Enables the understanding of preceptors role in nursing education

1. PRECEPTORSHIP:
SCOPE, CONCEPT AND FRAMEWORK
Dr. A.Seethalakshmi
Reader, Faculty of Nursing
SRU.

2. Preceptor-Pre ceptee
• Roles and responsibilities
• Preceptor- Initiate an
understanding
• Clear expectations and goals
• Scope of student practice: can
and cannot should be clear:
dressing/blood transfusion/
medications
• Safe comfortable learning
environment- for student
• Safe environment for the
patient
• Identify the level of
competency of the student

3. • Ethical legal and moral
responsibility
• Do not assign tasks outside the
scope
• Students – professional, safe
environment for the patients
• Course requirements ,
competencies, skill checklist,
plan each day as to the
objectives to be achieved
• Support and guidance
– Pay attention to your
hunches/clues
– Don’t wait
– Give specific feedback early and
monitor closely
- Seek help
- Do not pass a student who has not
performed satisfactorily

4. • How will the schedule and other information
be communicated to all who need to know
• Orientation to facility
– Policies and procedures
– Dress code
• Make expectations clear: 80% of failures in
the work place arise from unclear
expectations
Planning Learning:

5. Characteristics of Effective Preceptors:
 Organized and focused
 Value preceptor-student
interactions
 Dynamic and enthusiastic
 Relate well to students
 Use an analytical approach
 Competent and confident
 Model professional behavior
(Oermann 1996, Harden
and Crosby 2000)

7. Positive, enthusiastic attitude
Provide appropriate, frequent feedback
Show respect for student
Challenge student to perform
Question student and promote higher level
thinking
Provide appropriate structure
(Allen-Chabot, 2006)
Positive Characteristics of Preceptors:

9. • Lack of introduction
• Want more feedback
• Feel uncomfortable when preceptor discussed
other students with them
• Feel like they are a burden
• Feel overwhelmed
(Allen-Chabot, 2006)
Preceptor- how not to be

10. • Adult learners prefer learning situations that
are:
– Practical and problem-centered
– Promote their positive self-esteem
– Integrate new ideas with existing knowledge
– Capitalize on their experience
– Allow choice and self direction
Characteristics of students

12. • Learning styles
– Visual learners: prefer to see your body language and
facial expressions; will do better with written
instructions; better understand client from the chart
– Auditory learners: interpret meaning through tone of
voice, pitch and other nuances; will do well with case
conferences and meetings, interviewing and
instructing patients
– Kinesthetic learners: prefer a hands-on approach; will
learn by practicing skills; be adept food production,
anthropometric measures, demonstrating skills to
others
contd..

13. Barriers to Learning:
• Inadequate knowledge
due to:
 Lack of previous exposure
to the information
 Too little review, study or
preparation
 Incomplete or inaccurate
information or confusion
• Fatigue
• Disorganization
• Poor time management
skills

14. Barriers to Learning:
 Poor work habits
 Poor attitude
 Lack of experience in
applying theory to
practice
 Discomfort working with
those with illness
 Discomfort working with
professional colleagues
and/or employees
 Feelings of inadequacy
 Fear of making mistakes
 Unwillingness to venture
out of one’s comfort zone

15. • Planner
• Role model
• Information provider
• Facilitator of learning
• Resource developer
• Assessor of learning
Roles of Preceptors:

16. • How to interact with patients
• How and when to contact you?
• When there is a problem do you want him/her
to solve it or come to you right away or
something in between?
• Assess performance and progress?
Preceptor Style:

18. • Characterized by:
 Appreciation of diversity
 Cultural competence: the ability to discover the
culture of each client/patient and effectively adapt
interventions for her or him. (Curry 2000).
 Skills needed for cultural competence
– Become more knowledgeable about different cultures
– Develop flexibility in approaches/interventions
– Identify and/or develop culturally appropriate
education approaches, techniques, and materials
Professionalism:

19. Goal: to provide meaningful feedback for your
student’s development.
Feedback should be frequent, ongoing, and
constructive.
Aim for daily feedback
 Let the student know what they have done well
 Let the student know what they need to improve
 Let the student plot a course of action
Evaluation