Sterilization Station: A Sterile Processing Empowerment Podcast
Welcome to "Sterile Processing Empowerment Podcast, the podcast dedicated to elevating the field of sterile processing and surgical services! In an industry where precision and care intersect, we believe that knowledge is power. Our mission is to empower, encourage, and motivate every professional engaged in the transformative world of healthcare.
Join us each week as we delve into enlightening discussions that shine a light on best practices, emerging innovations, and the critical role sterile processing plays in patient safety. Whether you're a seasoned expert or just starting your journey, our panels and expert guests will provide invaluable insights through engaging conversations and real-world stories.
From the nuances of instrument handling to the latest in sterilization techniques, we cover it all. Expect thought-provoking interviews, educational segments, and motivating content designed to inspire you to elevate your craft. Together, let’s foster a community that champions excellence in surgical services and celebrates the unsung heroes of healthcare.
Tune in to where expertise meets passion, and every episode empowers you to make a difference in the operating room and beyond.
Sterilization Station: A Sterile Processing Empowerment Podcast
How to Build Strong Clinical Sterile Processing Mentors with Dannie O.
Dannie O. Smith, Director of Education for the Mid-Atlantic Central Service Association, discusses how preceptors shape the next generation of sterile processing professionals through mentorship and education. He shares insights from both sides of the training relationship, exploring the essential qualities that make effective clinical mentors.
• Preceptors make or break new employees in sterile processing by either providing supportive guidance or leaving them to sink or swim
• Patience, consistency, good communication skills, and emotional intelligence are crucial qualities for effective preceptors
• Selecting the right preceptor means finding someone motivated by developing others, not just someone with seniority
• Strong preceptors help build positive culture by explaining the "why" behind procedures and maintaining patient safety focus
• Balancing workload with teaching responsibilities requires understanding that temporary slowdowns create long-term benefits
• Effective teaching strategies include making concepts memorable through relatable connections and encouraging questions
• The golden rule of sterile processing: process every instrument as if it were going to be used on yourself or a loved one
• Anyone can begin developing as a preceptor by mastering proper procedures and sharing knowledge with colleagues
Subscribe to the Sterilization Station podcast on Instagram, TikTok, and LinkedIn to learn more about sterile processing education and professional development.
Welcome to the Sterilization Station, the podcast where we dive into the heart of healthcare education and the people who make it thrive. My name is Bill Rochelle. We welcome you back to another episode, and today's episode is all about preceptors the mentors, the guides and teachers who shape the next generation of sterile processing professionals. Preceptors are the backbone of growth in our field and together we can build stronger local sterile processing SP communities where we empower, motivate, encourage and inspire those stepping into this role. So really glad to have Danny O with us today. He is the Director of Education on the Mid-Atlantic Central Service Association and also the Central Processing Educator at Valley Health Systems. So, danny, glad to have you on the show today.
Speaker 2:I'm happy to be here, bill. Thank you for inviting me, and I can't wait to start talking about preceptors and education, because it seems like it's both of our passion to learn more about our specialty in cell processing.
Speaker 1:Yeah, this is so great. I'm really excited. I've definitely been watching you on LinkedIn. I've seen some of your posts, seen some of the activity over the summer. I know you did a summer school program there through the chapter and so it's pretty exciting to see you on the podcast. Finally, I was able to nail you down.
Speaker 2:This is great. Yeah, I'm happy to be here.
Speaker 1:That's great. I'm glad to have you. So if you could take a second, introduce yourself to the listeners and tell us a little bit about your role in healthcare and sterile processing.
Speaker 2:So I've been in sterile processing since 2011, working my way up, but right now I am currently an educator at the Valley Health System in Paramus and I also serve on the board for MAXA, the Mid-Atlantic Central Service Association, as the director of education. So thankfully I get to kind of combine both roles whether I'm in the hospital teaching texts or I'm learning how to get speakers come in, share their thoughts and ideas with the cell process and community and I get to merge that on both my educator role and then also my director of education outside of work. It's been really beneficial, especially if I need an in-service really quickly. I just pull up one of the SPD summer schools like you mentioned. I can play that. But it's a great experience.
Speaker 2:I used to be an instructor and I learned that the jump from education and hospital setting from a CRCST prep course was a lot bigger than I realized at first. But I was so grateful for my instructor experience because it taught me how to actually engage individuals who didn't have that firsthand experience or knowledge in cell processing usually people fresh from another field in life and I got to relate and figure out how to teach them and make the concepts that we might take for granted, easily accessible, so anybody can actually start learning how to grasp what seems like a whole bunch of medical jargon, but they are able to actually associate the terminology from sterilization to the operating room in a way that is memorable for them.
Speaker 1:That's great, no, that's really great. That's phenomenal to be able to hit the side of sterile processing, from both spectrums, you know, and the facility is also supporting those who are in the field as it pertains to, like, the chapters. I think that that's pretty exciting. What, what drew you to sterile processing? How did you, how did you come into sterile processing?
Speaker 2:So sterile processing, like most people, most people don't know about sterile processing, myself included, so I kind of stumbled into it. The main thing was my mom. She's a nurse, she works in dialysis, and someone had come in and they're gathering the equipment probably an IV pump or something and she just questioned like who are you Like? What do you do? I see you coming around collecting these pumps. What do you actually do?
Speaker 2:So after that I found myself pursuing cell processing because I wanted my foot in the door. I knew I wanted to be in health care helping people and it was a great avenue. I also knew they had tuition assistance if I want to move up in a health care field. And stale processing seemed interesting because it was there helping the surgeries and everything. But you're not in the room dealing with patients, you're kind of like in the background. So I would be able to ease my way in because I was a little shy. So I didn't want to just be there dealing with patients and the nurses and the crazy hustle and bustle. I found out later steroid processing does have a crazy hustle and bustle, but it's not patient related.
Speaker 2:Yeah, it's definitely not a job you would take for granted. There's a lot behind it and it might seem overwhelming at first, but if you just take it one step at a time, learn, try and master one thing and then move on to the next, you can grasp as many concepts as we have and make it your own.
Speaker 1:That's great. Thank you for sharing your journey and how you got started. And a good friend of mine he just got a kidney transplant. He was on dialysis for years, so I'm very familiar with going up there and watching him go through treatments, as well as him going through multiple procedures. So tell your mom I said thank you.
Speaker 2:It's definitely a tough job sometimes with the patients and the care that they have to do. Yeah, that's so true.
Speaker 1:That's so true. Yep, that's so true. Why do you feel preceptors are so critical in sterile processing training?
Speaker 2:Phil, preceptors are so critical in the sterile processing training because they can make or break a new employee into the field. They can be very knowledgeable, helping and ease that person into it, make them want to learn more. Or they can kind of just drop them off in the pool and let that person either sink or swim and that may or may not ruin that person's experience. They might say, hey, still processing isn't for me, I don't find any assistance. So it's a pivotal role, especially with the turnaround that we have in still processing. We want to make sure that the people that are interested, that want to learn, they're actually getting that education, that treatment so that they can grow and become future leaders. We want to develop new talent coming in as much as possible and we want to make new talent coming in as much as possible and we want to make them understand the why behind what they're doing.
Speaker 2:Understanding why you're doing something can make a job that might seem mundane or tasks that you might say, oh, why do I have to do this step? Why can't I skip it? You realize the importance behind it and how that will affect the patient if you did skip a step, if you did rush something. You want to know that I had to stand my ground when people are pressuring me to move faster, do other things, do multiple things. You want to make sure that you're doing it right and by the book. So the preceptor is going to be that first person to put all those ideas into that person's mind and you want to make sure that the preceptor is teaching the person by the book where you're supposed to do, and not just those ideas or methods that they pick up along the way.
Speaker 1:That's great. I love when you talked about the why that is so important as it pertains to training SPD professionals. They're coming into the field. That's really excellent. Do you feel that a strong preceptor can impact the new technician's success and confidence?
Speaker 2:I do. I feel like a strong preceptor will definitely impact the person's confidence in the role. For me my experience was with I had a team lead. I'll just shout her out. I always said I was going to shout her out, but Donna Joyce Perry, amazing preceptor, she was actually the team lead. But team leads your leadership, are going to be like built-in preceptors. If your job doesn't have someone going by that role in the title, she was the person that would. She actually took off her vacation, rearranged it because it was me and someone else coming in and she wanted to be there on our first couple of weeks to actually train us the right way. So she would feel comfortable and she actually went on vacation.
Speaker 2:But that strong kind of one. She was confident, she knew what she was doing and she was stern, so it wasn't like anybody could show her a shortcut and she would just take it. She would go by the book, what you're supposed to do. She dealt with our new, fresh attitudes and oh well, the book says this why do we have to do that? She dealt with our overconfidence, helped us into it and never made us feel unwelcome or belittled us for anything. She would just explain why we're doing it and how to do it the proper way, and always encourage us to do the right thing. She would definitely correct us when we're wrong or send us to the director's office if we needed to. But it was never malicious or anything, it was just buy the books. She did what she needed to do and she helped us out. So I would say definitely having a strong preceptor, one that believes in the benefits or the, I would say, the surgical ethics of being in a cell processing role, why it's important, and passing those beliefs down to the next generation.
Speaker 1:That's really great. What qualities do you think make someone an effective clinical mentor in the SPD?
Speaker 2:First thing, patience. That's one of the things I wanted to go back and learn when I decided to become an instructor. You want to be able to be patient with that new person. Just because you tell somebody something once doesn't mean they're going to grasp it or do it correctly. It's not that they don't want to, it's just it takes time to actually get to that state that you might want them to be at. And consistency and consistency. So you want someone who is going to have maybe a similar attitude or teaching method from day to day so it doesn't throw off that new employee. When they come in, they're not scared to approach you or they might feel some kind of way if you, if you're hyper one day and then you're like super calm or you distant the next one. They want to have somebody they can go to, because the field is going to change day to day. So they want that consistency from the person that's teaching them.
Speaker 2:What else? And a good communicator doesn't mean you have to know all the medical terms in the book from the uh chapter with the sorry. So you want someone that's a good communicator, someone that can tell you how a process goes, what to actually say when the OR calls what certain instruments actually are. You might have like a nickname, so I might.
Speaker 2:If you have endoscopy in your unit, they might just call it things upper endoscopies and you're confused on what they're talking about and they can explain that it's a gastro-spinal and you can go and grab that or what kind of scopes. So if it's like a limpus, it's a GF or a GIF, something like that. They can. Just they don't have to know everything, but they have to know how to find out that information for you and emotional intelligence it kind of goes along with that consistency of an attitude. So someone who might be having a bad day but they're able to treat the employee or the trainee with respect and a calmness so that they don't feel that pressure that might be on that preceptor that day and they can continue their job and maybe the preceptor can go in their office and yell there, but as long as they help out the trainee on the field.
Speaker 1:That's great. Those are great qualities to definitely to have. On precepting, for sure, I love what you were mentioning. That's really great. How do you, how do you feel facilities should go about selecting the right people to become preceptors?
Speaker 2:I feel that facilities should try and find somebody that is motivated by the right reasons, not just salary, although everyone is going to be in there for some kind of monetary gain we're not volunteering or anything but that can't be their only motivation. There's other positions, specialties. We want to find someone who is there to develop the next generation has the right attitude, not always the person that's been there the longest Just because they've been there the longest. They might know a lot. They might not be the most personable person, they might not be able to talk to someone new who doesn't know, and their attitude might be they might have a short fuse, so that person could be really good, knock out a lot of trays, but they might not be able to slow down and show that person how to walk through each train, how to test the instruments, see if the ratchet on the instrument is actually working properly, or just deal with someone new asking the same question over and over and over again.
Speaker 1:I think that's great. What kind of training do you feel preceptors should receive as they prepare to become preceptors?
Speaker 2:So the training is going to be consistent, especially if we have multiple preceptors, if it's the educator or a manager or supervisor training their preceptors on how they want the next generation, next group of students. If you have a cohort of new employees and you have students, you want the preceptors to be trained in a consistent way where they're able to evaluate everybody in a fair method, to evaluate everybody in a fair method. So you don't want someone who's going to show any kind of favoritism to one person and you don't want to teach somebody all the different steps and then forget that you taught all those steps when you're teaching the next person. You want to have a almost like a checklist. You want to be able to go through and knock off all the things that are in that area. Of course you might forget to add certain things to that checklist and you can build upon it, but you want to make sure you get the fundamentals of everything that you want to teach and just teach them on everything in that area.
Speaker 2:So if you're in Decon, you might want to just avoid throwing straight into washing all the instruments and remind them that when you come into Decon you're going to have to do tests, so you're going to have to teach them how to test the washers, the ultrasonics, how to document those tests, and then you can teach them how to put on their PPE properly.
Speaker 2:So go to the PPE. You're going to scan everything into SPM or whatever tracking system you might have, and you want to make sure that they're familiar with all the documentation and the functions before you actually get to washing. And then you're also going to have to teach them simple things, simple things that we might forget about, like when you're filling up, the sink has to be to a proper level so that when you dose the sink the right concentrations in there, the temperature is the right temperature. You with the one-way flow. So just so much. I'm going on a tangent with the vegan tab, but you want to be able to teach all the little things that you usually take for granted or you might think are common sense. They're not going to be common to somebody just walking into that area for the first time.
Speaker 1:Thinking about practical mentorship in teaching. How do preceptors balance their own workload while teaching new staff? I know I'm a preceptor too, so I know sometimes you got the precept but also got to consider like the flow of the department. So how do you manage your work within the constraints of precepting?
Speaker 2:That's always difficult. Honestly, there'll be times where it just feels like you're kind of burdening the preceptor, because not only are they tasked with training that new employee, but they are also trying to maintain their workflow, which, if they're the one that is teaching someone new, it's likely they're gonna be a high performer. They're usually used to doing a lot of tasks and work, so adding someone to them is going to slow them down. You wanna be able to remind them that you're not gonna be able to do exactly what you normally do by yourself. You're gonna take a slight hit, but this is gonna benefit you in the future, especially if you're building up a good team member, and just remind them what they're doing is important. Yes, it'll slow down a little bit. That's kind of unavoidable but you're building up a teammate that's going to help you do things twice as fast. They're going to be able to back you up.
Speaker 2:So take that extra time and just train that new person. Help them develop as much as you can. You're going to have to explain that to your manager or whoever might be kind of pushing you to do more and do faster. But ask the manager to help out. You're training that person, so maybe someone else in leadership. That's not training. That person can assist in that area and pick up, and once you do train that person in that area and they get good, you do have to remember that you're going to have to move to another area and train them and start them from that beginner level all over again. Please don't leave that new person only with the knowledge of prep and pack or HLD. They had to get well-rounded in all the areas. So just because they're finally good in that one area doesn't mean you can leave them and then go back to your high value of instruments and processing items.
Speaker 1:Yeah, that's good. Sounds like someone's got some experience with what you're saying there. This is great. What are some of your effective teaching strategies for hands-on SPD skills?
Speaker 2:Effective teaching strategies. I try to make things memorable, even if they're like little jokes here and there. Like the Tyvek pill pouches for your steroid items. I had this habit of doing like the Spider-Man thing and people are like, why are you doing that? But I'm like it's spun-bound, polyophene, like spun-bound, like little corny jokes, they, they help. Eventually, like when they're taking that test, they're like, yeah, my, my goofy teacher is talking about that spider-man, spider-man webbing on me.
Speaker 2:But I try to make it interesting. Nothing where it's like you got to think too much about it. It should be something that kind of just clicks. And I definitely, definitely want to repeat, so I don't just assume that the person knows it. That was a lot of repetition, a lot of encouragement.
Speaker 2:I do let people know like there might be somebody that's like nervous about taking their certification test and they're always like, oh, I'm afraid I'm going to fail, I'm going to do this, and I'm like it's okay, just study, be calm. And then I'm like it's okay to study, be calm. And then I just dropped like a little note. I'm like I filled my first time, like I took it for granted. I was like, oh, full certification, I can do it. Took it, bombed it and I was like, oh, I actually had to, you know, study for this and try. But like I feel like opening up and letting people know that I wasn't able to just pass it on my own. I need to study and take my time and learn. It Encourages them to do more and actually more questions, because now it's like, oh well, he has all his certifications, how did he do that if he failed the first one? And then they're more open if they want to expand and learn more. So just making the person comfortable, repetition and the little jokes corny jokes always help.
Speaker 1:That's good. No, that's great. I love it. I love everything you're saying. Thinking about culture and professional growth, how do preceptors help to build a positive culture in SPD A positive culture.
Speaker 2:I would say the preceptors probably have a better grasp on that culture than your management's going to day. They know that these extra processes they're not just there to make your job more difficult. They're there for a reason. They're there to help out with the patient's safety so they can mold the culture by just explaining again the why of what you're doing is important. And because they don't have that title or authority in a professional way, it's more so that relationship you build, that trust it's. It's more effective If you can lead a team and you don't have that title, you're more in there, like you have the heart of the team. I would say it's like you kind of control that grapevine that they usually have and you're able to pull it in a positive direction. And, trust me, it's better to make that team think positively and want to help out and do more than just agreeing with someone who is having a bad day and putting everybody down, because then it creates like a trickle effect where the work's not getting done.
Speaker 2:Things are being left to the side for the next shift. Why doesn't the next shift do it? And it just falls back on you. Because it's a 24 hour department. Anything that doesn't get done is going to come back towards you. So your positive influence will come back to you, just as your positive influence will come back to you, just as your negative influence. So it's always better, especially if you're a preceptor, to kind of motivate your team to do their best. It'll help you out, which helps the team out. It's a nice little circle, hopefully.
Speaker 1:Yeah, that's really good. I know earlier you mentioned emotional intelligence. What role do you feel emotional intelligence plays in mentoring?
Speaker 2:Emotional intelligence. It usually would come into effect besides just the preceptor themselves controlling their emotions, learning how your trainee feels, whether they show it or actually express it verbally. Sometimes, especially if they're nervous and they're new, they're not going to tell you that they don't understand this, or they just might be quiet, especially if you say you have any questions. They won't raise their hand, but if you see it on their face when you ask them to do something and they're a little unsure, you can walk them through it. Just be that kind hand to help out that person.
Speaker 2:If someone's frustrated, especially if you have maybe two classes bickering, you have your class that graduated before butting heads with your new class because maybe you're doing something a little bit different from your last method. You learned from your last class that throwing them in decon for a month wasn't the greatest idea, so you're a little bit more lenient. But now there's tension because other classes like aren't you doing the same thing? I had to suffer through Decon and you can kind of way that this is your team that you're going to be working with and you want to build that up. You don't want them fighting between each other and kind of destroying the morale of the new people coming in Like, yes, we threw you in decon. You realize it wasn't the greatest way to train, so we're trying something a little bit different. Please bear with me, and hopefully we can develop better technicians to assist you in the future. You always want to kind of check the vibe of the department.
Speaker 1:Yeah, that's really good. Have you ever had a situation where you're precepting someone? That was a challenging situation. Maybe the person wasn't receptive or maybe you got a little bit of resistance. How did you kind of navigate that, where maybe the person is not as excited as if. The other person is easy to teach? Have you ever had any situations like that and kind of, how did you navigate that?
Speaker 2:So navigating someone who might be a little bit difficult to teach, that is interesting because it all depends on why, why that person feels that way. Do they not understand the concepts or do they not care? If they don't understand, it's easier because you can work with them, kind of explain the process and maybe they're just not grasping something. So you can kind of attack from different ways, whether it's a demonstration, and then you have them kind of repeat that demonstration back to see if they did it, and then you can explain it or give them in services. But if it's something like they don't care and they just want to get it over with, like you've told the person multiple times that drills cannot be immersed, and you come back to decon and all the drills are immersed, they're just like I need to get this done and you kind of want to remind them that one, these aren't immersible, you're damaging the equipment Just because you're quote unquote. Washing them doesn't mean they're going to work in the operating room. So what's the point in rushing the way you're doing it? Also, since you immersed it, you've done that. We fixed that problem. Now you're throwing in an ultrasonic. This is the truth. Sorry, they bring it back flashbacks. But you want to kind of work with that person the best you can and if you can't, I guess, get them to do the right method, then maybe escalate it to the next stage. Maybe somebody else, like a supervisor, might want to speak with them and kind of get to the problem. Maybe they're exhausted, they're working two jobs or they're doing overnight and they feel like they don't have any help and that's what's getting told. So it might not be that person wanting to be that way where they don't care anymore, it's just they might be burnt out, the department might be low on staff and all that pressure is falling on that person where they just kind of given up and they're just like I'm just here for eight hours. I want to get it over with so we can work with them the best you can.
Speaker 2:Obviously, just hiring a bunch of people is not a solution that most facilities can do. So you want to work with them and honestly, I just try and let that person know that we're all in this together. I know you feel like all this pressure is on you and we're rushing you to do this. But just calm down. We got to do it the correct way and sadly, if we cannot get all this done, we won't get it done. We'll do what we can. We'll knock out that needs list. We had to do it correctly. If there's stuff left over, that just means we'll have to either let management know or whoever's higher up. This is the reason why. But we can never jeopardize that patient with the equipment that we are completing. We always want to have those priorities set so we might not finish everything. If they have to cancel, like a third case or a fourth case, fine, but it shouldn't be the first case. First case shouldn't have bowel burden, shouldn't be missing the instruments. We need to do the best we can.
Speaker 1:Thank you for answering that bonus question that you weren't anticipating. That's great. What advice would you give to a new sterile processing technician who's about to start?
Speaker 2:preceptorship, someone that's about to start. Don't expect to get everything right the first time. You may have an idea, a training method in mind and then you meet someone and it's like they kind of threw the rule book right out the window. Yeah, have a positive attitude. With things not going always right. You want to make sure that you're consistent. You're there to answer the questions, no matter how goofy the question might be Just humor. The person answer the question to their best ability Because I find someone asking a question that might seem ridiculous is better than a person not asking a question that might seem ridiculous is better than a person not asking a question. You always want that person that's engaged and interested, so you never want to put that person down. You want to make sure that they stay motivated because they will get better and they will try their best. Always motivate and never belittle, if you can.
Speaker 1:Yeah, that's great. That's really great. What's the best piece of advice you ever received from a mentor?
Speaker 2:So the best piece of advice I've ever gotten from management would be, basically, when you're in there, you're doing the trays. You want to imagine if that instrument, tray tool was going to the operating room and it was going to be used on a family or friend or yourself. How would you feel? If it was you on that table, your mom on that table? Would you be okay with your tray being used? Would you be okay with your teammates tray?
Speaker 2:So not to say you would micromanage your team. But if you see something wrong maybe they forgot an indicator or they're not doing the insulation testing just be like hey, I saw you didn't do this, Maybe they forgot an indicator or they're not doing the insulation testing Just be like hey, I saw you didn't do this, Maybe you forgot. Show them what we're doing or explain why we do it, Because you never know who's going to be on that table and you should always put care to those instruments Because even if it's not someone, you know it's going to be somebody else's family member on that table. This is really great.
Speaker 1:So down to our final question here I was curious. If a listener wants to become a preceptor, maybe they're in the department and they're like man. I'm watching Danny. He's getting to spend time with everyone and he's inspiring them, motivating them, and they're like man. I think I can do this Like what's the first step they should take as an employer who's interested in becoming a preceptor First step, first step.
Speaker 2:in becoming a preceptor I would say make sure that you're following the rules and getting your process correct so you can't really teach someone else if you don't have that step down that your management or your supervisor might see. Also, you don't need the title to start helping out in the department. Anybody can be a cultural leader and kind of help and assist. Please, if you don't have the practices right, don't teach other people the bad practices, but once you get yourself settled into the proper methods, I would also, if there's a gap in education for whatever reason maybe you're not receiving in-services properly or anything I would definitely check out podcasts, read up on your. I've go to your local chapters or even your national chapter. Seek that information from other experts within the field if it's not available in your own department, and then bring it to your department and your peers. There's no reason you can't share information with other people and improve your department, even if you don't have that title.
Speaker 1:Well, that's great. This is really great. I appreciate you for coming on here and, like I said, I know there's a lot of gems flying around. These are the times you wish you had more than two arms so you can grab everything at the same time, but you can always go back over this episode. So we really want to thank Danny O for coming on, danny O Smith for coming on here today and thank you for joining us in this episode on preceptorship.
Speaker 1:Remember, the guidance we give and the knowledge we share can shape not just careers but lives. Whether you are learning or teaching, embrace the journey, lift others as you climb and never forget that every lesson shared is a seed of growth. Keep inspiring and keep growing, and keep your eye on Daniel Smith on LinkedIn. He's out there, he's dropping stuff, he's got some great stuff going on and really, really enjoyed this, and I'm hoping that you won't be a stranger at the station, at the sterilization station. You always got a place to come back if you ever want to do some more empowering, inspiring and motivating Of course.
Speaker 2:Thank you for having me. I've had a great experience on the sterilization station and I would love to come back sometime in the future. I would definitely watch this podcast and basically get that information. I know you have several subject matter experts on here and it was a great way. If you're interested in being a preceptor, listen to the past podcast.
Speaker 1:Thank you very much for coming and we'll definitely see everyone soon. So like, comment and subscribe to the Serialization Station. We're on Instagram Tik TOK. We're on LinkedIn. Of course, you can always find me on LinkedIn and we'll see y'all in the next episode.
