Libby McNaron

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The 7 Ps of Professionalism

• Libby McNaron
• RN, CST, CNOR, BSN, MS

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Objectives

• Identify the characteristics and expected
  behaviors of a Professional.
• Discuss ways that professionalism can promote the
  profession.
• Identify measures for positive and negative
  reinforcement of expectations for behavior.
• Identify ways that the schools of surgical
  technology can promote professionalism in our
  field.

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7 Ps of Professionalism

• Patient Centered
• Punctual
• Prepared
• Prudent
• Progressive
• Proactive
• Proud

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Components and Goals

• Character Ethics
• Subjugate self-interest
• Demonstrate intellectual and personal honesty
  integrity
• Recognize the importance of religious, cultural
  gender differences
• Citizenship
• Habitually demonstrate respect sensitivity
  toward everyone in the workplace
• Demonstrate a commitment (time and energy) to the
  greater good
• Comply with protocols, rules and regulations
• Self-Regulation
• Be accountable responsible for own actions
  decisions
• Recognize own strengths and weaknesses
• Take responsibility for self-improvement moving
  toward excellence independence
• http//www.seahq.org/core/Prof.htm

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Why Emphasize?

• If you want to be treated as a Professional
• You must Act Like a Professional

Obviously, this Gentleman is a professional
fisherman with a record of achievement which is
respected.
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How Does it Enhance the Profession?

• Student Applicants
  Increase the Association numbers

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2. Increased Numbers Improves our Position with
Politicians
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When they sit up and take notice3. We
get Public Awareness of the Career of Surgical
Technology
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4. As we become more Valued you see an Improved
Pay Scale
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Professionals are developed.
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How Do we Teach Professionalism?

1. Teach the Principles
2. Reward Behavior with Either Positive or
   Negative Reinforcement
3. Practice What you Preach

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Teach the 7 Ps of Professionalism

• Patient Centered
• Punctual
• Prepared
• Prudent
• Progressive
• Proactive
• Proud

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Chinese Proverb

• Tell me and I forget.
• Teach me and I remember.
• Involve me and I learn.

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Ways to Involve the student In Learning
Professionalism

• Join the Association as a student
• Have student attend
• at least one day of the National Conference
• State Assembly meeting
• Local Association meeting
• Require Certification to graduate
• Have student dress professional for class, lab,
  and clinical
• Have student design a T-shirt representing their
  idea of the Profession
• Utilize the Maximum Opportunity for Learning
  Professionalism Grade

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Lay out the rules and consequences
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POLICY CONSEQUENCES (Note any absence counts
over 1 hour late, leave class early, absent all
day)
No absences or Tardiness or Late Assignments 3 Professional points added to Final Grade
Any Absences or Tardiness or Late Assignments No points added to Final Grade See applicable consequence
Attends 95 or Greater of entire program Possible Awards
Excused Absence (Call in prior/arranged prior) 5 point deduction from professionalism grade (up to 10 excused or 1/8 of a course whichever occurs first)
Unexcused Absence (Each Occurrence) 3-point Deduction to Final Grade
gt10 Absences cumulative Jan- Dec.(Each Occurrence after 10) Disciplinary Action (3-Point Deduction to Final Grade)
3 Unexcused Absences in 30 days Instructor initiated Withdrawal
gt1/8 of course hours in a Course (Each Occurrence) Disciplinary Action (3-Point Deduction to Final Grade)
Failure to report to class 3 days in a Row Instructor initiated Withdrawal

• Tardy 1- one minute past time due

Excused Tardy (Called in/Unavoidable) 3 point deduction from professionalism grade.
Unexcused Tardy (No call prior to class start time) 1-Point Deduction to Final Grade
gt 3 Tardy in one semester Disciplinary Action (3-Point Deduction to Final Grade)
3 Unexcused Tardy in 30 day period Instructor Initiated Withdrawal
Grades
Failure to Pass Exam 70 or greater- original grade stands for course average. Academic Probation Student must pass exam within 3 tries. (Failure to pass on 3rd try- Instructor initiated withdrawal.)
Failure to pass course 70 or greater Must retake course, cannot continue until course is retaken.
Disciplinary Action
Any Disciplinary Action No Professional Points Added to Final Grade
Any Disciplinary Action (Exception Academic Probation) 3-Point Deduction to Final Grade
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Professionalism Grade Maximum
Opportunity for Learning

• 5 point Deduction to Professionalism Grade
• Excused Absence
• Disruptive during class, lab, or clinical (doing
  homework, talking during lecture, cell phone
  usage/text messaging, sleeping, rude behavior,
  inappropriate/lewd comments or cursing, failure
  to follow directions or policy, etc)
• Assignments Late Assignment (only if approved
  for late submission) Refusal to complete an
  assignment Failure to follow directions, Unable
  to locate student in assigned area
• Not prepared texts/supplies/ lab
  setups/pen/forms/case plan/sterile pack assembly
• Incomplete Area not cleaned up after lab/class
  or supplies not put away not assembling
  instrument trays
• 3 Point Deduction to Professionalism Grade
• Excused Tardy
• 3 Point Deduction to Final Course Grade
• Absent without Notification
• Disciplinary Action
• 1 Point Deduction to Final Course Grade
• Unexcused Tardy
• Date____________Student Signature______________Ins
  tructor Signature_______________________Course____
  ________
• Note See Student Handbook and/or guideline sheet
  for further information regarding appropriate
  policy and all applicable consequences.

Student______________________ Occurrence
Date____________
Make up Assignment Date Due__________Submit Dat
e Completed ____________________
Time and Attendance Summary Tardy X _______This
semester_________within 30 days
_______Year Absent x________This
semester_______within 30 days________Year
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Evaluation Professional Growth and Behavior Evaluation Professional Growth and Behavior Evaluation Professional Growth and Behavior Evaluation Professional Growth and Behavior
Teacher Libby McNaron Teacher Libby McNaron Student Name________________________________________Score______ Student Name________________________________________Score______
Date___________________ Self Evaluation_____Instructor Evaluation_____ Date___________________ Self Evaluation_____Instructor Evaluation_____
Instructions Mark the block that fits the behavior during class this week. Total the number and record as the score. 9-10 points meets goals. 5-9 points needs improvement. 0-4 points does not meet goals. Instructions Mark the block that fits the behavior during class this week. Total the number and record as the score. 9-10 points meets goals. 5-9 points needs improvement. 0-4 points does not meet goals. Instructions Mark the block that fits the behavior during class this week. Total the number and record as the score. 9-10 points meets goals. 5-9 points needs improvement. 0-4 points does not meet goals. Instructions Mark the block that fits the behavior during class this week. Total the number and record as the score. 9-10 points meets goals. 5-9 points needs improvement. 0-4 points does not meet goals.
CATEGORY 2 Points 1 Point 0 Points
Prepared Points_______ On time for classcompleted assignment is prepared has book, pencil, notepaper, has taken restroom/drink break. On time for class, Not prepared (not completed assignment or reading) Has most supplies needed for class Is late for class, not prepared for class Not completed reading assignment leaves classroom for restroom or break, etc
Behavior Points_______ Remains in seat unless asked, no distracting behavior or inappropriate, keeps hands and feet to self, treats others with respect, uses appropriate language and voice level 1-2 incidents of inappropriate or distracting behavior (closing eyes, talking, out of seat, etc)keeps hands and feet to self, treats others with respect, uses appropriate language and voice level gt 4 incidents of inappropriate or distracting behavior (out of seat, sleeping, talking, phone use, ect), does not keep hands and feet to self, disrespectful to others, uses improper language and voice level
Discussion Points_______ Participates in discussion without interrupting, listens to others speak, pays attention to teacher/presenter Sometimes participates in discussion or sometimes interrupts others or sometimes not paying attention Does not participate in discussion or answering out loud when not called on/for someone else or doing homework during class/lab/clinical
Total Points ________10 ________Grade Total Points ________10 ________Grade    
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Collaborative Work Skills Group Project Collaborative Work Skills Group Project Collaborative Work Skills Group Project Collaborative Work Skills Group Project Collaborative Work Skills Group Project Collaborative Work Skills Group Project
Teacher Name Libby McNaron Teacher Name Libby McNaron Teacher Name Libby McNaron Student Name     ____________________________Self Eval___or Evaluator_________________Score______ Student Name     ____________________________Self Eval___or Evaluator_________________Score______ Student Name     ____________________________Self Eval___or Evaluator_________________Score______
Date________________________Group Project_____________________ in Group_____ Names___________________________________________ Date________________________Group Project_____________________ in Group_____ Names___________________________________________ Date________________________Group Project_____________________ in Group_____ Names___________________________________________ Date________________________Group Project_____________________ in Group_____ Names___________________________________________ Date________________________Group Project_____________________ in Group_____ Names___________________________________________ Date________________________Group Project_____________________ in Group_____ Names___________________________________________
CATEGORY 4 3 3 2 1
Working with Others Points______ Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Contributions Points______ Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of Work Points______ Provides work of the highest quality. Provides high quality work. Provides high quality work. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management Points______ Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Attitude Points______ Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Focus on the task Points______ Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Lets others do the work.
Problem-solving Points______ Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Lets others do the work.
Pride Points______ Work reflects this student's best efforts. Work reflects a strong effort from this student. Work reflects a strong effort from this student. Work reflects some effort from this student. Work reflects very little effort on the part of this student.
Monitors Group Effectiveness Points______ Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. Routinely monitors the effectiveness of the group and works to make the group more effective. Routinely monitors the effectiveness of the group and works to make the group more effective. Occassionally monitors the effectiveness of the group and works to make the group more effective. Rarely monitors the effectiveness of the group and does not work to make it more effective.
Total Points ___________ 36 ___________Score
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Oral Presentation Rubric Presentation Rubric Oral Presentation Rubric Presentation Rubric Oral Presentation Rubric Presentation Rubric Oral Presentation Rubric Presentation Rubric Oral Presentation Rubric Presentation Rubric Oral Presentation Rubric Presentation Rubric
Teachers Name Libby McNaron Teachers Name Libby McNaron Teachers Name Libby McNaron Topic____________________________________Date____________ Score_____________ Topic____________________________________Date____________ Score_____________ Topic____________________________________Date____________ Score_____________
Student Name     ________________________________________ Self Eval_____ or Evaluator__________________________________ Student Name     ________________________________________ Self Eval_____ or Evaluator__________________________________ Student Name     ________________________________________ Self Eval_____ or Evaluator__________________________________ Student Name     ________________________________________ Self Eval_____ or Evaluator__________________________________ Student Name     ________________________________________ Self Eval_____ or Evaluator__________________________________ Student Name     ________________________________________ Self Eval_____ or Evaluator__________________________________
CATEGORY 4 3 3 2 1
Speaks Clearly Points ____ Speaks clearly and distinctly all (100-95) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95) the time, but mispronounces one word. Speaks clearly and distinctly all (100-95) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word.
Time-Limit Points ____ Presentation is 20 -25 minutes long. Presention is gt15 but lt 20 minutes long. Presention is gt15 but lt 20 minutes long. Presentation is 10- 14 minutes or 0ver 25 - 30 minutes long. Presentation is less than 10 minutes OR more than 30 minutes.
Preparedness Points ____ Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present.
Content Points ____ Shows a full understanding of the topic. Presentation includes pertinent information to the scrub role/instrumentation. Covers gt 95 of required information. Shows a good understanding of the topic. Covers 90 of required information (instrumentation and scrub role) Shows a good understanding of the topic. Covers 90 of required information (instrumentation and scrub role) Shows a good understanding of parts of the topic. Covers 80-90 of information or Lacks instrumentation. Does not seem to understand the topic very well. Covers less than 80 of required presentation information or Anatomy and pathophysiology incomplete.
Visual Aids Points ____ Student uses several visual aids that show considerable work/creativity (powerpoint or poster/overheads) and which make the presentation better. Student uses 1 visual aid that shows considerable work/creativity(powerpoint or poster) and which make the presentation better. Student uses 1 visual aid that shows considerable work/creativity(powerpoint or poster) and which make the presentation better. Student uses 1 visual aid which makes the presentation better. The student uses no props OR the props chosen detract from the presentation.
Posture and Eye Contact Points ____ Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation.
Vocabulary Points ____ Uses vocabulary appropriate for the audience. Extends vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience.
Enthusiasm Points ____ Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Volume Points ____ Volume is loud enough to be heard by all audience members throughout the presentation. Volume is loud enough to be heard by all audience members at least 90 of the time. Volume is loud enough to be heard by all audience members at least 90 of the time. Volume is loud enough to be heard by all audience members at least 80 of the time. Volume often too soft to be heard by all audience members.
Total Points_________ 36 _________score
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What Can We Do as Educators?

• Assume Leadership Roles
• Plan professional development activities.
  Be a mentor. Be A coach.
• Be a Change Agent - Dont get in a rut.
  Advocate Critical Questioning
  Question always done this way. Listen
  carefully to questions. Then
• Engage in research Share the knowledge gleaned.
• Be self critical EVOLVE.
• Be a role model.
• Participate in Professional Association
• Contribute in your own unique way use your
  strength
• Start a professional association if one does not
  exist

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Behavior Says it all
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A Role Model Inspires Others
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Inspiration comes from within...Thank you.
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Bibliography

• Professional Development as Transformative
  Learning New Perspectives for Teachers of
  Adults. Cranton Josey-Bass pg. 149-150
• Society for Education in Anesthesia
  http//www.seahq.org/core/Prof.htm