- Email: [email protected]
Going Provincial: Preceptoring and Mentoring Revisited in the Health Sciences
BRIEF REPORT
Going Provincial: Preceptoring and Mentoring Revisited in the Health Sciences Part I Carol Mitchell, MSN, is the Project Manager of the Preceptor & Mentor Initiative for Health Sciences in BC, Vancouver.
Brenda Sawatzky-Girling, MHA, is a healthcare policy and management consultant in Vancouver.
O
by Carol Mitchell and Brenda Sawatzky-Girling
ne of the key challenges for Canadian healthcare leaders, managers and educators revolves around preparing health professionals to work effectively and efficiently in a technologically complex, demanding and changing environment. For some time people in the health sciences have accepted preceptoring and mentoring as methods to bridge classroom theory and practice and actively support the transition of new graduates to professional practice. Although usage of the terms preceptor and mentor varies, we have defined them as follows: • A preceptor is an identified experienced practitioner who provides transitional role support and learning experiences to students and new staff. • A mentor is someone who guides another individual in the development and examination of their own ideas, learning, and personal and professional development.
“Mentoring is viewed as highly relevant to promoting the continuing development of adults in our learning society.”1(p. 22)
Abstract This article describes the Preceptor & Mentor Initiative for Health Sciences in BC, a provincial strategy to facilitate preceptoring and mentoring. A web site was developed with a comprehensive preceptor/mentor framework and resources, based on best practices and applicable to all health sciences. Informal feedback indicates this Initiative is effective in supporting health sciences preceptoring and mentoring in BC. A formal evaluation will be conducted by March 2003 and reported in a future FORUM article.
Preceptoring and mentoring are vital to new and working health professionals. Preceptor and mentor programs are of significant interest given that preceptors and mentors represent an essential component in the health sciences education continuum. As the demand for mentors and preceptors is increasing, their numbers are decreasing due to factors such as health system restructuring and retirement. This article will describe the Preceptor & Mentor Initiative for Health Sciences in BC, a provincial strategy to facilitate preceptoring and mentoring. We developed a comprehensive preceptor/mentor framework with resources, based on best practices and applicable to all health sciences (see Figure 1 – Figure 1: A Healthy Cycle of Preceptor Support
Preceptorship/ Infrastructure Coordination Preceptor Training & Development Preceptor Program policies, roles, responsibilities, expectations
Workload Relief
REWARDS & Preceptor Interaction & Peer Support
PRECEPTOR SUPPORTS Access to Resources and Information
Support of organization, co-workers, others Preceptor self assessment & feedback on effectiveness
Sample Menu • Monetary payment • Academic or continuing education credits • Academic appointment • Tuition voucher/credit • Journal subscription • Library card, Internet • Career advancement
RECOGNITION LONG TERM BENEFITS For Preceptor: • Personal growth • Professional development • Job enrichment
For Preceptee: • Positive experience in profession • Positive experience in organization
Sample Menu • Note on employment file • Pin, pen, vest • Certificate • Ceremony, event, award
Improved recruitment, retention, learning outcomes
Healthcare Management Forum Gestion des soins de santé
37
a less structured model was developed for mentors). An evaluation of the Initiative will be completed in March 2003 and will generate Part II of this series.
Initiative Structure The Preceptor & Mentor Initiative is managed through BC’s Council of University Teaching Hospitals (COUTH), an organization that develops strategies to operationalize innovative methods for the education of health and human service professionals. Funded $225,000 by the BC Ministry of Health, the Initiative began in May 2001 and has been extended to March 2003. The goals of the Initiative are to increase recruitment, retention and the capacity to educate health sciences professionals, to foster a culture of lifelong learning and to be sensitive to the needs of many diverse groups. We organized the Initiative around three teams: • Advisory Committee; • Project Manager and Project Team: consisting of COUTH staff, a research consultant and a communications consultant; and • Resource Teams: an ever-expanding network of preceptor/mentor champions and end-users – health professionals, educators, managers, leaders and students – who contribute via their participation in workshops and ongoing feedback.
Initiative Activities Baseline Needs Assessment “The clear message: ‘You’re responsible for your own career development, but we support you in your endeavours.’ Responding to this shift may require your organization to rethink its philosophy at a very deep level.” 2(p. 109) One of our first tasks was collaboration with the British Columbia Institute of Technology to develop a baseline needs assessment for preceptoring and mentoring in BC. This Internet-based survey was sent to health authorities, post secondary educational institutions and professional associations across BC.
38
A 46% (41/90) response rate represented a variety of health and education stakeholders. The key findings were as follows: • BC has a varied pattern of preceptoring and mentoring that depends on the profession and location. Many groups are either providing this or in the development phase. • Preceptor and mentor programs are facilitated through education, health or professional organizations. • Organizations such as Children’s & Women’s Health Centre of BC are recognized centres of excellence in preceptoring.
Communications “Learning has always been a people-topeople experience, so it stands to reason that a computer-mediated people-topeople process may be just what is needed.” 3(p. 175) We learned that a communication plan is essential for ongoing dialogue with stakeholders to establish best practices in preceptoring and mentoring and to foster buy-in, use of and feedback on resources. We developed a three-pronged approach: a series of e-newsletters; a display, brochures and bookmarks; and many face-to-face speaking opportunities at workshops, conferences and meetings.
Knowledge Management and Web Site Development “It is difficult to imagine healthcare leaders of the future who do not embrace the new information technologies, especially the Internet, as part of the way they run their practice or manage their departments.” 4 (p. 262) We chose the Internet as the major vehicle to meet the Initiative’s objectives based on feedback from the baseline survey, Resource Teams, Advisory Committee, and on the assumption that use of Internet technology will continue to grow rapidly. A web development company was contracted and we launched the Preceptor & Mentor Initiative web site (http://www.couth.bc.ca/pm) in January 2002.
Healthcare Management Forum Gestion des soins de santé
The Internet is a practical solution to the substantial knowledge management aspect of an educational program. Knowledge management includes: (1) extensive literature review and collection of preceptor and mentor resources; (2) new knowledge in the form of information (frameworks, best practices) and materials (a resource clearing house); and (3) disseminating knowledge through Internet technology. 5 (p. 334) The concept and organization of the web site is based on prior COUTH work on strategies to support preceptors and mentors. The web site targets two user groups: • Managers – who are planning, implementing and evaluating preceptor/mentor programs. • Preceptors/mentors – who are seeking information and support in their roles. One year into the Initiative, we have found the following advantages and challenges of using the Internet for our project:
Advantages • Can identify, survey and communicate with stakeholders. • Dynamic and flexible because new knowledge is constantly being identified and can be disseminated quickly. • Web site can be “in progress” yet knowledge accessible. • Accessible to diverse groups (regardless of location, users can “pick and mix” what they need). • Discussion Forum allows linkages to develop between people and across organizations. • E-copyright protects, not controls use of resources.
Challenges • People need access and technical support to computers, software and training. • Some health professionals perceive printed materials in binders as easier to use and more familiar. In order to overcome these challenges, we are continuing to work with stakeholders
to support use of this technology, adding a “how-to” tutorial to the web site, and developing a set of on-line preceptor/ mentor reference materials.
Workshops “Given the nature of the target audience, face-to-face speaking opportunities will be the strongest ‘selling’ and education tool.” 6(p. 5) By the end of June 2002 we had held eight Resource Team workshops around BC to promote and facilitate the Initiative and preceptoring/mentoring, and obtain feedback.
References and Notes
For Further Reading
1. Galbraith MW, Cohen NH, editors. Mentoring: New Strategies and Challenges. San Francisco, CA: Jossey-Bass; 1995.
Visit us at the Preceptor & Mentor Initiative for Health Sciences in BC web site http://www.couth.bc.ca/pm
2. Izzo JB, Withers P. Values Shift: The New Work Ethic and What it Means for Business. Toronto: Prentice Hall Canada; 2000.
Baseline needs assessment survey http://www.health.bcit.ca/couth/
3. Dertouzos M. What Will Be. San Francisco, CA: HarperEdge; 1997. 4. Coddington DC, Fischer EA, Moore KD. Strategies for the New Health Care Marketplace: Managing the Convergence of Consumerism and Technology. San Francisco, CA: Jossey-Bass; 2001. 5. Higgins JM. Innovate or Evaporate. New York, NY: New Management Publishing Co. Inc.; 1995 6. Bartz L. Components of a Communications Plan for the Preceptor & Mentor Initiative for Health Sciences in BC. Vancouver, BC; August 2001. (unpublished)
Next Steps Over the coming year the Project Team will sustain the momentum of the Initiative through updating and evolving the web site, continued networking with stakeholders, and encouraging development and adoption of preceptor/mentor best practices. Informal feedback to date indicates that as more people discover this Initiative there is a corresponding increase in preceptor/mentor activities, less duplication and new focus on best practices. Preceptor and mentor programs supported by comprehensive frameworks such as this Initiative help people adapt and change themselves, teach and learn. One of the deliverables of the Initiative is a comprehensive evaluation. To bring objectivity to this critical function, an evaluation framework was developed alongside the project by UBC’s Centre for Health Services and Policy Research. The evaluation will be completed in March 2003 and Part II of this article will outline the framework and results of our program evaluation.
Acknowledgements We wish to thank the BC Ministry of Health for sponsoring and the BC Ministry of Advanced Education for supporting the Preceptor & Mentor Initiative for Health Sciences in BC, COUTH for making a “home” for the Initiative and the many dedicated health sciences professionals, educators, leaders, managers and students we’ve met across BC who inspire us.
Healthcare Management Forum Gestion des soins de santé
39
Going Provincial: Preceptoring and Mentoring Revisited in the Health Sciences Part I Carol Mitchell, MSN, is the Project Manager of the Preceptor & Mentor Initiative for Health Sciences in BC, Vancouver.
Brenda Sawatzky-Girling, MHA, is a healthcare policy and management consultant in Vancouver.
O
by Carol Mitchell and Brenda Sawatzky-Girling
ne of the key challenges for Canadian healthcare leaders, managers and educators revolves around preparing health professionals to work effectively and efficiently in a technologically complex, demanding and changing environment. For some time people in the health sciences have accepted preceptoring and mentoring as methods to bridge classroom theory and practice and actively support the transition of new graduates to professional practice. Although usage of the terms preceptor and mentor varies, we have defined them as follows: • A preceptor is an identified experienced practitioner who provides transitional role support and learning experiences to students and new staff. • A mentor is someone who guides another individual in the development and examination of their own ideas, learning, and personal and professional development.
“Mentoring is viewed as highly relevant to promoting the continuing development of adults in our learning society.”1(p. 22)
Abstract This article describes the Preceptor & Mentor Initiative for Health Sciences in BC, a provincial strategy to facilitate preceptoring and mentoring. A web site was developed with a comprehensive preceptor/mentor framework and resources, based on best practices and applicable to all health sciences. Informal feedback indicates this Initiative is effective in supporting health sciences preceptoring and mentoring in BC. A formal evaluation will be conducted by March 2003 and reported in a future FORUM article.
Preceptoring and mentoring are vital to new and working health professionals. Preceptor and mentor programs are of significant interest given that preceptors and mentors represent an essential component in the health sciences education continuum. As the demand for mentors and preceptors is increasing, their numbers are decreasing due to factors such as health system restructuring and retirement. This article will describe the Preceptor & Mentor Initiative for Health Sciences in BC, a provincial strategy to facilitate preceptoring and mentoring. We developed a comprehensive preceptor/mentor framework with resources, based on best practices and applicable to all health sciences (see Figure 1 – Figure 1: A Healthy Cycle of Preceptor Support
Preceptorship/ Infrastructure Coordination Preceptor Training & Development Preceptor Program policies, roles, responsibilities, expectations
Workload Relief
REWARDS & Preceptor Interaction & Peer Support
PRECEPTOR SUPPORTS Access to Resources and Information
Support of organization, co-workers, others Preceptor self assessment & feedback on effectiveness
Sample Menu • Monetary payment • Academic or continuing education credits • Academic appointment • Tuition voucher/credit • Journal subscription • Library card, Internet • Career advancement
RECOGNITION LONG TERM BENEFITS For Preceptor: • Personal growth • Professional development • Job enrichment
For Preceptee: • Positive experience in profession • Positive experience in organization
Sample Menu • Note on employment file • Pin, pen, vest • Certificate • Ceremony, event, award
Improved recruitment, retention, learning outcomes
Healthcare Management Forum Gestion des soins de santé
37
a less structured model was developed for mentors). An evaluation of the Initiative will be completed in March 2003 and will generate Part II of this series.
Initiative Structure The Preceptor & Mentor Initiative is managed through BC’s Council of University Teaching Hospitals (COUTH), an organization that develops strategies to operationalize innovative methods for the education of health and human service professionals. Funded $225,000 by the BC Ministry of Health, the Initiative began in May 2001 and has been extended to March 2003. The goals of the Initiative are to increase recruitment, retention and the capacity to educate health sciences professionals, to foster a culture of lifelong learning and to be sensitive to the needs of many diverse groups. We organized the Initiative around three teams: • Advisory Committee; • Project Manager and Project Team: consisting of COUTH staff, a research consultant and a communications consultant; and • Resource Teams: an ever-expanding network of preceptor/mentor champions and end-users – health professionals, educators, managers, leaders and students – who contribute via their participation in workshops and ongoing feedback.
Initiative Activities Baseline Needs Assessment “The clear message: ‘You’re responsible for your own career development, but we support you in your endeavours.’ Responding to this shift may require your organization to rethink its philosophy at a very deep level.” 2(p. 109) One of our first tasks was collaboration with the British Columbia Institute of Technology to develop a baseline needs assessment for preceptoring and mentoring in BC. This Internet-based survey was sent to health authorities, post secondary educational institutions and professional associations across BC.
38
A 46% (41/90) response rate represented a variety of health and education stakeholders. The key findings were as follows: • BC has a varied pattern of preceptoring and mentoring that depends on the profession and location. Many groups are either providing this or in the development phase. • Preceptor and mentor programs are facilitated through education, health or professional organizations. • Organizations such as Children’s & Women’s Health Centre of BC are recognized centres of excellence in preceptoring.
Communications “Learning has always been a people-topeople experience, so it stands to reason that a computer-mediated people-topeople process may be just what is needed.” 3(p. 175) We learned that a communication plan is essential for ongoing dialogue with stakeholders to establish best practices in preceptoring and mentoring and to foster buy-in, use of and feedback on resources. We developed a three-pronged approach: a series of e-newsletters; a display, brochures and bookmarks; and many face-to-face speaking opportunities at workshops, conferences and meetings.
Knowledge Management and Web Site Development “It is difficult to imagine healthcare leaders of the future who do not embrace the new information technologies, especially the Internet, as part of the way they run their practice or manage their departments.” 4 (p. 262) We chose the Internet as the major vehicle to meet the Initiative’s objectives based on feedback from the baseline survey, Resource Teams, Advisory Committee, and on the assumption that use of Internet technology will continue to grow rapidly. A web development company was contracted and we launched the Preceptor & Mentor Initiative web site (http://www.couth.bc.ca/pm) in January 2002.
Healthcare Management Forum Gestion des soins de santé
The Internet is a practical solution to the substantial knowledge management aspect of an educational program. Knowledge management includes: (1) extensive literature review and collection of preceptor and mentor resources; (2) new knowledge in the form of information (frameworks, best practices) and materials (a resource clearing house); and (3) disseminating knowledge through Internet technology. 5 (p. 334) The concept and organization of the web site is based on prior COUTH work on strategies to support preceptors and mentors. The web site targets two user groups: • Managers – who are planning, implementing and evaluating preceptor/mentor programs. • Preceptors/mentors – who are seeking information and support in their roles. One year into the Initiative, we have found the following advantages and challenges of using the Internet for our project:
Advantages • Can identify, survey and communicate with stakeholders. • Dynamic and flexible because new knowledge is constantly being identified and can be disseminated quickly. • Web site can be “in progress” yet knowledge accessible. • Accessible to diverse groups (regardless of location, users can “pick and mix” what they need). • Discussion Forum allows linkages to develop between people and across organizations. • E-copyright protects, not controls use of resources.
Challenges • People need access and technical support to computers, software and training. • Some health professionals perceive printed materials in binders as easier to use and more familiar. In order to overcome these challenges, we are continuing to work with stakeholders
to support use of this technology, adding a “how-to” tutorial to the web site, and developing a set of on-line preceptor/ mentor reference materials.
Workshops “Given the nature of the target audience, face-to-face speaking opportunities will be the strongest ‘selling’ and education tool.” 6(p. 5) By the end of June 2002 we had held eight Resource Team workshops around BC to promote and facilitate the Initiative and preceptoring/mentoring, and obtain feedback.
References and Notes
For Further Reading
1. Galbraith MW, Cohen NH, editors. Mentoring: New Strategies and Challenges. San Francisco, CA: Jossey-Bass; 1995.
Visit us at the Preceptor & Mentor Initiative for Health Sciences in BC web site http://www.couth.bc.ca/pm
2. Izzo JB, Withers P. Values Shift: The New Work Ethic and What it Means for Business. Toronto: Prentice Hall Canada; 2000.
Baseline needs assessment survey http://www.health.bcit.ca/couth/
3. Dertouzos M. What Will Be. San Francisco, CA: HarperEdge; 1997. 4. Coddington DC, Fischer EA, Moore KD. Strategies for the New Health Care Marketplace: Managing the Convergence of Consumerism and Technology. San Francisco, CA: Jossey-Bass; 2001. 5. Higgins JM. Innovate or Evaporate. New York, NY: New Management Publishing Co. Inc.; 1995 6. Bartz L. Components of a Communications Plan for the Preceptor & Mentor Initiative for Health Sciences in BC. Vancouver, BC; August 2001. (unpublished)
Next Steps Over the coming year the Project Team will sustain the momentum of the Initiative through updating and evolving the web site, continued networking with stakeholders, and encouraging development and adoption of preceptor/mentor best practices. Informal feedback to date indicates that as more people discover this Initiative there is a corresponding increase in preceptor/mentor activities, less duplication and new focus on best practices. Preceptor and mentor programs supported by comprehensive frameworks such as this Initiative help people adapt and change themselves, teach and learn. One of the deliverables of the Initiative is a comprehensive evaluation. To bring objectivity to this critical function, an evaluation framework was developed alongside the project by UBC’s Centre for Health Services and Policy Research. The evaluation will be completed in March 2003 and Part II of this article will outline the framework and results of our program evaluation.
Acknowledgements We wish to thank the BC Ministry of Health for sponsoring and the BC Ministry of Advanced Education for supporting the Preceptor & Mentor Initiative for Health Sciences in BC, COUTH for making a “home” for the Initiative and the many dedicated health sciences professionals, educators, leaders, managers and students we’ve met across BC who inspire us.
Healthcare Management Forum Gestion des soins de santé
39