Building Learning Culture: considerations for preceptors

Creating better working environments

The lecture duration is 36min.

0.75 CPD Points, 0.75 AMA PRA Category 1 Credits, 0.75 CEUs.
Accredited by CPDUK, EB Medicine and CBRN.

You can watch this lecture for free! For premium features, including a CPD/CME accredited certificate, to use time-coded note taking or get downloadable slides, you will need a fair price subscription.

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Sybil Hoiss
Leader of Strategic Initiatives, British Columbia Patient Safety & Quality Council
Lecture Summary

As preceptors integrate neuroleadership principles of Dr. David Rock’s SCARF framework, intentional storytelling, and crisis resource management concepts into communication with students and fellow co-workers, learning culture is enhanced. As preceptors engage in this style of communication and support, they can improve retention and recruitment, promote psychological safety with students and fellow staff, and create an environment people want to work in. Practical examples for how to do this are provided to guide preceptor development. This ultimately translates into better working environments for staff and patients and families benefit in their outcomes and experience.

Target Audience

Critical Care Nurses
Trainee Critical Care Doctors

Learning Objectives:

Upon completion of this activity, you should be able to:

  • Differentiate Preceptor from Mentor
  • Perform a Preceptor Self-Assessment
  • Integrate SCARF framework into student interactions to build learning culture
  • Integrate Storytelling and Crisis Resource Management principles to build learning culture
  • Identify benefits of being a preceptor

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of EB Medicine and Continulus. EB Medicine is accredited by the ACCME to provide continuing medical education for physicians.

Credit Designation

EB Medicine designates this internet-enduring material for a maximum of .75 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Needs Assessment

The need for this educational activity was determined by surveys of the target audience and experts in the specialty. Further assessment was provided by examining the topics of recently published evidence-based medicine reviews, national clinical guidelines, and specialty society recommendations, as well as suggestions from evaluations of previous learning programs to determine practice gaps.

CME Faculty Disclosure

It is the policy of EB Medicine to ensure objectivity, balance, independence, transparency, and scientific rigor in all CME-sponsored educational activities. All faculty participating in the planning or implementation of a sponsored activity are expected to disclose to the audience any relevant financial relationships and to assist in resolving any conflict of interest that may arise from the relationship. In compliance with all ACCME accreditation requirements and policies, all faculty for this CME activity were asked to complete a full disclosure statement. The speaker did not report any relevant financial interest or other relationship with the manufacturer(s) of any commercial product(s) discussed in this educational presentation.

Earning Credit

In order to earn CME credit, the participant must take the pre-test, watch the course, take the CME post-test, and complete the post-test evaluation.

Hardware/Software Requirements

Online learners will need a computer or web-enabled device to access the podcast, additional learning materials, and CME test.

Commercial Support

This activity received no commercial support.