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iRubric: Preceptor Development - Case Studies rubric

iRubric: Preceptor Development - Case Studies rubric

 
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Preceptor Development - Case Studies 
Rubric Code: L2X646X
Draft
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: Graduate


Powered by iRubric Case Studies
Given case studies of various preceptor-preceptee scenarios, the learner will be able to
  Novice

Understanding is being missed or minimally demonstrated, needs to develop additional application, analysis, and synthesis skills.

1 pts

Competent

Understanding with some application is being demonstrated, needs to further develop application, analysis, and synthesis of skills.

2 pts

Proficient

Proficient application of skills with some evidence of analysis and synthesis of skills, opportunities for further development of analysis and synthesis.

3 pts

Expert

Proficient application, analysis, and synthesis of skills is being demonstrated.

4 pts

Learning Objective 1
assess learning needs of their preceptee as they navigate the life cycle of the preceptor-preceptee relationship.
Competency 1.1

Identify the roles of the preceptor and links the roles to the case-studies provided.

Novice

Does not identify the roles of the preceptor or inappropriately links them to the case studies provided.
Competent

Identifies some (30-70%) of the roles of the preceptor and appropriately links some of the roles to the case-studies provided.
Proficient

Identifies most (>70%) of the roles of the preceptor and links most of the roles to the case-studies provided.
Expert

Identifies most of the roles of the preceptor and links most of the roles to the case-studies provided, and provides examples of preceptor role implementation in the context of the case-studies.
Competency 1.2

Lists components of adult learning theory, learning styles, and the Novice to Expert framework when assessing the factors that influence the learning needs of preceptees in the given scenarios.

Novice

Does not list more than 30% of the components of adult learning theory, learning styles, and the Novice to Expert framework when assessing the factors that influence the learning needs of preceptees in the given scenarios.
Competent

Lists some (30-70%) of the components of adult learning theory, learning styles, and the Novice to Expert framework when assessing the factors that influence the learning needs of preceptees in the given scenarios.
Proficient

Comprehensively (>70%) lists components of adult learning theory, learning styles, and the Novice to Expert framework when assessing the factors that influence the learning needs of preceptees in the given scenarios.
Expert

Comprehensively lists components of adult learning theory, learning styles, and the Novice to Expert framework when assessing the factors that influence the learning needs of preceptees in the given scenarios and links them with appropriate teaching strategies.
Competency 1.3

Describes strategies for successfully establishing and concluding a preceptee-preceptor relationship.

Novice

Either describes only a few (<30%) strategies for successfully establishing and concluding a preceptee-preceptor relationship or provides no related examples.
Competent

Describes some (30-70%) of strategies for successfully establishing and concluding a preceptee-preceptor relationship, with some examples; and/or only some strategies have a related example.
Proficient

Describes most (>70%) of the strategies for successfully establishing and concluding a preceptee-preceptor relationship, with examples.
Expert

Describes most of the strategies strategies for successfully establishing and concluding a preceptee-preceptor relationship and provides rationale for when strategies will or will not be effective.
Learning Objective 2
utilize clinical teaching strategies to develop overarching competence (clinical skills, critical thinking, clinical reasoning, clinical judgement, intuition, and situational awareness) in the preceptee.
Competency 2.1

Identifies opportunities to implement teaching strategies to develop critical thinking, clinical reasoning, clinical judgement, intuition, and situational awareness and describes the related teaching strategy.

Novice

Either identifies only a few (<30%) opportunities to implement teaching strategies to develop critical thinking, clinical reasoning, clinical judgement, intuition, and situational awareness and/or does not describe the related teaching strategies.
Competent

Identifies some (30-70%) opportunities to implement teaching strategies to develop critical thinking, clinical reasoning, clinical judgement, intuition, and situational awareness and/or only describes some of the related teaching strategies.
Proficient

Identifies most (>70%) opportunities to implement teaching strategies to develop critical thinking, clinical reasoning, clinical judgement, intuition, and situational awareness and describes the related teaching strategies.
Expert

Identifies most opportunities to implement teaching strategies to develop critical thinking, clinical reasoning, clinical judgement, intuition, and situational awareness and describes the related teaching strategies, while identifying potential barriers to these strategies.
Learning Objective 3
compare techniques (trust building, communication skills, setting expectations, socialization, professional involvement, coaching, providing feedback, progress evaluation, and behavior modification strategies) to enhance positive/professional support.
Competency 3.1

Completes a comprehensive evaluation of preceptee progression, provides appropriate feedback and identifies areas requiring behavior modification, where appropriate.

Novice

Does not completes a comprehensive evaluation of preceptee progression and/or does not provide appropriate feedback or does not identify areas requiring behavior modification.
Competent

Completes an evaluation of preceptee progression, but misses opportunities to provide feedback and/or identify areas requiring behavior modification.
Proficient

Completes a comprehensive evaluation of preceptee progression, provides appropriate feedback and identifies areas requiring behavior modification, where appropriate.
Expert

Completes a comprehensive evaluation of preceptee progression, provides appropriate feedback and identifies areas requiring behavior modification, where appropriate, plus provides an action plan to address the behaviors.
Competency 3.2

Identify examples where inappropriate techniques to enhance preceptee support were utilized by the preceptor.

Novice

Identifies a few (<30%) examples where inappropriate techniques to enhance preceptee support were utilized by the preceptor.
Competent

Identifies some(30-60%) examples where inappropriate techniques to enhance preceptee support were utilized by the preceptor.
Proficient

Identifies most (>70%) examples where inappropriate techniques to enhance preceptee support were utilized by the preceptor.
Expert

Identifies most examples where inappropriate techniques to enhance preceptee support were utilized by the preceptor and suggests alternative means of handling scenario that could enhance preceptee support.




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