1. College of Nursing
Preceptor Power point

2. 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

3. 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
Role Model
Socializer
Educator

4. 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

5. 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

6. Think back to your own orientation--how you felt, new circumstances
Reality Shock--4 phases
HONEYMOON
SHOCK
RECOVERY
RESOLUTION

7. Components of Learning
Adult Learning Principles
How Communication is
Received
Generational Values
Learning Styles

8. Adult Learning Principles
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

9. Words
Vision
60%
30%
Hearing
10%
Content

10. Learning through the Ages
MATURES--< “duty” work ethic, follow orders, productive, “fixers”
BABY BOOMERS teamwork, process oriented, desire recognition, uncomfortable with conflict
GENERATION Xers self-reliant, skeptical, casual about authority, tech savvy, resourceful
MILLENIALS 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

11. Left Brain vs. Right Brain
LEFT RIGHT
Analytical Global
Uses automatic codes Wholes, not parts
Arranges details in order Novelty
Auditory rather than visual Intuitive
Spatial Visual over auditory

12. I…Identify learning objectives
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

13. Effective Feedback
Feedback should be
Immediate
Clear
Positive
Objective

14. Individual Differences Scarce Resources
Task
Interdependence
Individual Differences
Scarce Resources
Poorly Designed Reward Systems
Communication Failures
Goal Incompatibility

15. 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

16. Improving the Learning Environment
__________ _______
_______
Improving the Learning Environment
Create a climate of curiosity/questioning
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

17. Plan ahead—tell staff date preceptee is coming to unit, outline daily plans
First day—ask your learner to share their goals/needs, share your goals/expectations
Introduce to staff—integrate, welcome, include in break times
Give specifics about what you expect
Get/Give feedback often during the day
Reflect on activities, skills completed

18. 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 high-anxiety 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

19. 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

20. Preceptor Program
Preceptor Orientation Information
Preceptor Agreement, Benefits
Clinical Guidelines
Evaluation Tool
Student Medication Administration Incident Report Form
Student Objectives/Skills

21. 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

22. Safe Practice-- continued
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

23. References
Freiburger, O. (2001). A tribute to clinical preceptors. Journal for Nurses in Staff Development, Vol. 17, No. 6,
Alfaro-LeFevre, R. (2002). Improving your ability to think critically. RN, MSN Nursing Spectrum—Career Fitness Online.
Ohrlin,K. & Hallberg, I. (2000). Student nurses’ lived experience of preceptorship. International Journal of Nursing Studies, 37,

24. You have successfully completed the University of Texas at Brownsville
College of Nursing
Preceptor Self-Paced Tutorial!