College of Nursing
Objectives
List preceptor role & responsibilities
Describe adults learning styles
Explore effective communication, including giving
feedback & resolving conflict
Discuss techniques for stimulating critical thinking
Review components of the UTB CON preceptor
handbook
Complete preceptor post-test
Role of the Preceptor
Modeler--demonstrates how
competent staff perform their job-most familiar, most comfortable
Socializer—integrates student into
the unit culture--less familiar, less
comfortable &helps student feel
welcome
Educator—assists student to
assess orientation learning needs,
plan learning experiences,
implement the plan, evaluate
performance--least familiar, least
comfortable
Educator
What is a Role Model?
Role Model-- “an individual who exemplifies through his or her behavior
how a specific role is to be enacted” (JG Alspach, 2000)
Nurse role model exhibits these qualities-Caring
Positive interactions
Empathetic
Respected by peers
Good communicator
Strong patient advocate
Expert practitioner
Willing resource person
Shares knowledge with others
Respects dignity in all people
Critical thinker
Honest, accountable
Compare--your usual job activities
with teaching others how to perform
their job
Major Role with Preceptee--teaching
rather than doing
Conflict--can arise if you “do for” the
preceptee rather than guiding to do for
themselves
Challenge--balancing dual role of
caregiver and preceptor
Think back to your own orientation-how you felt, new circumstances
Reality Shock--4 phases
HONEYMOON
SHOCK
RECOVERY
RESOLUTION
Adult Learning Principles
How Communication is
Received
Generational Values
Learning Styles
Self-directed--want to be actively
involved
Relate new knowledge to life
experiences/previous knowledge
Goal-oriented
Must have a reason for learning
Practical--want learning to be useful
Want to state their views, be
recognized, be accepted, feel
important, be respected
60%
30%
10%
 MATURES--<1946-- “duty” work ethic, follow orders, productive,
“fixers”
 BABY BOOMERS--1946-1964--teamwork, process oriented, desire
recognition, uncomfortable with conflict
 GENERATION Xers--1965-1980--self-reliant, skeptical, casual
about authority, tech savvy, resourceful
 MILLENIALS--1981-1991--tech savvy, less focused on problem
solving & more on choices, buy into team concept, look for
mentors, accepting of other cultures, expect management to be
competent, demand equity
Left Brain vs. Right Brain
LEFT
Analytical
Uses automatic codes
Arranges details in order
Auditory rather than visual
RIGHT
Global
Wholes, not parts
Novelty
Intuitive
Spatial
Visual over auditory
Goal: To IMPROVE Performance
•I…Identify learning objectives
•M…Make a feedback-friendly learning environment
•P…Performance--assess it
•R…Respond to your learner’s self-assessment
•O…Objectivity--always keep it
•V…Validate good work, suggest alternatives in weak areas
•E…Establish a plan
• Feedback should be
Immediate
Clear
Positive
Objective
Task
Interdependence
Individual
Differences
Scarce
Resources
Communication
Failures
Goal
Incompatibility
Poorly
Designed
Reward
Systems
How to Create Peace
Take responsibility
Agree to disagree
Define the problem
Allow venting
Establish ground rules--honesty, everyone will be
heard, all listen, support feelings with facts
Ask open-ended questions
Listen objectively
Restate problem, set goals, establish action plans
Follow-up
Improving the Learning
 Create a climate of curiosity/questioning
Environment
 Ask Open-ended vs. Close-ended questions, qualify answers-correct, partially correct, incorrect
 Prepare for the unexpected-- “What if…”
 Think out loud--Verbalize your processes
 Compare assessment findings with report
 Reflect on activities/findings of the day
 Challenge assumptions
 Seek meanings, connections, group data
 Keep professional humility--readily admit erroneous conclusions,
seek the truth always
1 Plan ahead—tell staff date preceptee is coming to unit,
outline daily plans
2 First day—ask your learner to share their goals/needs, share
your goals/expectations
3 Introduce to staff—integrate, welcome, include in break times
4 Give specifics about what you expect
5 Get/Give feedback often during the day
6 Reflect on activities, skills completed
 Identify student’s learning needs—ask for critical skills list,
clinical objectives
 Let student observe what you do, maybe only one client for
student care
 Seek opportunities for student to perform identified highanxiety procedures first—reduces fear, stress
 Have a brief conference with the student to double-check
assessment priorities, medications changes
 Ask the student to reflect on the day’s activities and discuss
situations, ask questions
Practice good time management
Coach your learner towards excellence in
practice
Follow NPA delegation guidelines
Create opportunities for learning
Encourage people to have fun, enjoy their
work
Move from preceptor to mentor--assist new
staff, peers in learning
Preceptor Program
Preceptor Orientation Information
Preceptor Agreement, Benefits
Clinical Guidelines
Evaluation Tool
Student Medication Administration
Incident Report Form
Student Objectives/Skills
Medications
--RN must be at bedside with IV
“push”administration by student
--RN alone can access narcotics, sign narcotics
forms for student
--RN must supervise student narcotic
administration and co-sign MAR
 Needle sticks/Exposures
Student will:
--report incident to preceptor immediately and clinical
faculty then notify appropriate person in clinical agency
--Complete agency incident report
--Follow agency protocols regarding wound care, reporting
and notify clinical faculty as soon as possible
--Seek treatment from Campus Health Center or private
provider within 2 hours of incident
Freiburger, O. (2001). A tribute to clinical preceptors. Journal for
Nurses in Staff Development, Vol. 17, No. 6, 320-327.
Alfaro-LeFevre, R. (2002). Improving your ability to think critically. RN,
MSN Nursing Spectrum—Career Fitness Online.
http://nsweb.nursingspectrum.com/ce168.htm
Ohrlin,K. & Hallberg, I. (2000). Student nurses’ lived experience of
preceptorship. International Journal of Nursing Studies, 37, 13-23.
• You have successfully completed the
• University of Texas at Brownsville
• College of Nursing
• Preceptor Self-Paced Tutorial!