Ohio Nurse Demographic Questionnaire
Please complete the following questions.
1. Age (Circle One)
21 or less
22-30
31-40
41-50
51-60
61-70
Over 70
2. Gender (Circle One)
Male
Female
3. Highest Educational Level (Circle One)
Associate Degree
Diploma
BSN
Bachelor’s degree in non-nursing field
MSN
Master’s degree other than MSN
Other-
4. Number of years/months practicing as a RN in the United States
____________ years __________months
5. Number of years/months as a preceptor to students or newly licensed registered nurses.
____________ years ____________months
6. How many hours of education/training do you estimate that have you received on precepting techniques? (Circle One)
Less than 4 hours
4- 8 hours
9-16 hours
17-24 hours
Greater than 25 hours
7. I was required to complete a formal preceptor training program by my employer. (Circle One)
Yes
No
8. How familiar were you with the Ohio Nurse Competency Model prior to participating in this program?
Not at all familiar
Heard about it via an email/website
Talked to colleagues about the model
Learned about it on a committee
Ohio Nurse Preceptor Development Program Pre-test/Post-test
The Ohio Nurse Preceptor Development Program Pre-test/Post-test consists of twenty multiple choice items. There are eight multiple choice knowledge questions, 6 multiple choice skills questions and 6 multiple choice attitudes questions.
Directions: Please read each question carefully and select the answer that best represents your level of knowledge, skills and attitudes.
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?
a. “Where have you looked already?”
b. “What kind of information do you need from me?”
c. “Does this sound like the answer to your question?”
2. How do questioning techniques help preceptees to think critically?
a. They assist students to view a situation from different perspectives and explore assumptions
b. They encourage students to move toward lower level thinking
c. They discourage reflection on action and thinking.
3. Critical thinking is
a. a complex process that’s highly influenced by emotions and changes depending on what you are trying to accomplish.
b. 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
c. 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:
a. a complex process that’s highly influenced by emotions and changes depending on what you are trying to accomplish.
b. 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
c. 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.
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?
a. avoiding difficult situations
b. motivating to achieve desired results
c. consulting with others only when absolutely necessary
d. 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?
a. QSEN (Quality and Safety Education for Nurses) and Massachusetts Nurse of the Future Core Competencies
b. QSEN and NLN (National League of Nursing) Competencies
c. 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?
a. fear of doing more good than harm
b. concern about upsetting the preceptee
c. consistent feedback from multiple sources
Use the following case study to answer questions 8 and 9.
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 computer 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?
a. “What happened?”
b. “If you were dealing with a similar situation again, what would you do the same next time and what would you do differently?”
c. “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?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
10. How confident are you in providing feedback to a preceptee that will help them to think about any gaps between actual and desired performance and identify how they can narrow the gap to improve?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
11. How confident do you feel in your ability to assess knowledge, skills and attitudes of preceptees in the clinical setting?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
12. How confident are you in using questioning techniques to encourage critical thinking?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
13. How confident do you feel in assisting preceptees to identify data that indicates an acute change in health status?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
14. How confident do you feel in assisting preceptees to differentiate between problems needing immediate attention and those requiring subsequent action?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
15. A preceptee is having difficulty administering medications via a nasogastric tube. How important is it for the preceptor to carefully observe performance and provide feedback while allowing the preceptee to complete the task?
a. extremely important
b. very important
c. somewhat important
d. not very important
e. not at all important
16. How important is it for preceptors to use questioning techniques when working with preceptees in the clinical setting?
a. extremely important
b. very important
c. somewhat important
d. not very important
e. not at all important
17. How important is it for preceptors to coach preceptees on how to “think like a nurse?”
a. extremely important
b. very important
c. somewhat important
d. not very important
e. not at all important
18. How important is it for preceptors to provide formal and informal feedback to develop preceptee competence and confidence?
a. extremely important
b. very important
c. somewhat important
d. not very important
e. not at all important
19. To what extent do you agree with the following statement: It is important for nursing schools and healthcare organizations to work together to ensure that new nurses are prepared for professional nursing practice.
a. strongly agree
b. agree
c. neither agree or disagree
d. disagree
e. strongly disagree
20. How valuable is it for nurses to be aware of changes in the ways that nursing students are being educated?
a. extremely valuable
b. very valuable
c. somewhat valuable
d. not very valuable
e. not at all valuable
Please complete the following questions.
1. Age (Circle One)
21 or less
22-30
31-40
41-50
51-60
61-70
Over 70
2. Gender (Circle One)
Male
Female
3. Highest Educational Level (Circle One)
Associate Degree
Diploma
BSN
Bachelor’s degree in non-nursing field
MSN
Master’s degree other than MSN
Other-
4. Number of years/months practicing as a RN in the United States
____________ years __________months
5. Number of years/months as a preceptor to students or newly licensed registered nurses.
____________ years ____________months
6. How many hours of education/training do you estimate that have you received on precepting techniques? (Circle One)
Less than 4 hours
4- 8 hours
9-16 hours
17-24 hours
Greater than 25 hours
7. I was required to complete a formal preceptor training program by my employer. (Circle One)
Yes
No
8. How familiar were you with the Ohio Nurse Competency Model prior to participating in this program?
Not at all familiar
Heard about it via an email/website
Talked to colleagues about the model
Learned about it on a committee
Ohio Nurse Preceptor Development Program Pre-test/Post-test
The Ohio Nurse Preceptor Development Program Pre-test/Post-test consists of twenty multiple choice items. There are eight multiple choice knowledge questions, 6 multiple choice skills questions and 6 multiple choice attitudes questions.
Directions: Please read each question carefully and select the answer that best represents your level of knowledge, skills and attitudes.
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?
a. “Where have you looked already?”
b. “What kind of information do you need from me?”
c. “Does this sound like the answer to your question?”
2. How do questioning techniques help preceptees to think critically?
a. They assist students to view a situation from different perspectives and explore assumptions
b. They encourage students to move toward lower level thinking
c. They discourage reflection on action and thinking.
3. Critical thinking is
a. a complex process that’s highly influenced by emotions and changes depending on what you are trying to accomplish.
b. 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
c. 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:
a. a complex process that’s highly influenced by emotions and changes depending on what you are trying to accomplish.
b. 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
c. 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.
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?
a. avoiding difficult situations
b. motivating to achieve desired results
c. consulting with others only when absolutely necessary
d. 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?
a. QSEN (Quality and Safety Education for Nurses) and Massachusetts Nurse of the Future Core Competencies
b. QSEN and NLN (National League of Nursing) Competencies
c. 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?
a. fear of doing more good than harm
b. concern about upsetting the preceptee
c. consistent feedback from multiple sources
Use the following case study to answer questions 8 and 9.
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 computer 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?
a. “What happened?”
b. “If you were dealing with a similar situation again, what would you do the same next time and what would you do differently?”
c. “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?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
10. How confident are you in providing feedback to a preceptee that will help them to think about any gaps between actual and desired performance and identify how they can narrow the gap to improve?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
11. How confident do you feel in your ability to assess knowledge, skills and attitudes of preceptees in the clinical setting?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
12. How confident are you in using questioning techniques to encourage critical thinking?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
13. How confident do you feel in assisting preceptees to identify data that indicates an acute change in health status?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
14. How confident do you feel in assisting preceptees to differentiate between problems needing immediate attention and those requiring subsequent action?
a. extremely confident
b. very confident
c. somewhat confident
d. not very confident
e. not at all confident
15. A preceptee is having difficulty administering medications via a nasogastric tube. How important is it for the preceptor to carefully observe performance and provide feedback while allowing the preceptee to complete the task?
a. extremely important
b. very important
c. somewhat important
d. not very important
e. not at all important
16. How important is it for preceptors to use questioning techniques when working with preceptees in the clinical setting?
a. extremely important
b. very important
c. somewhat important
d. not very important
e. not at all important
17. How important is it for preceptors to coach preceptees on how to “think like a nurse?”
a. extremely important
b. very important
c. somewhat important
d. not very important
e. not at all important
18. How important is it for preceptors to provide formal and informal feedback to develop preceptee competence and confidence?
a. extremely important
b. very important
c. somewhat important
d. not very important
e. not at all important
19. To what extent do you agree with the following statement: It is important for nursing schools and healthcare organizations to work together to ensure that new nurses are prepared for professional nursing practice.
a. strongly agree
b. agree
c. neither agree or disagree
d. disagree
e. strongly disagree
20. How valuable is it for nurses to be aware of changes in the ways that nursing students are being educated?
a. extremely valuable
b. very valuable
c. somewhat valuable
d. not very valuable
e. not at all valuable