- Educator/Preceptor Series 1-7 for Nursing
- Educator/Preceptor Series 1-7 for Central Sterile
- Educator/Preceptor Series 1-7 for Clinical Laboratory Science
* course numbers may vary by facility
Listing by Discipline
Preparing the Preceptor
The healthcare environment is more complex than ever. Many patients are experiencing greater numbers of coexisting health conditions. Technology is growing exponentially. Budgets are shrinking, costs are rising and regulatory policies are becoming more and more demanding.
All of these challenges put new healthcare hires at an increased risk for patient safety and practice errors, stress and burnout. According to the National Council of State Boards of Nursing (NCSBN), more than 40% of new graduate nurses report making medication errors and 50% said they would not recognize life-threatening complications that require intervention. The council also found average turnover rates for nurses in their first job range from 35% to 60%.
The NCSBN Transition to Practice Study identified preceptorships — a chance for new healthcare professionals to train with experienced practitioners — as a successful transition element that result in better outcomes, such as:
- Fewer patient care errors and negative safety practices
- Higher overall competence
- Lower levels of stress
- Higher job satisfaction
- Lower turnover
A preceptor is an experienced practitioner who teaches and supervises students or less experienced practitioners. A preceptor’s role includes:
- Teacher – Preceptors need to understand teaching and learning theories, how to identify learning needs and adult learning styles, barriers to learning and ways to empower and motivate learning.
- Coach – Preceptors are responsible for helping preceptees use critical thinking skills to evaluate scenarios and situations to find the best solutions. They should understand ways to encourage self-discovery through skillful listening, observations and questions.
- Leader/Influencer — Preceptors should know how to lead through clear and respectful communication and constructive feedback. They must have a good understanding of the values associated with their profession and should show respect for and commitment to those values in all interactions.
- Facilitator –Preceptors are responsible for identifying preceptee learning needs and connecting them with opportunities to meet these needs. This may include arranging for observations in other departments, skill practice, participation in meetings or group discussions, special assignments, or structured education and training through live, online or other delivery means.
- Evaluator – Preceptors should be prepared to evaluate preceptee performance. They should know how to create a safe and fair environment where goals are clearly defined and feedback is delivered in an honest and respectful manner. They should be educated on the different types of evaluation strategies, such as direct observation, rating scales and self-evaluation, along with the appropriate time and place for using them.
- Socialization agent – Preceptors are responsible for helping preceptees feel welcomed into their new environment and for making introductions to departmental staff, interdisciplinary team members, support services staff and others. They should facilitate relationship building and should serve as a preceptee’s advisor and advocate.
- Role Model – Preceptors need to have a good understanding of how their words and actions shape a preceptee’s perspective of professionalism and the organization’s norms, values, rules and culture.
Swank HealthCare’s Preceptor Series is a robust educational tool perfect for those preparing to take on the role of preceptor or those having served in the role and need a refresher. It is a seven-course series covering the multiple responsibilities and challenges that come with precepting students, new hires and newly-licensed professionals.
- American Association of Colleges of Nursing. Clinical Nurse Leadership Implementation Task Force. Clinical Nurse Leader (CNL) Preceptor Guidelines. April 2006
- Spector, Nancy, Mary. A. Blegen, Josephine Silvestre, Jane Barnsteiner, Mary R. Lynn, Beth Ulrich, Lou Fogg, and Maryann Alexander. "Transition to Practice Study in Hospital Settings." Journal of Nursing Regulation 5.4 (2015): 24-38. Web.
- Nearly One in Five New Nurses Leave First Job within a Year, According to Survey of Newly-Licensed Registered Nurses. (2014, September 8). States News Service. Retrieved 2016
- Blegen, M. A., Spector, N., Ulrich, B. T., Lynn, M. R., Barnsteiner, J., & Silvestre, J. (2015, December). Preceptor Support in Hospital Transition to Practice Programs. JONA: The Journal of Nursing Administration, 45(12), 642-649.
Tips for Success
Here are 5 practical tips for a successful preceptorship:
- Practice patience and empathy Most preceptors have years of experience and may not easily remember the overwhelming and stressful nature of being new to a job or role. Reflecting back on your own experiences as a new hire can help restore patience and empathy for preceptees assimilating into their roles. Talk to preceptees about your own experiences. This is a great team-building exercise and helps preceptees gain confidence by knowing the emotions they are feeling are not unusual and will subside with time and experience.
- Align preceptor and preceptee expectations. Many times, problems with the preceptor-preceptee relationship occur due to misaligned expectations. Discussing preceptee and preceptor expectations in the beginning of the relationship helps prevent misunderstandings, disappointments and false assumptions. As the preceptor, let the preceptee know your strengths and be honest about your weaknesses that you will work to improve in the process. Ask the preceptee to relay the same to you.
- Encourage questions. Preceptees are often afraid to ask questions for fear they will be judged as incompetent or stupid. Assure them that all questions are encouraged and welcomed. Once you’ve done so, build trust by responding to all questions in a kind and respectful manner.
- Look for opportunities to praise. Just as a problem performance requires correction, good work deserves praise. When good performance or improvement is noticed and rewarded, it not only helps build confidence, but becomes motivation to improve in other areas.
- End each day or shift with reflection and feedback. Make it a routine practice to spend a few minutes together at the end of each day or shift to discuss concerns and questions. Provide feedback, and communicate any information your busy schedules may not have allowed. Try to reserve a private area where you can speak openly.
Share your story! Tell us where your hospital will be this month or
what topics you would like to see in upcoming newsletters.
Tell the victim that she needs to leave the abuser.
Answer: DON’T – She already knows she needs to leave but she doesn’t feel she can. Instead, discuss a safety plan.
Affirm that domestic violence is wrong and that talking to you is the right thing to do.
Answer: DO – Violent partners often blame the victim for their actions. Reassure him or her that it’s not their fault and that no one deserves to be abused.
Stay quiet if physical and other signs indicate abuse could be occurring, but the victim denies violence as the cause.
Answer: DON’T - Let the victim known you’re concerned and that the type of signs you’re seeing are sometimes associated with abuse. Provide referral information and encourage a return visit if violence occurs in the future. Ensure him or her that confidentiality is a priority. Document your concern in the medical record.
Health professionals should confront an abuser about their behavior if they are present.
Answer: DON’T – An abuser may try to harm a confronter or retaliate against a victim for talking about abuse. Instead, talk to the patient about a safety plan.
Take photographs of injuries caused by domestic violence.
Answer: DO – Photos are valuable evidence should a case be filed against the abuser in the future. Ask the patient for permission and obtain written consent. Let him or her know that photos will become part of the medical record and can only be released to the police or prosecutor with his or her permission or by court order.