PRECEPTORS: PARTNERS IN COACHING   

PRECEPTORS:
PARTNERS IN COACHING The University of Texas at Brownsville and
Texas Southmost
College Continuing
Nursing Education Provider Unit
College of Nursing
The University of Texas at Brownsville and Texas Southmost College Nursing Department Continuing Nursing Education Provider Unit is an approved provider of continuing nursing education by the Texas Nurses Association, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation Directions: If you are assisting faculty with the University of Texas a
Brownsville and Texas Southmost College as they prepare nursing student, you
may receive continuing nursing education contact hours for this activity free of
charge. Please designate your status when submitting your test and evaluation
form to the address below:
Please read the information in this packet then complete the test evaluation form. Mail the completed materials to: Life and Health Science Building LHSB 2.720A
80 Fort Brown
Brownsville, TX 785204
Phone: 956 -882-5070
Fax: 956‐882‐5100 TITLE: PRECEPTORS: PARTNERS IN COACHING Requirements for Successful Completion: This continuing education activity offers the professional nurse concepts, strategies and
tools to facilitate nursing students’ experiences in a clinical agency. Concepts of mentoring,
a clinical model for preceptors, and the Texas Board of Nursing criteria are described.
Purpose: To facilitate the preparation of individuals who will act as receptors for students and newly employed nurses; and to provide the tools to integrate concepts of adult learning principles, mentoring, preceptor roles, and student evaluation. The activity is intended to enrich the contributions of these Registered Nurses’ to quality health care by facilitating the transition of the student or novice nurse into the employment setting. This activity is intended to assist Registered Nurses’ as they strive to develop leadership skills in communication, coaching and mentoring as they develop in their roles as preceptors. Objectives: By the end of this learner–paced learning activity the participant will be able to: 1. Describe the unique role of the preceptee, preceptor and faculty participating in a
preceptorship setting
2. Discuss the value and contributions that preceptors make in student development
3. Identify principles of adult learning
4. Describe strategies preceptors commonly use to promote critical thinking
5. Outline the specific strategies used in the One-Minute Preceptor Model
6. Integrate the strategies into a practical approach to clinical teaching
7. Identify learning needs within the work-based learning experience
8. Differentiate between effective and ineffective communication
9. Discuss the role of preceptors in the socialization of novice nurses and nursing
students
10. Describe the elements of clinical evaluation highlighting the role of the preceptor in
the evaluation process
To receive contact hours for this continuing education activity, the participant must:
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Complete the Learner Directed Activity Packet Complete the Learner Directed Activity Assessment Complete the Learner Directed Evaluation Tool Submit the Learner Directed Activity Assessment and Tool to the The University of Texas at Brownsville and Texas Southmost College Nursing Department Continuing Nursing Education Provider Unit Once successful completion has been verified, a “Certificate of Successful Completion” will be awarded for __2_______ contact hours. The Registration Fee of $50.00 will be waived when participant serves as a preceptor for UTB–TSC College of Nursing Conflicts of Interest: The planning committee members and faculty/content specialists of this CNE activity have disclosed no relevant professional, personal or financial relationships related to the planning or implementation of this CNE activity. Sponsorship or Commercial Support: This CNE activity received no sponsorships or commercial support. Non‐Endorsement of Products: Approved provider status of The University of Texas at Brownsville and Texas Southmost College Nursing Department Continuing Nursing Education Provider Unit refers only to the continuing nursing education activity and does not imply a real or implied endorsement by The University of Texas at Brownsville and Texas Southmost College Nursing Department Continuing Nursing Education Provider Unit, the American Nurses Credentialing Center (ANCC) or the Texas Nurses Association (TNA) of any commercial product, service, or company referred to or displayed in conjunction with this activity, nor any company subsidizing costs related to this activity. Off‐label Product Use: This CNE activity does not include any information about off‐label use of any product for a purpose other than that for which it is approved by the U.S. Food and Drug Administration (FDA). ] Expiration Date for Awarding Contact Hours: March 1, 2013. Reporting of Perceived Bias: Bias is defined by the American Nurses Credentialing Center’s Commission on Accreditation (ANCC COA) as preferential influence that causes a distortion of opinion or of facts. Commercial bias may occur when a CNE activity promotes one or more product(s) (drugs, devices, services, software, hardware, etc.) This definition is not all inclusive and participants may use their own interpretation in deciding if a presentation is biased. The ANCC COA is interested in the opinions and perceptions of participants at approved CNE activities, especially in the presence of actual or perceived bias in continuing education. Therefore, ANCC invites participants to access their “ANCC Accreditation Feedback Line” to report any noted bias or conflict of interest in the educational activity. The toll free number is 1(866) 262‐9730. Table of Contents Course Description and Overview…………………………………………………………………… Role and Responsibilities………………………………………………………………………………. Regulatory Considerations: Texas Board of Nursing Considerations………… Contributions of Preceptors…………………………………………………………………. Adult Learning Principles………………………………………………………………………………. Preceptor Strategies: Example: The One Minute Preceptor Model…………………….. Learner Assessment for Preceptors…………………………………………………………………. Communication in the Preceptor Setting…………………………………………………………. Clinical Evaluation………………………………………………………………………………………… References……………………………………………………………………………………………………. Course Evaluation…………………………………………………………………………………………. Test……………………………………………………………………………………………………………… Registration/Application……………………………………………………………………………….. Page 5 7 9 9 10 10 13 13 14 15 17 19 2 COURSE DESCRIPTION AND OVERVIEW Authors: Stoerm Anderson, PhD, RN was the original author of this continuing education activity in 2006. The activity was revised by: Lita Silva, MSN, RN has taught in the Associate Degree Nursing Program at UTB‐TSC. She has experience teaching students in the medical surgical areas and working with preceptors. She has extensive experience as a Certified Diabetes Educator and Clinical Specialist. Anne Rentfro, PhD, RN has taught in both the Associate Degree Nursing Program and the Bachelor of Science in Nursing Degree Program. She currently teaches leadership and health promotion courses and has experience teaching students in the medical surgical areas and working with preceptors. She has extensive experience as a Certified Diabetes Educator and Clinical Specialist with current research activity in the area of prevention of obesity and type 2 diabetes. The University of Texas at Brownsville and Texas Southmost College Nursing DepartmentContinuingNursing Education Provider Unit is an approved provider of continuing nursing education by the Texas Nurses Association, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation To receive continuing education credit, complete the post–test and evaluation forms. A score of at least 70% must be achieved to receive a certificate of completion for 2 contact hours. OVERVIEW A Clinical Preceptorship is an organized system of clinical laboratory experience that allows for a nursing student to pair with a clinical nurse for the purpose of attaining specific learning experience. Preceptorship may benefit students under circumstances when students have mastered foundational nursing expertise and enters the stage of analysis and application in clinical practice. In health care the preceptor is an experienced health provider who takes on the responsibility to guide novices as they increase their competencies and expertise in the practice setting. Usually the format of teaching is interactive to allow the novice to reflect about their practice. Adult learning principles, life‐
long learning and nurturing the individual are part of the preceptor role. Skills such as coaching planning advocacy and role modeling are used. Transition to any new role may be a time when preceptoring may be used (Nursing preceptor training). For example graduating student to nurse, new nurse to the work setting, newly hired in critical care, newly hired in perioperative care (any other specialty) or newly hired into a supervisory role. Qualifications for preceptors will vary depending on the environment, the purpose for the preceptorship, and accrediting body requirements (Nursing preceptor training). In formal preceptorships, the preceptor’s role is prescribed by a signed written agreement between the preceptor, the affiliation agency (the clinical setting) and the academic institution. There are multiple advantages for the student participating in a preceptorship arrangement. The preceptor interacts with one student opposed to multiple students with one faculty member in a clinical group. Face to face interaction allows attention to detail and increased opportunity for experiential learning. Students’ analysis and application of clinical expertise enrich their knowledge, competency and expertise with intensive clinical experiences that preceptor experiences provide. The clinical preceptor provides an excellent model for nursing students. One unique aspect of a preceptorship is that the preceptor is an expert clinician, engaged in patient care, who offers valuable experiential learning activities for the novice. Clinical preceptors’ practice allows students to engage in the application of nursing in a specific area. The preceptor role is recognized by The Joint Commission, Texas State Board of Nursing and nursing scholars as an individual using a strategy to assure high quality care. PRECEPTOR ROLES and RESPONSIBILITIES Each party (student, faculty, preceptor, and agency representative) has responsibility regarding the preceptorship. These roles and responsibilities are divided into three categories (see table below). The preceptor often arranges for clinical space and facilitates a variety of clinical experiences to enrich the student’s experience. Preceptors are enthusiastic about nursing and enjoy teaching (University of Pittsburgh School of Nursing, 2008). The supplemental information provided by the preceptor enhances the experience for the student, and their close interaction facilitates the development of clinical expertise. There may be some overlap. For example, the faculty is ultimately responsible for evaluation; however, the preceptor provides input about the competencies the student has exhibited. It is students’ responsibility to conform to policy of the facility where they serve their preceptorship; however, both faculty and preceptors assure that students know and follow agency policy. The clinical preceptor  Directly supervises a student’s clinical laboratory experience  Facilitates student learning as prescribed by the signed written agreement between the preceptor, affiliate agency and the academic institution.  Selects appropriate clinical activities and assignments for the student  Serves as a clinical facilitator and role model by maintaining an environment conducive to teaching and learning.  Provides clinical instruction directed toward student learning objectives  Communicates with faculty regularly, sharing student concerns and questions  Provides an evaluation of the preceptor program The student  Uses the preceptor as a resource an role model  Strives to achieve the clinical objectives as determined by the course  Seeks out new situations to learn.  Prepares for each day  Establishes personal objectives aligned with the course objectives(University of Pittsburgh School of Nursing, 2008)  Maintains open communication with the preceptor and faculty member  Seeks assistance and feedback from the preceptor(University of Pittsburgh School of Nursing, 2008)  Obtains appropriate preceptor signatures on necessary forms  Maintains a professional demeanor and confidentiality at all times.  Maintains professional attire in accordance with program and facility policy  Completes Clinical Self–Evaluation forms  Notifies the clinical preceptor when unable to meet as scheduled  Develops a collaborative relationship with the preceptor. The faculty member 
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Acts as liaison between student, preceptor, and the agencies involved.
Collaborates with the student to select an appropriate clinical preceptor.
Delineates appropriate student objectives and assignment with the preceptor and
provides course outlines, written objectives and specific information about the
course.
Orients both the student and preceptor to the clinical experience and ensure
preceptors meet qualifications
Ensures that clinical experiences in the preceptorship are at the correct level for the
student based on their progress through the curriculum.
Monitors the progress of students through clinical rounds, student clinical seminars,
faculty–student–preceptor conferences and review of student clinical assignments.
Meets regularly with the clinical preceptor and the student to monitor and evaluate
the students learning outcomes and the experience.
Initiates feedback from the preceptor regarding student performance
Meets with students and or preceptors as necessary for completion of clinical
objectives
Assumes overall responsibility for teaching and evaluation of the student
Develops and maintains student/preceptor orientation materials and student records
Assures that preceptor contract is in place before the student enters the clinical
preceptorship
Assures that written agreements are in place to delineate function and
responsibilities so the agency the clinical preceptor and the academic agency.
Advantages for Faculty 
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Give faculty more time to focus on making sure students meet all objective
Gives faculty increased visibility within the community
Provides faculty more time to pursue their own clinical practices
Advantages for Students
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Provides mechanisms for quality student learning when a program has a large
number students and limited number of faculty
Exposes students to a variety of role models other than faculty
Offers a One–to–one learning relationship
Allows for immediate feedback and close supervision
Advantages for preceptors
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Provides a source of professional stimulation
Offers association with academic agency
Provides a source of collaboration between clinical practice and academia
Regulatory Considerations
State boards of nursing regulate preceptors for nursing students in many states. For
example in Texas Rule 215.10 for basic nursing education programs and post
licensure baccalaureate programs establishes requirements for establishing
preceptor affiliations. A written agreement is required that delineates the preceptor’s
and the agencies’ functions and responsibilities. Graduate programs in Texas must
adhere to Texas Rule 219.10 also requires a written agreement (Texas administrative
code ). Preceptors should be aware of the state board of nursing requirements for
preceptors in the state where they serve in this capacity. In Texas preceptorships
help to alleviate the severe faculty shortage. The state rule permits clinical groups to
increase in size if preceptors are used. The size can be from 12 to 24 depending on
the course organization. For groups of 12 the preceptor is used for a portion of the
clinical learning. For groups of 24, each student has a preceptor. The faculty member
coordinates the clinical preceptorships for that student group (Texas administrative
code ).
Value and Contributions of Preceptors
In King’s (2007) study of 102 nursing students, those who reported high levels of
interaction with preceptors also reported a sense of increased competence. They
indicated that their relationship with their preceptor was important. Effective
preceptors provide support and encouragement for students with tailored learning
activities. Confidence building plays a role in the process. In addition the preceptor’s
role as a model for students is recognized and the workplace benefits from the
availability of new graduates who are acquainted with the agency and staff who have
worked with these potential staff members (Nursing preceptor training). In
particular students express gaining confidence in decision making when exposed to a
preceptor situation(King, Singh, & Harris, 2009).
The strength of all preceptor programs comes from the preceptors themselves.
Preceptors are knowledgeable, experienced nurses who are willing to guide nurses
and who bridge the gap between the classroom and practice.
ADULT LEARNING PRINCIPLES
Self–direction of students should be promoted. As the preceptorship progresses, the
student becomes more independent and the relationship changes. The adult learning
process is active and continuously aims toward changes in behavior. Learning styles
vary and learning depends on readiness and the potential of the learner along with
past life experiences. Learning will occur more readily when the material is
meaningful. Behavior changes when it is internalized. Moving from simple to
complex facilitates learning (Russell, 2006). There are a variety of ways students
learn. Knowing how a student learns helps the preceptor plan learning activities.
Some students are better able to learn visually and prefer written instructions and
visual media compared to those students who are auditory learners and may prefer
to discuss their ideas. A kinesthetic learner will learn best when given the
opportunity to handle materials involved in the learning activity. Assessing the
learning style helps the preceptor to know the best way to approach teaching the
student. Using a variety of teaching strategies helps to address each of the learning
styles. For example, providing a verbal explanation with a demonstration and return
demonstration along with supporting written and visual materials provides the
student with a variety of strategies to address multiple learning styles. Collaborating
with students to discover their learning style maximizes the chances of success for
the students(Russell, 2006)
PRECEPTOR STRATEGIES
Clinical Teaching Techniques
Arranging and influencing learning in clinical settings requires the ability to create
environments for learning in a dynamic setting. Critical and independent thinking
play a major role in clinical settings. Guiding students to think reflectively and the
preceptor’s intentional approach to students’ learning is critical. Micro-teaching
strategies, such as the On–the–Go Clinical Preceptor Technique can be applied to
facilitate student learning (University of Pittsburgh School of Nursing, 2008).
Preceptors set the stage for students to practice safely and for critical thinking. The
preceptor must also help students learn how to evaluate their own progress
(University of Pittsburgh School of Nursing, 2008). One effective and micro teaching
strategy is known as the On–the–Go Clinical Preceptor Technique.
The introduction of a new health care professional into your facility may be one of
the most vital moments in their career. Facilitating the transition from school to
practice is an important role of a preceptor. The demands of a career in modern
health care, on an everyday basis are complex. Interdepartmental communication,
new admissions, complications and emergencies and can tax even the most
experienced health care professional. The complexity of the work may hinder the
ability to create an ideal learning environment for the novice or nursing student. The
purpose of this learning activity is to provide strategies to create a stimulating
learning environment within the hectic pace of the clinical site for these neophyte
nurses.
The One Minute Preceptor Technique (Furney et al., 2001) The idea of the
one–minute preceptor originated about 20 years ago with an approach with five
steps to structure effective clinical teaching: Commit to a decision, Support the
Decision, Reinforce the Student’s Successes, Correct the Student’s Errors, and Teach
a General Principle. The Acronym (CSRCT) can be remembered more easily by using
the phrase “Clinical Specialists Really Can Teach!”. This model relies on the subject
matter that presents itself in the clinical setting. Each step with some examples will
now be explained.
COMMIT: For this step, the student commits verbally to a decision about the
clinical issue. The goal at this point is to engage the student in an interactive learning
experience. Simply explaining the clinical issue and its solutions should be resisted.
Examples of how to use this strategy are described below:
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“Describe the diagnostic tests you anticipate for this patient.”
“Do you think this patient is in immediate danger?”
“What will be the focus of your assessment for this patient?
“What psychosocial concerns does this patient have?”
Select questions that are most appropriate for the preceptee and that are most appropriate
for the clinical situation. Strengths and weaknesses of the preceptee will emerge and dictate
the kinds of questions asked. Attempt to gradually strengthen weaknesses to facilitate
growth beyond their current comfort level and expertise.
SUPPORT: With commitment ascertained, the preceptor then determines how the
decision occurred. Avoid quickly answering the question. Also seek rationales from students
to help the student to articulate a justification for their actions. Ideally students’ actions
should be founded in the logical application of their knowledge. Rather than focusing on
medical diagnoses, the student should am to use assessment and systematic application of
knowledge to design care for the patient. Knowing the foundation of the thought process
helps the preceptor know how to encourage a more suitable process for other problems to
solve. How the student can support their comments provides evident for their clinical
reasoning and judgment. Types of questions to ask might include:
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Why do you feel that those diagnostic procedures are appropriate for this patient
What makes you certain this patient is not in immediate danger.
How do you know these problems are the priority for your patient care?
Why should you focus on this part of the assessment
What leads you to suspect social concerns will impact this patient’s health?
REINFORCE: To learn, individual must recognize positive and negative aspects of their
competency. Reinforcing positive aspects is an excellent way to acknowledge students’
current expertise, respond to their correct responses to questions, and to increase the
likelihood of new knowledge or skill being used in other situations. Emphasizing positive
aspects encourages students and should be the first item addresses when providing
feedback. The positive aspects of the student’s competencies should occur as part of any
interaction and should be part of the initial remarks. Reinforcement should be specific and
substantive. Praise should specify the accurate and appropriate parts of the student’s
response. Examples of positive reinforcement include:
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“Your anticipation that arterial blood gases are necessary for a complete assessment
of this patient is correct.”
“You are correct in your assessment that this patient is in no immediate danger.”
CORRECT: It is as important to point out areas of improvement as it is to acknowledge
competency. Corrections proved opportunities to discuss other common errors that
could occur in similar situations. Balance reinforcement with corrections is important.
For example, “This patient’s level of consciousness places him as risk for aspiration, so
feeding at this time is not appropriate.”
TEACH: Each of the previous steps is considered teaching, this step transitions from
constructive criticism to the facilitation of using the information in another case. The
lessons learned are be generalized and reused in other situations. In this step the
preceptor shares some general advice related to current situation. Repeat these steps for
each new situation. For example, the preceptor could provide an overview of general
situations that might seem harmless, but could swiftly become emergencies; or review
how to set priorities for care.
SUMMARY: The five steps are fast and effective. The purpose is to provide instruction
for specific current situations. These steps are intended to supplement other teaching
strategies that a preceptor routinely uses.
LEARNER ASSESSMENT FOR PRECEPTORS
Communication In The Preceptor Setting: Relationships and building rapport
play an important role in preceptorships. Communication strategies support the
learning environment. Positive interpersonal relationships with students lay the
groundwork for creating rich learning opportunities in the clinical environment.
Building strong relationships with the students while providing realistic learning
experiences are the hallmark of excellent preceptorships (Blum, 2009; King et al.,
2009). Students benefit from hearing the preceptor’s thought process aloud
(University of Pittsburgh School of Nursing, 2008). Collaborating with students to
discern learning activities depends on effective communication (University of
Pittsburgh School of Nursing, 2008). Honest and respectful interaction is required
for a successful preceptorship particularly when providing feedback. Consideration
of timing and attending to the privacy of the students is critical. Faculty, students
and preceptors communicate regularly to consider the student’s progress and the
experience. Concerns regarding the progress of the experience or individual issues
with students warrant contact between the faculty member and the preceptor
(University of Pittsburgh School of Nursing, 2008).
The facilitative faculty role requires excellent communication ability (Yonge, Hagler,
Cox, & Drefs, 2008). This communication ability sets the tone with two way
communication and accessibility. The preceptor should receive faculty contact
information and determine with the faculty member the best way to contact each
other and how to maintain open communication and regular meetings (University of
Pittsburgh School of Nursing, 2008).
CLINICAL EVALUATION Clinical evaluation determines students’ achievement of specific competencies. Evaluation techniques must be applied fairly and thoroughly. It is also important for the preceptor to separate feedback from evaluation (University of Pittsburgh School of Nursing, 2008). Evaluation is ongoing and constructs a progression toward independence for the student. References
Blum, C. A. (2009). Development of a clinical preceptor model. Nurse Educator, 34(1), 2933.
Furney, S. L., Orsini, A. N., Orsetti, K. E., Stern, D. T., Gruppen, L. D., & Irby, D. M. (2001).
Teaching the one-minute preceptor. A randomized controlled trial. Journal of General
Internal Medicine, 16(9), 620-624.
King, M. L., Singh, M., & Harris, L. (2009). A critical care bridging program to prepare
fourth-year baccalaureate students for specialty practice. Canadian Association of Critical
Care Nurses, 20(12), 17.
Nursing preceptor training | eHow.com Retrieved 2/27/2011, 2011, from
http://www.ehow.com/about_6464443_nursing-preceptor-training.html
Russell, S. S. (2006). An overview of adult learning processes: Adult-learning principles.
Medscape, February 27, 2011.
Texas administrative code Retrieved 2/26/2011, 2011, from
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p
_tloc=&p_ploc=&pg=1&p_tac=&ti=22&pt=11&ch=215&rl=10
University of Pittsburgh School of Nursing. (2008). Nursing preceptor program. Retrieved
2/27/2011, 2011, from http://www.nursing.pitt.edu/academics/ce/precept/index.jsp
Yonge, O., Hagler, P., Cox, C., & Drefs, S. (2008). Listening to preceptors: Part B. J Nurses
Staff Dev, 24(1), 21-26. Additional Resources Allen, P., Schumann, R., Collins, C., & Selz, N. (2007). Reinventing practice and education partnerships for capacity expansion. Journal of Nursing Education, 46(4), 170‐175. Altmann, T. (2006). Preceptor selection, evaluation, and orientation in baccalaureate nursing programs. Int J Nurs Educ Scholarsh, 3(1), 1‐16. Burns, C., Beauchesne, M., Ryan‐Krause, P., & Sawin, K. (2006). Mastering the preceptor role: Challenges of clinical teaching. J Pediatr Health Care, 20(3), 172‐183. Charleston, R., & Happell, B. (2005). Coping with uncertainty within the preceptorship experience: The perceptions of nursing students. Journal of Psychiatric & Mental Health Nursing, 12(3), 303‐309. Diefenbeck, C. A., Plowfield, L. A., & Herrman, J. W. (2006). Clinical immersion: A residency model for nursing education. Nursing Education Perspectives, 27(2), 72‐79. Hyrkas, K., & Shoemaker, M. (2007). Changes in the preceptor role: Re‐visiting preceptors' perceptions of benefits, rewards, support and commitment to the role. Journal of Advanced Nursing, 60(5), 513‐524. Kim, K. H. (2007). Clinical competence among senior nursing students after their preceptorship experiences. Journal of Professional Nursing, 23(6), 369‐375. Modic, M., & Harris, R. (2007). Masterful precepting: Using the become method to enhance clinical teaching. J Nurses Staff Dev, 23(1), 1‐9. Moore, M. L. (2008). Preceptorships: Hidden benefits to the organization. J Nurses Staff Dev, 24(1), E9‐E15. Nordgren, J., Richardson, S. J., & Laurella, V. B. (1998). A collaborative preceptor model for clinical teaching of beginning students. Nurse Educator, 23(3), 27‐32. Parsons, R. (2007). Improving preceptor self‐efficacy using an online educational program. Int J Nurs Educ Scholarsh, 4(1), 1‐17. Raines, D. A. (2006). CAN‐care: An innovative model of practice based learning. Int J Nurs Educ Scholarsh, 3(1), 1‐
17. Smedley, A., Morey, P., & Race, P. (2010). Enhancing the knowledge, attitudes, and skills of preceptors: An australian perspective. Journal of Continuing Education in Nursing, 41(10), 451‐461. Smedley, A., & Penney, D. (2009). A partnership approach to the preparation of preceptors. Nursing Education Perspectives, 30(1), 31‐36. Speers, A. T., Strzyzewski, N., & Ziolkowski, L. D. (2004). Preceptor preparation: An investment in the future. Journal for Nurses in Staff Development, 20(3), 127‐133. Tanner, C. (2006). The next transformation: Clinical education. Journal of Nursing Education, 45, 99‐100. Yonge, O., Myrick, F., Ferguson, L. M., & Haase, M. (2003). Faculty preparation for the preceptorship experience: The forgotten link. Nurse Educator, 28, 210‐211. COLLEGE OF NURSING CONTINUING NURSING EDUCATION PROVIDER UNIT The University of Texas at Brownsville and Texas Southmost College 80 Fort Brown * Brownsville, Texas 78520 * (956)882‐5071 * (956)882‐5100 Learner‐Paced Evaluation Tool Date: ______________ Title of Activity: Preceptors: Partners in Coaching____________________ Purpose of this activity: To facilitate the preparation of individuals who will act as receptors for students and newly employed nurses; and to provide the tools to integrate concepts of adult learning principles, mentoring, preceptor roles, and student evaluation. The activity is intended to enrich the contributions of these Registered Nurses’ to quality health care by facilitating the transition of the student or novice nurse into the employment setting. This activity is intended to assist Registered Nurses’ as they strive to develop leadership skills in communication, coaching and mentoring as they develop in their roles as preceptors. Please complete this evaluation questionnaire. Your anonymous responses will be used to revise this activity and to plan future educational activities. Circle the number that best fits your evaluation of this activity. 1. Rate your achievement of these objectives (Circle One for each item): 1 = Not at all 2 = Somewhat 3 = Almost completely 4 = Completely 1. Describe the unique role of the preceptee, preceptor and faculty participating in a preceptorship setting. 2. Discuss the value and contributions that preceptors make in student development. 3. Identify principles of adult learning 4. Describe Strategies preceptors Commonly Used by Preceptors to promote critical thinking 5. Outline the specific strategies used in the One‐Minute Preceptor Model 6. Integrate the strategies into a practical approach to clinical teaching 7. Identify learning needs within the work‐based learning experience 8. Differentiate between effective and ineffective communication 9. Discuss the role of preceptors in the socialization of novice nurses and nursing students. 10. Describe the elements of clinical evaluation highlighting the role of the preceptor in the evaluation process. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 2 3 4 Were the teaching methods/strategies effective Were the objectives relevant to the overall purpose? Were the physical facilities appropriate? 1 2 3 4
1 2 3 4 1 2 3 4
5. If you answered 1 to any of the above, please comment:_______________________________________ _____________________________________________________________________________________ 6. How long in minutes did it take you to complete this learning activity?____________________________ 7. List two (2) ways you will integrate what you learned in this activity into your practice and/or employment environment. ______________________________________________________________ 8. Were the following disclosures were made before the activity began? a. Requirements for successful completion Yes No b. Conflicts of Interest Yes No c. Resolution of Conflicts of Interests Yes No d. Sponsorship or Commercial Support Yes No e. Non‐endorsement of Products Yes No f. Off‐label Use Yes No 9. Did you, as a participant, notice any bias that was not previously disclosed in this presentation? Yes No If “Yes”, please describe who was biased and how: _________________________________ Please share ideas for future continuing nursing education topics. _______________________________ Date Completed:_______________________________________________________________________