Upon completion of a preceptorship you part ways with your orientee and hope you have instilled them with the knowledge, skills, assertiveness, and confidence to aid in their success as a new nurse. While you may no longer be their main educator and resource, the relationship you have developed may transition you into the role of mentor. In the nursing profession especially it is vital to have the support of those around us. As a mentor you now become a confidant, adviser, and support system for young nurses starting out as independent practitioners. Remember what it felt like to be a new nurse in the world and use your own experiences to help shape and guide those who look up to you for answers. Good luck, best wishes, and THANK YOU for committing yourself to educating and shaping new nurses.
Liz
Gokenbach, V. (2012). Nurse mentors and preceptors: Maximizing your learning experience. Retrieved from http://www.nursetogether.com/Career/Career-Article/itemId/1964/Nurse-Mentors-and-Preceptors-Tips-for-a-Positive-.aspx#.UA9PBKMqmSo
Tuesday, July 24, 2012
Monday, July 23, 2012
Video on Providing Feedback
Hi guys,
Here is a great 2 minute video of providing feedback in the workplace. It is not specific to nursing, but I find it can be effective applied to precepting! Let me know your thoughts!
Here is a great 2 minute video of providing feedback in the workplace. It is not specific to nursing, but I find it can be effective applied to precepting! Let me know your thoughts!
Providing Effective Feedback
As the nurse preceptor it is important to know how to
effectively evaluate your orientee’s progress.
Evaluation should be an ongoing process to assess knowledge and progress
as well as determine needs of the orientee throughout the preceptorship. At the end of the preceptorship, a final evaluation
will be completed to documents achievement of goals and outcomes and determine
readiness for independent practice.
Throughout the preceptorship it is important to establish
open communication with your orientee and offer effective feedback that will further
the new nurse’s knowledge and skills.
Here are some tips to remember when offering feedback to a
new nurse:
1.
Determine where it would be most appropriate for
feedback to be offered. In a private
area where conversation cannot be overheard may be the most beneficial to
ensure the new nurse does not feel embarrassed.
2.
Offer feedback in a non-threatening tone.
3.
Always give positive feedback first then discuss
what the new nurse still needs to work on.
4.
Follow up with suggestions for improvement.
5.
Verify that the learner understands or if you
need to re-state information in a different way to ensure comprehension.
6.
Remember to always offer support when needed
Paterniti, T. (2006). The successful nurse preceptor.
Retrieved from http://www.hypnosisdfw.com/PULSE0506.pdf
Preceptor as Educator
Hello everyone!
The most common term associated with preceptors is
educator. Education however goes above
and beyond supplying information to an individual. It requires the assessment of needs and
learning style, developing a learning plan that fits the needs of the student
and outcomes of the course (in this case preceptorship), and evaluating the
learner’s progress. Precepting should be focused around the competencies of a nurse
clinician which include the following: patient centered care, collaboration among
interdisciplinary groups within the healthcare setting, engaging in evidence
based practice, applying quality improvement and safety, and utilizing
informatics to effectively communicate and document care. How do you evaluate
achievement of these outcomes as a nurse preceptor?
Ulrich, B. (2011). The preceptor role. Retrieved from http://rnpreceptor.com/docs/sampleMasteringPrecepting.pdf
Tuesday, July 17, 2012
Lateral Violence
Lateral violence is term that has been used for years to describe aggression amoung nurses. This agression may be verbal or nonverbal and is believed to be caused by a number of factors including gender related issues, years of oppression in a male dominated profession, and generational differences to name few. The effect of lateral violence may lead to decreased job satisfaction, personal depression, high turn over rates, and decreased patient outcomes. Lateral violence is a problem that continues to exist in to the present. What expereince do you have with lateral violence in the workplace and what are some suggestions as to how we can elimiate or decrease this issue.
Stanley, K. M. (2010). The high cost of lateral violence in nursing. Retrieved from http://www.nursingsociety.org/STTIEvents/LeadershipSummit/Documents/The%20High%20Cost%20of%20Lateral%20Violence%20in%20Nursing_Stanley_4-24-2010.pdf
Please view the video on Lateral Violence and share your thoughts.
http://www.youtube.com/watch?v=4McGxc6TRk8
Stanley, K. M. (2010). The high cost of lateral violence in nursing. Retrieved from http://www.nursingsociety.org/STTIEvents/LeadershipSummit/Documents/The%20High%20Cost%20of%20Lateral%20Violence%20in%20Nursing_Stanley_4-24-2010.pdf
Please view the video on Lateral Violence and share your thoughts.
http://www.youtube.com/watch?v=4McGxc6TRk8
Teaching for the diverse learner
Hi everyone,
In an earlier post I challenged you all to determine your own learning style and discuss why knowledge of how you learn will impact the success of of precepting.
As preceptors we take on the role of educator. In order to be effective in educating new staff or students it is important for us to recognize our own learning differences. This knowledge will increase our awarness of diversity amoung various learners and help us create learning plans that will fit the needs of our invididual oreintees. Learning styles should be identified early on in preceptorship and utilized to mold your teaching methods in an effort to create a meaningful learning expereinces for your preceptee.
Have a great week!
Liz
In an earlier post I challenged you all to determine your own learning style and discuss why knowledge of how you learn will impact the success of of precepting.
As preceptors we take on the role of educator. In order to be effective in educating new staff or students it is important for us to recognize our own learning differences. This knowledge will increase our awarness of diversity amoung various learners and help us create learning plans that will fit the needs of our invididual oreintees. Learning styles should be identified early on in preceptorship and utilized to mold your teaching methods in an effort to create a meaningful learning expereinces for your preceptee.
Have a great week!
Liz
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A
faculty guide (4th ed.). St. Lois, MO: Elsevier Saunders.
What's Your Learning Style? Why does it matter?
Here are some websites that offer tools to measure your learning style. Give it a try and share with us what type of learner you are.
I am an auditory learner!
Why do you think understanding your learning style is important to precepting??
I am an auditory learner!
Why do you think understanding your learning style is important to precepting??
Preceptor as a protector
Ok everyone, one of the roles of the preceptor may be described as a protector. What does this mean to you and do you see this evidently displayed where you work? Thoughts please!
*Ulrich, B.
(2011). Precepting-A key nursing
role. Nephrology Nursing
Journal, 38(3), Retrieved
from http://content.ebscohost.com.lib.kaplan.edu/pdf25_26/pdf/2011/EC1/01May11/61351982.pdf?T=P&P=AN&K=61351982&S=R&D=hch&EbscoContent=dGJyMMvl7ESep7Q4yOvqOLCmr0qep69Ssaa4TLWWxWXS&ContentCustomer=dGJyMOzprkm3prVQuePfgeyx44Dt6fIA
Wednesday, July 11, 2012
More Tips on behaviors to avoid while you are a preceptor
Here is an article I found about qualities to avoid as a nurse preceptor. I found them to be be of great use and thought you may feel the same. As always, please share your own thoughts and experiences!
Retrieved from http://www.realityrn.com/more-articles/precepting/good-preceptor%E2%80%94bad-preceptor/512/
Retrieved from http://www.realityrn.com/more-articles/precepting/good-preceptor%E2%80%94bad-preceptor/512/
Good Preceptor—Bad Preceptor
4 qualities you don’t want in your first coach.
It can be a grab bag: Will you get a good preceptor or a bad preceptor? Often you don’t
know the clear answer to that question until you’re well into your orientation. Then it may
be too late to request a change. Kim Rapper, RN, BSN and Reality RN Senior Advisor, has
had years of precepting experience. She knows the tell-tale signs of a lax preceptor. So you don’t
suffer a sub-par precepting experience, Rapper shares what you don’t want your preceptor to be:
The “don’t ask why” preceptor
The “Why?” question is important to ask—even if it feels like pestering—because it helps to
solidify the information you are learning at a fast pace. A good preceptor is involved and is
willing to slow down and offer explanations—so you understand why you do something a
certain way and what can happen if you don’t.
But a bad preceptor shuts you down every time you ask a question, saying something like,
“That’s just the way it is. Just do it.” This response could be an indicator that the preceptor
doesn’t know the answer and doesn’t want to be exposed as ignorant. Or maybe the preceptor
just isn’t a great teacher; he/she may know the answer but has a difficult time articulating it.
However, to get the most out of your experience, you need a preceptor who is a good
teacher—willing and able to answer your questions (even the seemingly dumb ones).
The “sit-at-the-desk” preceptor
You may have heard this story, or a variation of it: The preceptor who sits at the desk reading
a magazine, feet kicked up, thinking her precepting day is a day off. These types of preceptors
take the “come-to-me-if-you-have-a-problem” approach rather than the proactive lead. They
think, If they have a problem, they’ll come ask me.
But this approach is ineffective for multiple reasons. First, it teaches new nurses that once
you’re done with orientation you can put your feet up and become disengaged. Secondly, it
minimizes the learning opportunities that happen when a preceptor and preceptee walk into a
room together. Learning happens through engaging all the senses—especially the visual. The
preceptor needs to be present and coaching—as opposed to being absent and just telling the
preceptee what to do.
At the end of the precepting experience, it’s appropriate for the preceptor to be more hands-
off, because it gives the new nurse confidence to walk in the room and give an assessment solo.
Until then, a new nurse needs a preceptor who is an in-the-present coach.
The “I’ll do it myself” preceptor
Often this type of preceptor knows what needs to be done and wants to step in a do it for the new nurse…because, well, “it’s just easier.” It should be obvious that if your preceptor is always
intervening, you’ll never actually learn. Some preceptors step in with good intentions: to help
when the new nurse is unable to complete everything by a given time. But there comes a time
when a preceptor needs to assign the new nurse all the tasks so he/she can realize how much
they were unable to get done in a given time.
That means that the preceptor may also have to stay late to make sure the new nurse
completes everything. As a preceptor, I’ve been in that position. I had the new nurse do all the
procedures and tasks for one day, and at the end of the shift not everything was done. I told her,
“That’s okay, I don’t have anywhere to be tonight, and I wanted you to see what needed to be
done.”
A good preceptor will be open to your saying, “Hey, I really want to try to do everything
by myself on Thursday. Is it okay if we’re a little bit late so I can try?” A bad preceptor won’t
develop a plan with you. But a good preceptor will. You may even set up an agreement that
states everything’s not done by so-and-so time, then the preceptor can jump in and help out.
The “uninformed” preceptor
The good preceptor asks the new nurse to give a detailed account of the kind of experience
he/she has. A preceptor needs to know what procedures the new nurse has or has not
experienced; what the new nurse is comfortable with; and what he/she isn’t comfortable with.
The preceptor doesn’t expect the new nurse to do something with a patient that he/she
hasn’t done before.
The bad preceptor will not ask questions—which often leads to unrealistic expectations of the
new nurse. And because the new nurse is eager to not disappoint, he/she forges ahead blindly
into a procedure, not expressing his/her ignorance. This not only puts the patient at risk, but it
also prohibits the new nurse from learning the procedure appropriately.
A good preceptor won’t make assumptions and will have an honest conversation about a new
nurse’s abilities. Preceptor and preceptee—together—can map a plan to help the new nurse
become more competent in areas where he/she has deficiencies.
know the clear answer to that question until you’re well into your orientation. Then it may
be too late to request a change. Kim Rapper, RN, BSN and Reality RN Senior Advisor, has
had years of precepting experience. She knows the tell-tale signs of a lax preceptor. So you don’t
suffer a sub-par precepting experience, Rapper shares what you don’t want your preceptor to be:
The “don’t ask why” preceptor
The “Why?” question is important to ask—even if it feels like pestering—because it helps to
solidify the information you are learning at a fast pace. A good preceptor is involved and is
willing to slow down and offer explanations—so you understand why you do something a
certain way and what can happen if you don’t.
But a bad preceptor shuts you down every time you ask a question, saying something like,
“That’s just the way it is. Just do it.” This response could be an indicator that the preceptor
doesn’t know the answer and doesn’t want to be exposed as ignorant. Or maybe the preceptor
just isn’t a great teacher; he/she may know the answer but has a difficult time articulating it.
However, to get the most out of your experience, you need a preceptor who is a good
teacher—willing and able to answer your questions (even the seemingly dumb ones).
The “sit-at-the-desk” preceptor
You may have heard this story, or a variation of it: The preceptor who sits at the desk reading
a magazine, feet kicked up, thinking her precepting day is a day off. These types of preceptors
take the “come-to-me-if-you-have-a-problem” approach rather than the proactive lead. They
think, If they have a problem, they’ll come ask me.
But this approach is ineffective for multiple reasons. First, it teaches new nurses that once
you’re done with orientation you can put your feet up and become disengaged. Secondly, it
minimizes the learning opportunities that happen when a preceptor and preceptee walk into a
room together. Learning happens through engaging all the senses—especially the visual. The
preceptor needs to be present and coaching—as opposed to being absent and just telling the
preceptee what to do.
At the end of the precepting experience, it’s appropriate for the preceptor to be more hands-
off, because it gives the new nurse confidence to walk in the room and give an assessment solo.
Until then, a new nurse needs a preceptor who is an in-the-present coach.
The “I’ll do it myself” preceptor
Often this type of preceptor knows what needs to be done and wants to step in a do it for the new nurse…because, well, “it’s just easier.” It should be obvious that if your preceptor is always
intervening, you’ll never actually learn. Some preceptors step in with good intentions: to help
when the new nurse is unable to complete everything by a given time. But there comes a time
when a preceptor needs to assign the new nurse all the tasks so he/she can realize how much
they were unable to get done in a given time.
That means that the preceptor may also have to stay late to make sure the new nurse
completes everything. As a preceptor, I’ve been in that position. I had the new nurse do all the
procedures and tasks for one day, and at the end of the shift not everything was done. I told her,
“That’s okay, I don’t have anywhere to be tonight, and I wanted you to see what needed to be
done.”
A good preceptor will be open to your saying, “Hey, I really want to try to do everything
by myself on Thursday. Is it okay if we’re a little bit late so I can try?” A bad preceptor won’t
develop a plan with you. But a good preceptor will. You may even set up an agreement that
states everything’s not done by so-and-so time, then the preceptor can jump in and help out.
The “uninformed” preceptor
The good preceptor asks the new nurse to give a detailed account of the kind of experience
he/she has. A preceptor needs to know what procedures the new nurse has or has not
experienced; what the new nurse is comfortable with; and what he/she isn’t comfortable with.
The preceptor doesn’t expect the new nurse to do something with a patient that he/she
hasn’t done before.
The bad preceptor will not ask questions—which often leads to unrealistic expectations of the
new nurse. And because the new nurse is eager to not disappoint, he/she forges ahead blindly
into a procedure, not expressing his/her ignorance. This not only puts the patient at risk, but it
also prohibits the new nurse from learning the procedure appropriately.
A good preceptor won’t make assumptions and will have an honest conversation about a new
nurse’s abilities. Preceptor and preceptee—together—can map a plan to help the new nurse
become more competent in areas where he/she has deficiencies.
Tips on what to and what not to say as a nurse educator
Liz
Thought for the day: How are you perceived as a nurse preceptor?
Mentor, educator, confidant, resource, leader...these are adjectives to describe the nurse preceptor. Nursing orientees look to their nurse preceptors for answers and support. However, the way you are perceived may affect the educational experience of the orientee. Nurse preceptors who are perceived as uncommunicative or negative may not facilitate open communication or meaningful learning within the clinical environment.
Think about your past interactions as a preceptor. Were you kind, open, understanding, and mentoring to your student or new employee?
Bott. G., Mohide, E. A., & Lawlor, Y., (2011). A clinical teaching technique for nurse preceptors: The five minute preceptor. Journal of Professional Nursing, 27(1), 35-42. Retrieved from http://www.professionalnursing.org/article/S8755-7223%2810%2900119-5/fulltext
Eley, S. M. (2012). The power of preceptorship. RNJournal. Retrieved from http://www.rnjournal.com/journal_of_nursing/the_power_of_preceptorship.htm
Think about your past interactions as a preceptor. Were you kind, open, understanding, and mentoring to your student or new employee?
Bott. G., Mohide, E. A., & Lawlor, Y., (2011). A clinical teaching technique for nurse preceptors: The five minute preceptor. Journal of Professional Nursing, 27(1), 35-42. Retrieved from http://www.professionalnursing.org/article/S8755-7223%2810%2900119-5/fulltext
Eley, S. M. (2012). The power of preceptorship. RNJournal. Retrieved from http://www.rnjournal.com/journal_of_nursing/the_power_of_preceptorship.htm
Wednesday, July 4, 2012
Communication
Hi Everyone!
Communication is more than just verbal. The way we hold ourselves, our manners, even a simple look can communicate a milllion words without ever opening your mouth. Here is a video on nonverbal cues preceptors should be aware of as we are training new nurses.
Liz
http://www.realityrn.com/videos/understand-your-preceptors-non-verbal-cues/1176/
Communication is more than just verbal. The way we hold ourselves, our manners, even a simple look can communicate a milllion words without ever opening your mouth. Here is a video on nonverbal cues preceptors should be aware of as we are training new nurses.
Liz
http://www.realityrn.com/videos/understand-your-preceptors-non-verbal-cues/1176/
Welcome!
Welcome everyone! Nurse Preceptors have an essential role in the training, mentoring, and retention of new nurses. It is not an easy task and rarely is their formal training involved. This blog offers tips, insight, and support for those nurses who choose to be a part of the educational and professional development of our new nurses. Thanks for what you do everyday!
Liz
Bott, G., Mohide, E. I., & Lawlor, Y. (2011). A clinical teaching technique for nurse preceptors: The five minute preceptor. Journal of Professional Nursing, 27(1), 35-42. Retrieved from http://www.professionalnursing.org/article/S8755-7223%2810%2900119-5/fulltext
Liz
Bott, G., Mohide, E. I., & Lawlor, Y. (2011). A clinical teaching technique for nurse preceptors: The five minute preceptor. Journal of Professional Nursing, 27(1), 35-42. Retrieved from http://www.professionalnursing.org/article/S8755-7223%2810%2900119-5/fulltext
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