PRECEPTORSHIP

MODEL

Moh. Afandi,
Ns.,MAN
081908134304
mohafandi2003@yah
oo.com
 FILOSOFI PEMBELAJARAN KLINIK

KOMPETEN DAN PROFESIONAL

BERLANDASKAN ETIK &ISLAMI

MEMBANGUN
GENERASI KEPERAWATAN
YANG LEBIH BAIK

STANDAR KUALITAS PELAYANAN ASUHAN KEPERAWATAN

2
 Tersistem dan
Berkualitas
Tidak asal menaruh
mahasiswa di RS
atau
Asal Meluluskan Mhs
LANGKAH-LANGKAH
PENINGKATAN
KEGIATAN
KUALITAS
1. KUALITAS PROGRAM:
- Pemantapan Kurikulum klinik
- Strategi Pembelajaran Klinik
- Modul Pembelajaran Klinik (Study
Guide)

2. KUALITAS ACTION:
- Proses Pembelajaran,
- Evaluasi Proses Pembelajaran

3. KUALITAS RESOURCES:
- Ruang Diskusi
- IT & Alat-alat pendudung
- Preseptor
- TU
- Koners
 PROGRAM PENDIDIKAN PROFESI NERS

Koord. PPP Ners

..............................

Manajer RS Home-Based: Manajer RS Home-Based: Manajer NON KLINIK:

PJ 1: ................... JIKOM
PJ 1: ..................
PJ 2: ......................... PJ 1: .....................
PJ 2: .................
PJ 2: ......................

TU PPP Ners
Komite. PPP Ners RS Home- ...............................
based:
Komite. PPP Ners RS Home-
PANITIA KREDENSIAL:
based:
PANITIA KREDENSIAL:
TU PPP Ners Di RS
Supervisor di RS

PRESEPTOR RS
 KEGIATAN PEMBELAJARAN
KLINIK
 DILAKUKAN
OLEH:
 PRESEPTOR
 Tim preseptor
 Clinical Instruction
 MENTORSHIP

 Clinical Supervision

 PRECEPTORSHIP
METODE BIMBINGAN

Pre-Post Conference

Case Presentation

Journal Presentation

Bedside Teaching
(BST)

Nursing Round

Tutorial Klinik: Case
Analysis
METODE ASSESSMENT

Long Clinical Exercise

Mini-Clinical Exercise/Examination
(Mini-CEX)

Long-Case Examination

Student Oral Case Analysis (SOCA)

Direct Observed Prosedural Skills
(DOPs)
Clinical Intruction

Berkembang tahun 1952

Tidak ada kurikulum/ ada
kurang jelas

Dibatasi ruangan

Sangat tergantung pada CI

Kelompok tidak dibatasi
 Mentorship

Berkembang pada tahun 1980

Kurikulum kurang jelas

Pola pendidikan sangat tergantung
mentor

Kelompok belum dibatasi

Proses pendidikan dimana Mentee
mengikuti mentor

Adanya senioritas
DEFINING PRECEPTORSHIP
Latin Word “ praeceptum or
praecipere” :
admonish or teach
Preceptorship as “ a period of
practical experience and training
for a student esspecially of
medicine or nursing that is
supervised by an expert or
specialist in a particular field”
(AHD, 2007)
 Perbedaan Teacher, Mentor,
Preceptor
• A teacher is someone who instructs or imparts knowledge to an
individual or a group, with knowledge going predominantly from the
teacher to the student or pupil. There is no personal relationship
implied except as an instructor/learner dyad, and the teacher and
students are often assigned.
• Whereas a mentor also imparts knowledge, this implies a relationship
between two individuals in which both often agree to be actors. The
less formal mentor/mentee relationship often spans the length of a
career or lifetime, and both the mentor and mentee help determine
the course of information and evaluation.
• Like the mentor relationship, the preceptor/preceptee (or protégé)
relationship is also between two individuals but is more formal. The
individuals are often assigned, have specific goals, and are generally
together for a shorter duration (as in a year or semester).
Preceptorship:
a period of structured transition for the
preceptee during which he or she will be
supported by a preceptor, to develop
confidence as an autonomous professional,
refine skills, values, attitudes and
behaviours and to continue on a journey of
lifelong learning (adapted from
Department of Health (DH), 2010).
Preceptor characteristics including
(Wilson et al., 2009) :
Charisma Reference Others:
Empathy Competence
A supporting Reflective
Nurturing awareness
attitude Role modelling
Trustworthin Sound clinical
ess knowledge
Enthusiasm Self-analysis
Commitment capacity
Competence Interpersonal skills
Compassion Motivational skills
Integrity
Preceptor harus memiliki:
Patience
Flexibility
Enthusiasm
Caring and
understanding
Organisational
abilities
Critical thinking
Delegation and
direction skills
Advocacy skills
Autonomy
Paket Pembelajaran
Preceptorship:
Self-directed
learning
Adult Learning
Clinical Reasoning
Clinical practice
focus days
Reflective practice
Shadowing
One-to-one
support
The role and responsibilities
of the
preceptee included:
Willingness to learn
Valuing the experience of senior
nurses
Active participation
Accountability for their own
learning and practice
Acknowledgment of their own
learning deficits
Matching preceptees
with
preceptors:
Matching learning styles with
teaching styles
Matching of personality
characteristics
Matching preceptor leadership
characteristics to the
preceptee learning and
Clinical experience
Commitment to the preceptorship
partnership
Kunci
Sukses:
Effective Preceptorship is more likely to occur
when a team approach by the ward/unit is
taken. “The leadership and culture of a ward or
unit influence the level and effectiveness of
preceptoring (Haggerty et al, 2009, p.48)
TEAM PRECEPTOR
MODEL:
TRANSITIONS TO
PROFESSIONAL
DEVELOPMENT

Susan F. DePasquale, CGRN, MSN, CNS

St. James Healthcare

Sisters of Charity of Leavenworth Health

System (SCLHS) Butte, Montana

 Team Preceptor Model
Team Preceptor Model (TPM) also termed
“Collaborative Preceptor Model” is well entrenched in
the nursing literature and more recently at a
regulatory level
Isconsidered essential
collaborative in any organization committed
practice
to:
 continuing
 competency
 professional role
development
high quality health
care standards

2
2
TUGAS PRESEPTOR
 Melakukan briefing pencapaian
kompetensi
 Memonitor Logbook
 Sebagai preseptorship dalam Bedside
Teaching (BST)
 Sebagai fasilitator dalam Tutorial
Klinik
 Bertanggung jawab: 1 preceptor : 5
preceptee
 Sebagai nara sumber pelaksanaan
presentasi kasus dan
jurnal
 Menentukan Pemberi Kuliah pakar
(Meet the Expert)
 Menyetujui/menolak ijin

 Tim-Preceptor
 Melakukan monitoring kegiatan
jaga harian
 › Melakukan
› bimbingan ASKEP:
Laporan Pendahuluan
Monitoring SOAP kasus
kelolaan
 Melakukan bimbingan
skill sesuai list skill
dilogbook
 Membimbing teknik
pendokumentasian
QUALIFICATION OF PRECEPTOR
 a. Preceptor
 Ners Specialis
 Lulus SKep + Ners
 Berpengalaman dan atau ahli dalam bidangnya (min
1 th untuk Ners)
 Menyediakan waktu untuk melakukan bimbingan
 Antusias dalam membimbing
 Empati
 Memiliki Kredibilitas yang baik dalam pengetahuan,
ketrampilan dan sikap
 Memiliki motivasi sebagai pendidik
 Memiliki sertifikasi : Preceptorship Training
 Aktif dalam Forum evaluasi pendidikan klinik
 Telah ditunujuk oleh RS dan Institusi
 Cont…
 b. Co-Preceptor

 Lulus DIII Kep + min 5 tahun Pengalaman Kerja atau

lebih tinggi
 Memiliki certifikasi dalam bidang khusus
 Berpengalaman dan atau ahli dalam bidangnya
 Menyediakan waktu untuk melakukan bimbingan
 Antusias dalam membimbing
 Empati
 Memiliki Kedibilitas yang baik dalam pengetahuan,
ketrampilan dan sikap
 Memiliki motivasi sebagai pendidik
 Memiliki sertifikasi Preceptor
 Telah ditunujuk oleh RS dan Institusi
Area Bimbingan Klinik

 Novice
 Advanced
beginner
 Competen
t
 Proficient
 Expert
Clinical Learning

Clinical Learning is an integrated

learning experience which will allow
students to develop the knowledge,
skills, and attitudes essential to care
for patients effectively, efficiently,
and humanely.

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 Cognitive
domain

Professional/
Clinical
competence

Affective
domain Cinical Skills
CCT/RS TMG/M.AFANDI/PSIK FK UMY 30
12/08/10
Backgrou
nd
 ADULT LEARNING
 Adults are independent, self
directing
 Have a lot of experiences that may
become a rich
resource for learning
 Value learning that integrates with
the demands of daily life
 Problem centered approaches
 More motivated by internal
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UMY drives
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Backgrou
nd
 ADULT LEARNING, OTHER CHARACTERISTICS

Readiness to learn, realized what

need to know Start with something
familiar, realistic Variability of
learning/training methods
Practice, repetition
Feedback
 Directly, positive, nonjudgmental
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UMY
Self Directed Learning
 LEARNING TASKS ARE LARGELY WITHINTHE LEARNER’S
CONTROL
 LEARNERS ACCEPT PERSONAL RESPONSIBILITY FOR
THEIR OWN LEARNING
 IDENTIFY OWN KNOWLEDGE GAPS, CRITICALLY
APPRAISE NEW
INFORMATION
 PHILLIP CANDY, 100 TRAITS RELATED WITH SELF
DIRECTION ability to be methodological and disciplined,
logical and analytical, collaborative and interdependent,
curious, open (minded), creative and motivated, persistent
and responsible, confident and competent at learning,
reflective and self-aware

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UMY
3
Self Directed Learning
SKILLSTHAT IMPROVE SELF DIRECTED
LEARNING
asking questions
critically appraising new information
identifying own knowledge and skill gaps
reflecting critically on own learning
process and outcome

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UMY
Clinical Teaching
Specific Educational
Characteristics
 Patient-centeredness
 Encounter specificity
 Unpredictability
 Constraint of time
 Clinical Reasoning

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Precepting in the context of
Clinical
Teaching
 Preceptor’s role is to guide and
train the learner gradually
promotes the development of the
beginners guides the novice to
become a competent students
 Preceptor’s interest DETERMINES the
success of this process

CCT/RS TMG/M.AFANDI/PSIK FK
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 SUCCESS IN PRECEPTING
 Expert’s interest in novice’s
success
 Mutual trust and respect
 Opportunity and space for
practice
 Validation and encouragement
 Feedback
Knowledge Base of Clinical
 Knowledge of the subject matter
Teaching
 Knowledge of the context
 Knowledge of the patients
 Knowledge of the learners
 Knowledge of the general
principles of teaching
 Knowledge of case-based
teaching scripts

CCT/RS TMG/M.AFANDI/PSIK FK
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UMY
Common mistakes
 Common mistakes during clinical
teaching:
 Misjudging the learners’ strengths and
weaknesses
 Lack of preparation
 Teaching too much content
 Lack of purpose in the session
 Inflexibility with teaching strategies
 Selecting wrong teaching strategies
 Inappropriately using certain strategies
 Overemphasizing unusual and esoteric
aspects of patients or the disease processes
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Models

So many…
Some are:
(1) developmental model
(2) integrated model
(3) orientation-specific model
Developmental
 Continuum of Supervision

Evaluation- Transitional stage Self-supervision

Stage feedback

Style Direct/active Collaborative Consultative

Supervisor Supervisee Peer

 Integrative task maturity model
Petunjuk spesifik Siswa menunjukkan
dari pembimbing Siswa membutuhkan
Siswa membutuhkan performance yang
klinik tidak petunjuk spesifik /
petunjuk umum dari efektif dengan
Kemandirian mengubah demonstrasi dari
pembimbing klinik ditunjukkan adanya
pembimbing klinik
mahasiswa ketidakmampuan untuk menunjukkan
untuk melakukan inisiatif dan membuat
penguasaan suatu tindakan lebih efektif perubahan bilamana
penguasaan perlu
skill

M1
Tidak kompeten M2 M3 M4
Tingkat Tidak percaya diri Tidak kompeten Kompeten Kompeten
kematangan Tidak ada Percaya diri Tidak percaya diri Percaya diri
kemauan Punya kemauan Punya kemauan Punya kemauan

Gaya S1 S2 S3 S4
Preceptor Telling Selling Participating Delegating

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4
 Learning vector model
Independent
Clinical instruction

Dependent Novice Mature

Professional development
 Developmental Stages

Level One - The beginning of the Journey

Level Two -Trial and Tribulations

Level Three - Challenges and Growth

Transaks
i

Superviso Supervisee
r

• Supervisor: kompetensi pengetahuan

• Supervisee: insight tentang dirinya
Situational leadership
(Blanchard, 1985)

• Terutama digunakan untuk membantu

mengembangkan tim
• Prinsip dasar
• Anggota mengalami tahap-tahap
belajar/perkembangan

• Tahap perkembangan ini perlu

disesuaikan dengan gaya leadership
yang sesuai
Tahap perkembangan
• Komponen: Kompetensi dan
Komitmen

• D1: Pemula yang antusias

• D2: Kurang mampu dan tidak
bermotivasi
• D3: Mampu tetapi khawatir
gagal
• D4: Mandiri dan bermotivasi
Gaya leadership
• Komponen: pengarahan dan dukungan

• S1: directing
• S2: coaching
• S3: supporting
• S4: delegating
 INDIKATOR KETERCAPAIAN
STASE Waktu
No DEPARTEMEN (minggu) SKS BST-TUTORIAL Presus Presjur Case evaluation MTE Exam
Askep RESU Mini- Long
Presenter kelolaan ME DOPS cex
Case
1 Keperawatan Dasar 4 2 2 1 1 1 3 7 2 1 1
2 Keperawatan Dewasa 11 6 20
a. Medikal 3 1 1 2 5 3 1 1
b. Bedah 3 1 1 2 4 3 1 1
3 Keperawatan anak 5 3 3 1 1 2 4 10 3 1 1
Keperawatan gawat
4 darurat 5 3 3 1 1 2 4 10 3 1 1
5 Keperawatan maternitas 5 3 3 1 1 2 4 10 3 1 1
6 Manajemen keperawatan 4 2 2 1 1 1 3 7 2 1 1
7 Keperawatan Jiwa 5 3 3 1 1 2 4 10 3 1 1
8 Keperawatan komunitas 5 3 3 1 1 1 2 7 3 1 1
9 Keperawatan keluarga 4 2 2 1 1 1 2 7 2 1 1
10 Keperawatan gerontik 4 2 2 1 1 1 2 7 2 1 1
11 Elektif 11 6 6 1 1 1
12 Keperawatan Islam 2 1 -
PENGELOMPOKAN MAHASISWA
DAFTAR KELOMPOK ANGKATAN XXI
PROGRAM PENDIDIKAN PROFESI NERS FKIK UMY
2013/2014

Ketua Kelompok Home Base RSUD Tidar :

Hapandi Rudi Chandra

No NIM Akademik Nama Mahasiswa NIPP No Telp DPA

1 A1.1 20090320006 Siti Heti Purnamasari 32-011-09-1-2013 08562646209
2 A1 20090320086 Hardian Prandita 32-070-09-1-2013 089646564026
3 A1.2 20090320157 Adi Wahyu Triyanto 32-115-09-1-2013 083867008003
A
4 A2.1 20090320056 Hevea Nursery 32-047-09-1-2013 085252247944
Arianti., Ns., M.Kep., Sp.Kep.,
5 A2 20090320153 Dini Apresthica 32-112-09-1-2013 085251748883 MB
6 A.2.2 20090320154 Dwi Novita Sari 32-113-09-1-2013 085227015179
7 B1.2 20090320059 Titok Sefriadinata 32-048-09-1-2013 087738803489
8 B1 20090320061 Anisa Prastika Masyitoh 32-049-09-1-2013 085725720977
9 B1.2 20090320120 Umu Fatimah 32-093-09-1-2013 081917622703
10 B B2.1 20090320124 Dwi Prasetya Mahardika 32-094-09-1-2013 085245415354
11 B2 20090320125 Suli Maharini 32-095-09-1-2013 085786578907
12 20090320155 Febriana 32-114-09-1-2013 081276375206
13 B2.2 20090320126 Tri Susilowati 32-096-09-1-2013 085229618009
14 C1.1 20090320068 Nilam Puwaningrum 32-055-09-1-2013 085643357885
15 C1 20090320069 Lena Pratiwi 32-056-09-1-2013 087838886508
16 C C.1.2 20090320073 Farihatun Hidayati 32-059-09-1-2013 085743239602
17 C2 C2.1 20090320074 Dedi Harsono 32-060-09-1-2013 085729802837 Nur Chayati., S.Kep., Ns.,
18 20090320075 Yunita Fatmawati 32-061-09-1-2013 085643149401 M.Kep
 PENJADWALAN
JADWAL KEPANITERAAN KOAS-NERS

PROGRAM PENDIDIKAN PROFESI NERS PSIK FK UMY

ANGKATAN XXI TAHUN 2013-2014

HOME BASE RSUD TEMANGGUNG
KEGIATA MINGGU I MINGGU II MINGGU III MINGGU IV
N

BST

MINI-CEX

PRESSUS

PRESJUR
‘SEBAIK-BAIK UMAT ADALAH
YANG PALING BANYAK
MANFAATNYA BAGI ORANG
LAIN’

ALHAMDULILLAHIROBBIL’ALAMIN