraw Hill
• Twenge, J. M. (2006). Generation Me. New York, NY: Simon & Schuster.
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References • Twenge, J.M., Zhang, L. & Im, C.(2004). It’s beyond my control: A cross-temporal meta-analysis of increasing
externality in locus of control, 1960-2002. Personality and Social Psychology Review, 8(3), 308-319.
• Valaitis RK, Rajsic CJ, Cohen B, Leeseberg Stamler L, Meagher-Stewart D, Froude SA. Preparing the community health nursing workforce: internal and external enablers and challenges influencing undergraduate nursing programs in Canada. Int J Nurs Educ Scholarsh. 2008;5:Article 22.
• Yonge O, Myrick F, Ferguson L, Lughana F. Promoting effective preceptorship experiences. J Wound Ostomy Continence Nurs. 2005;32(6):407-12.
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