1. The Art of Precepting:
Passing the Torch

2. PARTICIPANT GOALS Learn preceptor role & responsibilities
Understand how adults learn
Explore effective communication, how to give feedback & conflict resolution
Discuss techniques for stimulating critical thinking
Review components of the UTT CON preceptor handbook
Complete preceptor post-test

3. Primary Roles of the Preceptor
Role Model--demonstrates how competent staff perform their job--most familiar, most comfortable
Socializer--helps preceptee feel welcome & integrated into the unit culture--less familiar, less comfortable
Educator--helps preceptee assess orientation learning needs, plan learning experiences, implement the plan, evaluate performance--least familiar, least comfortable
Role Model
Socializer
Educator

4. Role Model Definition, Criteria
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. Preceptor and Staff Nurse Roles-- Balancing Dual Role Demands
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. Socialization of the Preceptee
Think back to your own orientation--how you felt, new circumstances
Reality Shock--4 phases
HONEYMOON
SHOCK
RECOVERY
RESOLUTION

7. Factors that Affect Learning, Working Styles
Adult Learning Principles
How Communication is
Received
Generational Values
Learning Styles

8. Adults as Learners 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. How We Receive
Communication
Words
Vision
60%
30%
Hearing
10%
Content

10. How Generational Values
Impact Work Styles
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. Learning Styles 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. How to Give Effective Feedback
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 Immediate Clear Positive Objective
Feedback should be
Immediate
Clear
Positive
Objective

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

15. Conflict Resolution 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. Stimulating Critical Thinking
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. 6 Steps for Success
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. Sample First Clinical Day
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. Preceptor Leadership Qualities
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. CON Preceptor Handbook
Preceptor Program
Preceptor Orientation Information
Preceptor Agreement, Benefits
Clinical Guidelines
Evaluation Tool
Student Medication Administration Incident Report Form
Student Objectives/Skills

21. Safe Practice 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 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. (continued on next slide)
Post-Test
1. On the student’s first clinical day with you, the best way to verify their assessment skills is to
A. Instruct the student to assess the client and relate the findings to you
B. Ask the student to show you their documented findings
C. Perform the client assessment with the student and compare findings
D. Tell the student to complete the client assessment form
2. After the student completes a head-to-toe assessment, you allow them to document findings on the interdisciplinary notes. The correct procedure is to
A. Sign your full name and title only when you are satisfied the assessment is accurate
B. Sign your name and title after you correct any inaccuracies by writing “disagree with student assessment” and write the correct assessment information.
C. Sign your full name and title on the blank notes form and allow the student to complete the assessment documentation.
3. A student has helped you admit a client with type1 diabetes and influenza-like symptoms. The ED lab results are: glucose 460 mg/dL, K 5.1 mEq/L. The student encourages the client to drink “all the juice and milk” on the new admit food tray. How would you begin to discuss this scenario with the student?
A. “Why did you tell a diabetic with a blood sugar of 460 to drink fruit juice?”
B. “Let’s review this client’s situation. Tell me first what you have learned about diabetics when they are sick.”
(continued on next slide)

25. Post Test--continued
4. At noon you find your students has not yet documented the two assessments you performed together earlier. When questioned, the student states, “I’ve been snowed under with these two busy patients.” How would you respond?
A. “Tell me what you have been dealing with so we can make a plan for the rest of the shift.”
B. “Why didn’t you come to me sooner? I could have handled them while you documented your care.”
5. A student suffers a needle stick from an insulin syringe they just used on a client. The order of your actions should be
___A. Have the student express blood from the stick and wash vigorously with soap and water for five minutes
___B. Advise the student to seek treatment intervention from the UTT Campus Health Center or their private healthcare provider within 2 hours
___C. Notify the student’s clinical faculty and the appropriate person in the clinical agency
___D. Help the student complete the appropriate institutional incident report and forms

26. Test Answers
1-- C
2 -- A
3 -- B
4 -- A
5-- A = 1, B = 4, C = 3, D = 2

27. Congratulations! You have successfully completed the
University of Texas at Tyler
College of Nursing
Preceptor Self-Paced Tutorial!