Preceptor Education &
Credentialing
Susan A. Boyer, RN, M.Ed.
Director, VT Nurse Intern
Project
Objectives
Describe impact of preceptors
Explore preceptor development
Identify potential collaboration
Role of Preceptors
Orientation of new nurses
Nurture and teach new graduates
Provide support for nursing students
Cross training staff from other units
Provide performance feedback
PROTECT SAFETY
Precepting skills
Used in patient/family relations
Teaching and mentoring colleagues
Teaching role with clients/community
Support the function of the unit
Team work/collaboration
Conflict resolution
Communication
Role model, etc
High Quality Preceptors Need:
Educational preparation
Ongoing Support
Time to precept
Evaluation and feedback
Role definition (expansion?)
Educational prep
Just in time, just enough?
or
Research and theory based
educational preparation
- ongoing development
Ongoing support
Program structure
Clearly defined and accessible
resources
Support group meetings
Continuing education – role
Planning for improvement – self and
program
Time
Time to precept
Time to plan
Meeting place
Time to give feedback
Evaluation and feedback
Planned into program
Continuous performance appraisal
Planning for improvement
Professional development
Role definition
Clearly defined role and responsibilities
Communication between parties
Manager understanding of role and
expectations
Improved connections with faculty
Consider role expansion
What does a preceptor
need to know?
Cognitive?
Psychomotor skills?
Affective objectives?
Other?
Development of Preceptors
Two fold purpose:
Existing RNs will improve skills in
teaching, leadership,
communication, and evaluation –
thus increasing their effectiveness
in working with novices
Change the culture of the
workplace!
Research and Theory
based education
Self study
Workshop
Clinical Application
With support and resources
Evaluation and feedback
Pre-assignment
Self-learning module
Articles
Self-exploration
Story telling
Web assignment for learning style and
personality inventories
Practice with critical thinking and
reflective practice
Articles assigned for pre-reading
Nurses, are we still eating our young?
Professional development through
Preceptorship.
Interpretive Analysis of Precepting an
Unsafe Student.
Critical Thinking Skills for at-the-bedside
success.
Improving Your Ability to Think Critically
Alfaro-LeFevre, R. (2002) Nursing Spectrum - Career Fitness
Online
http://nsweb.nursingspectrum.com/ce/ce168.htm
Introduction to Precepting
Role & Responsibilities
Novice to Expert
Learning styles and adult learning theory
Delegation/Liability
Team Building and Group Dynamics
Preceptor Toolkit
New Graduates and competency assessment
Personality Styles
Communication
Conflict Management
Fostering Critical Thinking in the Novice
Requested topics include:
(these are requested in addition to basic workshop!)
Change Theory
Case Scenarios
Conflict Resolution
Communications
Legal issues
Pt. Teaching
Dealing with the
difficult preceptee
Practice with
documentation tools
Specialty area
orientation check lists
Writing critical &
positive evaluation
comments
More on Benner’s
model in precepting
Clinical Application
Develops skills and networking
Feedback based
Professional development
Preceptor support groups
Preceptor Expertise Evaluation
Statewide Credentialing
Recognition and reward
Pay differential ?
Standardization of expectations
Performance appraisal
Professional development
Demographic data collection
Work with externs ?
Recognized by:
Vermont State Nurses Association
Vermont Organization of Nurse Leaders
Vermont Inservice and Continuing Education
VNA Health Systems of Vermont
Long Term Care Community Coalition
Vermont Assoc of Hospitals and Health Systems
BlueCross BlueShield of Vermont
Vermont Department of Health, Board of Medical
Practice, Division of Health Care Administration,
Program for Quality in Health Care, Inc., Area Health
Education Centers
Recognition and reward
Pay differential
Clinical ladders
Paid time for WS
Lessened workload
Colleague support
Networking
Tuition
Luncheon &/or
coupon for meal
Educational bonuses
Preceptor Support
Clinical Educator
Networking/list serve
‘For credit’ course
Certificate or
credentialing
Nat’l Certification
Program strengths
Collaboration between nurse leaders
from education, practice settings, and
regulation
Advanced preceptor development
Developing programs for statewide
use, rather than facility specific
Standardization
Advanced Preceptor Prep
Educational preparation
Ongoing Support
Time to precept
Evaluation and feedback
Role definition (expansion?)
Recognition and reward
Collaboration
Builds strength
Adds attendance
Spreads the workload
Standardization of approach
The Effective Preceptor
Educational Monograph Series
http://www.oucom.ohiou.edu/fd/monogra
phs/monographs.htm
Southern NH AHEC
Preceptor development
The Effective Preceptor – CME program
VT Nurse Intern Program
web page at:
http://www.vahhs.org/vnip.htm
"Teachers do not empower adult learners;
they encourage the use of the power
that learners were born with."
Vella, J.
References Addendum:
Craven & Broyles. (1996) Professional Development Through Preceptorship.
Journal for Nurses in Staff Development, Vol. 12, No. 6, pp. 294-299
(2001) Critical Thinking Skills for at-the-bedside success (editorial).
Nursing Management, January 2001, pp 37 – 39
Freiburger, O. (2001). A Tribute to Clinical Preceptors. Journal for Nurses
in Staff Development, Vol. 17, No. 6, 320-327
Godinez, G., Schweiger, J., Gruver, J., Ryan, P. (1999) Role Transition from
Graduate to Staff Nurse: A Qualitative. Analysis Journal for Nurses in
Staff Development, Vol. 15, No. 3, 97-110
LaDuke, S. (2001). The Role of Staff Development in Assuring Competence.
Journal for Nurses in Staff Development, Vol. 17, No. 5, 221-135
Mee, C. (1999) Nurses, are we still eating our young? Nursing99, 29(11),
48-50.
Ohrlin, K, Hallberg, I. (2000) Student nurses’ Lived Experience of
Preceptorship. International Journal of Nursing Studies 37 (2000) 13-23
References Addendum:
Rittman and Osburn. (1995) Interpretive Analysis of Precepting an Unsafe
Student. Journal of Nursing Education, Vol. 34, No. 5, pp. 217-221
Stone, C., Rowles, C. (2002) What Rewards do Clinical Preceptors in
Nursing Think are Important? Journal for Nurses in Staff Development,
Vol. 18, No. 3, 162-166
Yonge, O., Krahn, H., Trojan, L., Reid, D., Haase, M. (2002) Supporting
Preceptors. Journal for Nurses in Staff Development, Vol. 18, No. 2, 73-79
Yonge, O., Krahn, H., Trojan, L., Reid, D., Haase, M. (2002) Being a
Preceptor is Stressful! Journal for Nurses in Staff Development, Vol. 18,
No. 1, 22-27
lfaro-LeFevre, R. (2002) Improving Your Ability to Think Critically. , RN,
MSN Nursing Spectrum - Career Fitness Online
http://nsweb.nursingspectrum.com/ce/ce168.htm
Benner, P., Wrubel, J. (1982) Skilled Clinical Knowledge: The Value of
Perceptual Awareness The Journal of Nursing Administration, May 1982,
Vol 12, No. 5, 11-14