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Chapter 26
- 1. Chapter 26 The PreceptoredClinical Experience
- 2. The Preceptored Clinical Experience •Definition and Purposes • Theoretical Foundations • Types of Learners • Conditions for Learning • Resources • Using the Method • Potential Problems • Conclusion
- 3. The Preceptored Clinical Experience •The preceptored clinical experience provides an opportunity for students, new graduate clinicians, and experienced clinicians who are new to a particular site to work with an experienced staff member in order to begin socialization and role transition.
- 4. Definition and Purposes •Preceptor was first used to identify a tutor or instructor. • More resent use of the term denotes an experience lasting a designated period of time. • The preceptorship is a process during which the preceptor teaches the preceptee the art of professional practice.
- 5. Definition and Purposes •Preceptorship is often used as a way of facilitating the role transition of novice clinicians. • In addition, preceptors can assist students to demonstrate leadership and collaborative skills and provide experiences to enhance understanding of organizational behavior as well as ethical, legal, economic, and political issues.
- 6. Definition and Purposes •The preceptored experience differs from spend-the-day shadowing experiences or informal pairing relationships that are typically geared toward providing broad exposure to the healthcare environment. • It also differs from the mentoring experience, which is a long-term relationship designed to promote career growth and development.
- 7. Theoretical Foundations • Socializationhas been defined as the passing of a role from one person to the next. • Socialization enables the transition from previous roles to new roles. • The socialization period involves the learning of work systems, staff roles, and employer expectations.
- 8. Theoretical Foundations • Duringthe socialization period, preceptees may experience a loss of confidence in their abilities to perform skills and think critically. • This loss of self confidence can be difficult. • During the transition, the preceptee begins to leave behind previously learned beliefs and behaviors and integrates new standards and expectations into practice.
- 9. Theoretical Foundations • Thepreceptee may question the value of what was learned as well as the ethics of what is observed in the workplace. • Communication and feedback are the backbone of the preceptor-preceptee relationship. • Such communication requires mutual trust and respect. • Faculty, managers, and clinical specialists must meet with preceptors.
- 10. Types of Learners •All preceptees are adult learners who actively participate on some level in the identification of their individual learning needs and in designing or choosing experiences intended to meet those needs. • The precepted experience takes place in a complex and dynamic clinical environment with the preceptor facilitating the training.
- 11. Conditions for Learning •The two most commonly named goals are socialization into the work setting and role transition from student to graduate clinician or from new hire to staff member. • The supportive relationship between an orientee and a preceptor may also impact new employee recruitment, job satisfaction, and retention rates.
- 12. Resources • Preceptored experiencescan take place in any environment that delivers health care. • The length of the experience is dependent on the goals to be achieved. • The preceptor and learner will benefit from contact and guidance from a faculty member or organization-based educator, clinical specialist or manager.
- 13. Resources • Preceptors shouldhave access to a student’s goals and objectives or a competency checklist on order to facilitate planning, track achievements, and evaluate performance. • Organizations that provide clinical placements to student clinicians require qualified staff to precept.
- 14. Resources • Staff mayview the role of preceptor and the teaching and evaluation responsibilities as added work, and this may limit the number of students or orientees for a given clinical area. • Recognition for clinicians who are preceptors can take many forms.
- 15. Using the Method •The Preceptor • The Preceptee • The Faculty and Unit Leadership • Evaluating the Preceptored Clinical Experience.
- 16. Using the Method •The Preceptor – Precepting requires an individual who is committed to nurturing and teaching the next generation of professionals. – Four criteria • Clinician interest and willingness • Ensuring a trusting and positive relationship • Knowledge, skill, and ability • The ability to listen and communicate
- 17. Using the Method •The Preceptor – In the first meeting, the preceptor will discuss the goals of the learning experience. – The preceptor will also determine the preceptee’s learning needs and learning styles. – Role modeling patient care is the primary method of teaching.
- 18. Using the Method •The Preceptor – It is incumbent on the preceptor to introduce the preceptee to the culture or the unit, the values of the staff, and the formal and informal roles occupied by members of the staff. – Preceptors should make time for student reflection.
- 19. Using the Method •The Preceptee – The preceptee is an active participant in the precepting experience and must assume a leadership role in ensuring the success of the experience. – The learner is responsible for informing a preceptor when the goals are not being met.
- 20. Using the Method •Faculty and Unit Leadership – A strong collaborative partnership between academic faculty and service providers is a critical factor in ensuring a successful experience for students. – The role played by faculty and unit leadership will vary depending on the level of experience of both preceptor and preceptee.
- 21. Using the Method •Evaluating the Preceptored Clinical Experience – Evaluation should be a formative and ongoing process. – Discussion and feedback about skill performance, assessment and diagnosis, and bedside interaction should be part of daily communication. – Competency-based tools, lists of objectives, and timelines an serve as valuable guidelines
- 22. Using the Method •Evaluating the Preceptored Clinical Experience – If only summative evaluation is used to evaluate the precepting experience, the learner will not benefit from the preceptor’s manner. – Many schools and clinical units have created evaluation tools that consider the preceptor’s actions, the preceptee’s actions, or both. – Preceptors may use a self-evaluation tool focusing on their role, or they may receive
- 23. Using the Method •Evaluating the Preceptored Clinical Experience –If Preceptors may take their roles too seriously and may feel that they are solely responsible for the outcome of the experience. – Preceptors have listed a lack of basic knowledge followed by the inability to perform frequently taught skills as the most concerning indicators that a preceptor is not ready for practice.
- 24. Potential Problems • Inorder for a successful partnership to develop, consistent, capable preceptors are necessary. • There must also be an engaged, participative preceptee. • Knowing when to allow the preceptee to practice independently or when to step in varies with each situation.
- 25. Potential Problems • Potentialproblems can arise in the preceptorial experience because of factors related to the preceptor, the learner, or the process. • Preceptors must be knowledgeable in the principles of adult education and adult learning.
- 26. Potential Problems • Theremay be potential causes for perceived or real personality conflicts between a preceptor and preceptee, but many can arise when there is a clash of values and beliefs that can occur between the different age groups. • The preceptor must consider the rights of the patients and adhere to the ethical standard of beneficence. • Patients must be aware that a learner is involved in their care.
- 27. Conclusion • The preceptoredclinical experience is a valuable teaching and learning methodology with clear benefits for academic institutions and healthcare organizations alike. • Planning and communication are the keys to ensuring a successful period of socialization and role transition for the preceptee.