Preceptors: Selection and Training
Dawn Whiteside, MSN, RN, CNOR, RNFA
Instructor
• Dawn Whiteside, MSN, RN, CNOR, RNFA
• Nurse Manager, Credentialing and Education
Development, CCI
• [email protected]
• 303-368-6735
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Diclaimer
• This speaker has obtained funding from CCI to
present this educational session.
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Objectives
• Describe the various roles of the preceptor.
• Examine preceptor selection criteria.
• Analyze precepting strategies.
• Review key concepts for preceptor training.
Precepting
• Requirements
• Commitment
• Competence
“There is no greater contribution to nursing and
to patient care than to ensure the competence
of the next generation of nurses.”-Beth Ulrich
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Preceptor Roles
• Teacher/Coach
• Leader/Influencer
• Facilitator
• Evaluator
• Socialization Agent
• Protector
• Role Model
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Teacher/Coach
• Teaching (learning the skills)
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Create a space for learning
Provide concrete illustrations
Control the opportunities and pace of learning
Allow time for reflection
• Coaching (applying the skills)
• Encourage effective skill application
• How and when
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Leader/Influencer
• Five Values (AACN, 2008)
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Altruism (concern for others)
Autonomy (self-determination)
Human Dignity
Integrity (code of ethics)
Social Justice (fair treatment)
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Facilitator
• Guide the preceptee plan and experience
• Create a positive learning environment
• Create a rich learning environment
“Experiential learning requires an environment
in which the experiences, and the learning that
occurs from those experiences, are intentionally
planned.” –Beth Ulrich
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Evaluator
• Evaluate on criteria-based competencies
• Know the goals and expected outcomes
before the precepting experience starts
• Constructive Criticism/Feedback
• Reinforce good performance
• Correct poor performance
• Plan necessary improvements
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Evaluator-Feedback
• Normal/everyday (it is expected)
• Criteria for evaluation/goals are understood
and clear
• Be specific about behaviors
• Nonjudgmental
• Time sensitive (at time of event)
• Address one or two items
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Evaluator-Feedback
• Seek preceptee self-assessment of own
performance
• Should lead to change in preceptee thinking,
behavior, and performance
• Private
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Socialization Agent
• Organization
• Unit
• Norms of each shift
• Expectations
• Profession (new graduates)
• Key: Influence current team to accept new
staff members!
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Protector
• #1 Patient safe environment
• Safe learning environment
• Prevent/address disruptive behavior
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Observe for bullying
New graduates-vulnerable
Role model professional behavior
Address bullying respectfully
Encourage preceptees to speak up
Help create healthy environment
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Role Model
• Preceptors must demonstrate competence
and be a role model for competencies and
professional practice.
• Promote role model behavior of all staff.
• Be prepared to address differences in what
preceptees are taught versus what they see
being done.
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Preceptor Selection
• Establish performance standards
• ANA
• AORN
• Organization specific values
• Clearly define selection criteria
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ANA
• Nursing Standards of Practice (nursing
process)
• Describes a competent level of nursing care
• Nursing Standards of Professional
Performance
• Describes a competent level of behavior in the
professional role
• Code of Ethics
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ANA Standards of Professional
Performance
• Ethics
• Education
• EBP/Research
• Quality Practice
• Communication
• Leadership
• Collaboration
• Evaluation
• Resource Utilization
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Examples: Professional
Performance
• Education: The registered nurse attains
knowledge and competence that reflects
current nursing practice. (advanced degrees,
continuing education, certification)
• Leadership: the registered nurse
demonstrates leadership in the professional
practice setting and the profession.
(participates in professional memberships,
role model in unit)
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Code of Ethics (9 provisions)
• Provision 3: The nurse promotes, advocates
for, and strives to protect the health, safety,
and rights of the patient.
• Provision 7: The nurse participates in the
advancement of the profession through
contributions to practice, education,
administration, and knowledge development.
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AORN
• Standards of Perioperative Nursing
• Standard 9: Professional Practice Evaluation:
The perioperative RN evaluates his or her
practice in context with current professional
practice standards, rules, and regulations.
• D.9.1.1. Provides care consistent with the
institution’s policies and procedures.
Perioperative Standards and Recommended Practices 2014
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AORN
• Standards of Perioperative Nursing
• Standard 10: Collegiality: The perioperative
RN interacts with and contributes to the
professional growth of peers, colleagues, and
others.
• D.10.1.1. Shares knowledge and skills through
a variety of methods…precepting, mentoring,
role modeling…
Perioperative Standards and Recommended Practices 2014
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Organizational Values
• Core Values for Precepting Criteria
• Combine organizational mission and values
with unit specific skill requirements.
• Key Values
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Positive attitude
Professional behaviors
Clinical performance standards
Effective team work
Motivational
Role model
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Example: Legacy Health
• Expectations of Legacy Employees
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Do the right thing
Be a team player
Respect others
Provide exceptional service
Deliver outstanding quality
Commit to excellence
Take responsibility
Embrace innovation
Lead the way
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Example: Legacy Health
• Be a Team Player: Build protective
relationships. Communicate effectively,
surface and resolve conflict, listen actively
and solicit feedback. Encourage cooperation,
develop trust, and support teammates.
• Commit to Excellence: Set high standards of
performance for yourself and others to
achieve exceptional results. Commit to
personal and professional development and
continual learning. Adopt best practices and
actively engage in improvement efforts.
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Example: Legacy Health
• Lead the Way: Be a role model for excellent
performance, high quality work, respectful
communication, teamwork, and exceptional
service.
• Do the Right Thing: Model a high standard of
conduct, honest, and integrity in all situations.
Act responsible with sensitive and private
information. Respect patients’ and coworkers’ rights to confidentiality. Comply with
all legal and regulatory compliance
standards.
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Precepting Strategies
• Single Preceptor Model
• One preceptor assigned
• Continuity
• Mirror Preceptor Shift
• Team Preceptor Model
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New Grads
Multiple Levels of Competence (preceptor)
Communication
Documentation
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Precepting Strategies
• Cohort Model (group)
• One preceptor/multiple preceptee
• Group learning
• Preceptee’s support each other
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Precepting Strategies
• Preceptor/Preceptee Relationship
• One on One Time
• Role Clarification (both roles)
• Build Trust
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Transparent/Open
Responsive/Honest Feedback
Caring/Compassion
Sincerity
Honest/Honor Your Word
• Ground Rules
• Rescue/Unsafe Situation
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Precepting Strategies
• Preceptee Assessment
• Number One Priority-Safe Patient Care
• Must Know Current Level of Competence
“You cannot assume that the preceptee has
knowledge or expertise based on his or her
educational degree or past experience.”
-Beth Ulrich
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Precepting Strategies
• Change vs Transition
• Change-situational, new place, boss, team
• Transition-psychological process to adapt to
new situation (paint the picture)
“It’s not so much that we’re afraid of change or
so in love with the old ways, but it’s that place in
between that we fear…It’s like being between
trapezes. It’s Linus when his blanket is in the
dryer. There’s nothing to hold on to.”
-Marilyn Ferguson (Bridges, 1991)
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Preceptor Training: Key
Concepts
• Knowles: Adult Learning Theory
• Bloom’s Taxonomy: Learning Styles
• Cognitive
• Affective
• Psychomotor
• Benner: Learning Model
• Novice to Expert
• Generational Diversity
• Communication/Conflict
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Knowles
• Why do I need to know this information?
• Self-directed
• Build new knowledge on past experience
• Ready to learn new information (need)
• Problem focused learning
• Motivation comes from within
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Bloom
• Cognitive
• Affective
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• Psychomotor =
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Benner
• Novice
• Advanced Beginner
• Competent
• Proficient
• Expert
“The preceptor can tailor the learning experiences
by recognizing the level of the preceptee and
understanding the progression needed through the
levels to attain the skills and knowledge needed to
move toward expert practice.”- Beth Ulrich
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Generational Diversity
Traditional’s
1918-1946
Baby Boomer’s
1946-1964
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Generational Diversity
Generation X
1965-1980
Millenials
1981-1997
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Communication
• Communication Styles
• Verbal
• Non-verbal
• Email
• STATE
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Share your facts
Tell your story
Ask for other’s paths
Talk tentatively
Encourage testing.
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Conflict: The Difficult Message
• My purpose in talking with you is….(a mutual
goal)
• When you…(reason you are giving feedback)
• The result is…(connect to mission/goal)
• I understand that…(assume positive
intention)
• And because we both want…(mutual goal)
studergroup.com
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Conflict: The Difficult Message
• I need…(define specific behavior desired)
• Affirm him or her as a person
• What can I do to help this happen?
studergroup.com
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Summary
• Preceptor roles-identify and train inclusive of
all role characteristics
• Preceptor selection-most experienced does
not always=best preceptor
• Precepting strategies-create based on
preceptee and organizational needs
• Preceptor training-formal vs informal
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