Psychomotor skills
Examples: Pelvic examination, hand maneuvers for birth, suturing, use of voice and touch, efficiency of movement.
Critical thinking skills
Examples: Making connections between data and possible meanings; ordering priorities for attention and action; selecting appropriate options for diagnosis and therapeutics; seeing "the whole patient" in "the whole picture"-targeting outcomes, considering resources, projecting consequences.
Professional role acquisition
Examples: Personal bearing and demeanor; resource recognition within the whole team and community; use of self; discovery of appropriate patient/clinician boundaries; differentiating caring from encouraging dependency; responsibility for actions and choices; appropriate interactions with consultants; accuracy and completeness of documentation.

Despite aptitudes and previous experiences, students’ start as beginners. They are often surprised and discouraged by the experience, as they have been proficient in their previous roles. With the preceptor's help, they will progress from novice to advanced beginner to competent beginning practitioner during the clinical practicum.

The job of the preceptor is to recognize the student's stage and her/his progress and to use an effective approach to precepting for that stage. There are four developmental stages of successful precepting that to some extent relate to the student's developmental stage. The use of a particular approach to precepting will (we hope) be a conscious choice of the preceptor, based on assessment of the student's needs and abilities in a given situation.

rev. 2/23/04

“Birth is a normal process. It is not an illness!” - Cindy Stewart, CNM and Mary Kay Miller, CNM, Lee OB/GYN Associates, Ft. Meyers, Florida

Frontier School of Midwifery & Family Nursing, Inc.
P.O. Box 528, 195 School St., Hyden, KY 41749
(606) 672-2312




Registration Form Syllabus Objectives & Outline Checklist Part 1: FSMFN in a Nutshell Description A. The FSMFN Student B. How the Program Works C. Progress & Responsibilities D. Role of the Preceptor E. Preceptor Support Part 2: Nuts & Bolts 101 Description A. The Basics B. Guidelines C. Ongoing Responsibilities Part 3: The Finish Line A. Declaration of Safety B. Honorarium C. Feedback to FSMFN Part 4: Nuts and Bolts 202 Description A. What We Teach B. Adult Learning C. Developmental Learning D. Stages of Precepting Part 5: Tips for Success Description A. Strategies for Busy Days B. Including Your Patients C. Communication D. Assessing Progress Post Test Web Form Print & Mail Appendices A. FSMFN Curriculum B. ACNM Competencies C. NONPF Compentencies D. Clinical Paper Work Printer Friendly Page Contact Us Home	Part 4: Nuts and Bolts 202 - Clinical Learning C. Developmental Learning Three major skill areas, encompassing many different behaviors, are simultaneously developed during the clinical practicum: Psychomotor skills Examples: Pelvic examination, hand maneuvers for birth, suturing, use of voice and touch, efficiency of movement. Critical thinking skills Examples: Making connections between data and possible meanings; ordering priorities for attention and action; selecting appropriate options for diagnosis and therapeutics; seeing "the whole patient" in "the whole picture"-targeting outcomes, considering resources, projecting consequences. Professional role acquisition Examples: Personal bearing and demeanor; resource recognition within the whole team and community; use of self; discovery of appropriate patient/clinician boundaries; differentiating caring from encouraging dependency; responsibility for actions and choices; appropriate interactions with consultants; accuracy and completeness of documentation. Despite aptitudes and previous experiences, students’ start as beginners. They are often surprised and discouraged by the experience, as they have been proficient in their previous roles. With the preceptor's help, they will progress from novice to advanced beginner to competent beginning practitioner during the clinical practicum. The job of the preceptor is to recognize the student's stage and her/his progress and to use an effective approach to precepting for that stage. There are four developmental stages of successful precepting that to some extent relate to the student's developmental stage. The use of a particular approach to precepting will (we hope) be a conscious choice of the preceptor, based on assessment of the student's needs and abilities in a given situation. rev. 2/23/04	“Birth is a normal process. It is not an illness!” - Cindy Stewart, CNM and Mary Kay Miller, CNM, Lee OB/GYN Associates, Ft. Meyers, Florida Act of Hope HOME Frontier School Home Midwifery RCCs FNP RCCs Contact Us

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