Knowledge Pre-Test

Test Your Precepting Knowledge!

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1. You are working with a preceptee caring for a newly admitted patient. After checking the electronic health record (EHR), you notice that the healthcare provider has ordered a new medication. You are familiar with the medication and the prescribed dose is triple the usual recommended dosage. The preceptee identifies the need to check this order but says she doesn’t know what to do first. Which of the following is an open-ended question that could be used to encourage critical thinking? *

“Where have you looked already?” “What kind of information do you need from me?” “Does this sound like the answer to your question?”

2. How do questioning techniques help preceptees to think critically? *

They assist students to view a situation from different perspectives and explore assumptions They encourage students to move toward lower level thinking They discourage reflection on action and thinking.

3. Critical thinking is: *

a complex process that’s highly influenced by emotions and changes depending on what you are trying to accomplish. the process by which nurses collect cues, process the information, come to an understanding of a patient problem or situation, plan and implement interventions, evaluate outcomes, and reflect on and learn from the process the conclusion or enlightened opinion at which a nurse arrives following a process of observation, reflection and analysis of observable or available information or data.

4. Clinical judgment is: *

5. Coaching is a technique preceptors can use when working with preceptees in the clinical setting. Which of the following is an effective coaching technique? *

avoiding difficult situations motivating to achieve desired results consulting with others only when absolutely necessary building trust and bonds if the relationship will be long-term

6. The Ohio Nurse Competency Model is a hybrid model created by using a combination of which two competency frameworks? *

QSEN (Quality and Safety Education for Nurses) and Massachusetts Nurse of the Future Core Competencies QSEN and NLN (National League of Nursing) Competencies Massachusetts Nurse of the Future Core Competencies and IOM (Institute of Medicine) Competencies

7. In a coaching relationship, which of the following may be a barrier to providing effective feedback? *

fear of doing more good than harm concern about upsetting the preceptee consistent feedback from multiple sources

Use the following case study to answer the next two questions. A 69-year-old terminally ill female patient cries out for help from her room. She tells the preceptee that her pain is unbearable. She says, "I need more pain medicine, it hurts too much, I can't sleep, I can't stand it any longer." She seems very anxious and irritable. The preceptee asks the patient to rate her pain on a scale from 0 for no pain to 10 for the worst pain, and the patient says her pain is a 9. The preceptee reviews the physician orders and is surprised to see that a placebo has been ordered to be alternated with a low-dose pain medication. She approaches the physician with her concerns about the patient's poorly managed pain. He pulls up a picture on his cell phone of a man who was carrying another man, over his shoulder, as a means to get him to the hospital. He said, "In my country, one has to tolerate much more pain than Americans do, and no one complains. Here in America, there is so little tolerance for pain." He also said, "She has a history of being a drug addict, which is the real reason she wants these drugs. And I would hasten her death if I gave her as much pain medication as she wants." The preceptee suggests he replace the placebo with pain medication; he rejects her suggestion. The doctor tries to reassure her that research has proven that placebos are effective in alleviating pain. He said, "the placebo works on the psychological part of the pain." Adapted from: The Right to Pain Treatment: A Reminder for Nurses. Dimensions of Critical Care Nursing, June 2008. Volume 27, Issue 3, p 93-101. ______________ 8. The preceptee comes to you to ask what she could have done differently. As the preceptor, you want to encourage self-reflection. Which of the following questions would you use to encourage a deeper level of student thinking? *

“What happened?” “If you were dealing with a similar situation again, what would you do the same next time and what would you do differently?” “What questions do you have about the incident that I can answer for you?”

9. How confident are you in coaching the preceptee to resolve this type of ethical dilemma? *

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