To meet the challenges inherent to the 21st century healthcare environment, preceptors require specific preparation for their teaching/mentoring role, as well as resource materials and policies that support this instructional work. One of the challenges facing the Vermont nurse leaders was teaching direct care providers how to develop critical thinking skills in novice staff members. The Vermont Nurse Internship Project approached this challenge in a collaborative manner and has "raised the bar" for preceptor development with statewide, standardized, research- and theory-based preceptor instruction and support. Based on 7 years of intensive work with preceptor development, the nurse leaders have added to the role and responsibilities of the preceptor by delineating the Protector and Evaluator components of the role and specifying critical thinking development, documentation of evidence, and team leading responsibilities.
The Competency Outcomes and Performance Assessment Model (COPA) prepares learners for effective role performance in the workplace by delineating comprehensive, core clinical behaviors that provide evidence of competence. This article explores the experiences of COPA model implementation in two nursing programs and a statewide nurse internship program. The article describes the challenges and benefits of implementation, discusses the transition from a traditional to an outcomes- and competency-based curriculum, and examines the process of assessment, with a focus on the faculty role. The influences of outcomes-based learning strategies and evaluation on competence, confidence, learning, and practice are discussed. In the statewide internship program, with 10 years of implementation experience in practice environments across the continuum of care, the COPA framework has provided significant benefits for preceptors, new nurse graduates, employers, and patient safety.
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AcknowledgmentsThe person that has helped me most in this academic endeavor is my husband, Daniel.Without his support at home and his constant advocacy, this focus on school and learning would be impossible. My husband is the glue that keeps all things connected and the foundation that allows me to stand and continue.Those that made this project possible are many, but I must especially thank a few key project contributors that moved this work forward in a kind, clear, concise, and concrete manner.• • Dr. Elizabeth Mann-Salinas, Capstone committee, Co-PI, advocate, nurse scientist, leader, motivator, conflict manager, negotiator, and an amazing mentor.• Dr. Eddie Beard, Capstone Chair, advocate, motivator, and professional formation guide.
The clinical transition framework (CTF) is a competency-based practice development system used by nursing professional development practitioners to support nurses' initial orientation or transition to a new specialty. The CTF is applicable for both new graduate and proficient nurses. The current framework and tools evolved from 18 years of performance improvement and research projects engaged in both acute and community care environments in urban and rural settings. This article shares core CTF concepts, a description of coaching plans, and a professional accountability statement as experienced within the framework.
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