Precepting is vital to promoting the competence, familiarity, confidence, and security of new nurses in a new environment. Historically, there have been few standardized or universally accepted guidelines for the curriculum that should be included in the preceptorship model. We created this groundbreaking new course, The Preceptor Challenge, to provide the opportunity for practical application of theory-based precepting practice in a lifelike virtual hospital setting. The highly interactive course is available to nurses working in all patient care areas, and teaches how to apply best practices, and how to identify the rationale that makes these practices "best."

1. Nursing
Preceptorship
Overview of the Preceptor’s Role
Mr. Joven Botin Bilbao
Deputy Chief Nursing Officer
Al Hayat National Hospital –Jizan Branch

2. Introduction:
Precepting is vital to promoting the competence, familiarity, confidence, and
security of new nurses in a new environment. Historically, there have been
few standardized or universally accepted guidelines for the curriculum that
should be included in the preceptorship model.
We created this groundbreaking new course, The Preceptor Challenge, to
provide the opportunity for practical application of theory-based precepting
practice in a lifelike virtual hospital setting. The highly interactive course is
available to nurses working in all patient care areas, and teaches how to
apply best practices, and how to identify the rationale that makes these
practices "best."
This course will teach how to:
•Understand the difference between concurrent roles – preceptor and staff
nurse.
•Effectively guide preceptees with different learning styles and levels of
proficiency.
•Practice constructive feedback,complete an evaluation and create a
learning plan based on the needs and goals of preceptees.
•Walk through essential skills in a simulated environment, test your
knowledge as you progress, and be prepared BEFORE day one in your new
role as preceptor.

4. Purpose:
The purpose of this chapter is to familiarize
the participants with preceptor and mentor
roles, learning styles, barriers to learning
and strategies to enhance learning.
Objectives:
•Examine the roles and responsibilities of
the preceptor
•Discuss similarities and differences between
the preceptor and mentor roles
•Recognize adult learning concepts

6. EDUCATOR ROLE MODEL PROTECTOR
1. Assesses
learning needs and style
2. Plans learning
activities
3. Facilitates/
organizes learning
4. Evaluates
progress
5. Confirms,
critiques, modifies and
adds to
6. Provides
performance
appraisal
7. Ensures
communication
with manager
8. Develops
critical thinking in novice
nurses
1. Models
Standards of practice
2. Models “how
to access the evidence”
3. Listens well
4. Speaks for self
5. Gives
constructive feedback
6. Works to
resolve difficulties with
preceptee
1. Protects
patients from novice error
2. Provides safe
learning environment
3. Supports
developing
skills while ensuring
safe care and practice
4. Ensures
adherence to policy and
procedures
5. Acts as
advocate and protects
from adverse behaviors
of others

7. EVALUATOR SOCIALIZER
1. Ensures adherence to
standards of practice
2. Validates the competent
practice of the new person
3. Identifies delegation or
accountability concerns
4. Recognizes limitations
5. Discusses performance
issues with manager
6. Evaluates and documents
competent care delivery
1. Helps preceptee settle into
new role and environment as part of
the team
2. Understands and supports
social Needs
3. Fosters integration into
work role/ culture
4. Works to ensure colleague
support
5. Resolves conflict Issues if
they arise
6. Works as team builder

11. BARRIERS TO LEARNING
 Time
 Family and individual obstacles
 Institutional factors
 Diversity

12. How do you learn?
Visual Learners
 Need to see body language and facial expression to understand content
 Prefer to sit at the front of the room to avoid visual obstruction
 May think in pictures and learn best from visual displays, including diagrams,
illustrations, overheads and flipcharts
 Often take detailed notes during lectures to absorb information
Auditory Learners
 Learn best through verbal lectures, discussions and listening to others.
 Interpret the underlying meaning through listening to tone of voice, pitch, speed and
other nuances
 Often benefit from reading aloud and using a recording device
Tactile/Kinesthetic Learners
 Learn best through a hands-on approach
 Actively explore the physical world around them
 May find it difficult to sit for long periods of time
 May become distracted by their need for activity and exploration

13. Characteristics of Generational Learners

14. Characteristics of Generational Learners
Generation Context Characteristics Educationally
Generation X
Type: Reactive
1961-1981
Famous:
Michael Jordan
Tom Cruise
Mike Tyson
• Latch-key kids
• From divorced parents
• World view shaped by
Iran hostage situation,
Persian Gulf War,
Tiananmen Square
and fall of the Berlin
Wall
• Events: Oppression in
South Africa,
Challenger explosion,
hip-hop and rap;
Roe vs. Wade; AIDS;
first computer
disc sold
• Heroes: Magic
Johnson, Lee Iacocoa
• Are ironic, cynical, adept,
clever, resourceful
• Define themselves in
opposition to their
parents
• Do not belong to any
group
• Know how to win
• Adapt well to change
• Comfortable with
technology
• Tolerant of alternative
lifestyles
• Balance job and leisure
time
• Try to attain several
goals at once
• Become anxious when
faced with decisions of
adulthood
• Want things
presented straight-
forward
• Distance learning
• Want to learn in the
quickest and easiest
way
• Detailed study
guides and test
reviews
• Allow leisure time
over study time
• Do not want to waste
time learning things
they do not need
• If points aren’t
attached to
assignments, they
aren’t done
• Education is viewed
as something to be
endured; it is a
means to an end.

15. Characteristics of Generational Learners
Generation Context Characteristics Educationally
Millennials
Type: Civic
1982-2002
Famous:
Zac
Hanson
Tara
Lipinski
• Parents wanted them
and emphasized safety,
rules and discipline
• “Baby on Board” and
“Have you hugged your
kid today?” generation
• World view shaped
by war in Kosovo, 9/11
and terrorism
• Events: Columbine;
Oklahoma City bombing;
Princess Diana’s death;
OJ Simpson Trial;
Rodney King riots;
Monica Lewinsky
scandal
• Heroes: Michael Jordan,
Tiger Woods, Colin
Powell
• Optimistic,
assertive, positive,
friendly
• Believe they will all
be rich
• Accept authority;
follow rules
• Cooperative team
players gravitating
toward group
activities
• Most racially and
ethnically diverse
generation
• Think of
themselves as
global
• Prefer to multitask
• Have difficulty
honing skills of
critical analysis
necessary to read
between the lines
• Graduated from
high school in
2000 and later.
• Computer savvy
• Prefer to obtain
article online rather
than the library
• Demand
immediate
feedback on work
• Prefer group
activities
• May have difficulty
with individualized
thinking

16. Steps to Empower Learners — Strategies
to Enhance Motivation
STEPS TO EMPOWER LEARNERS
STRATEGIES TO ENHANCE
MOTIVATION
•Mutual goal setting
•Assess learners’ needs
•Shared planning
•Active participation
•Mutual respect
•Want to learn what is vitally
important
•Want to use what they are
learning
•Like to have choices
•Value information
•Learning is reinforced by the
organization and department

17. Preceptor/Mentor Similarities and
Differences

19. Precepting Differences for New and
Experienced Orientees
NEW — INEXPERIENCED NEW — EXPERIENCED
•Longer time frame
•More skill oriented
•More socialization
•More evaluations/feedback; more
often
•Start off slower
•Needs more policy review
•Lighter patient loads that lead to
fuller patient load at end of
orientation period
•Need to build confidence, critical
thinking skills, delegation skills,
reporting skills
•Less time (usually)
•More policy oriented than task
oriented
•Full load sooner
•Pitfalls:
•Too much confidence

20. Watson’s Theory of Human Caring
Watson’s Theory of Human Caring
•Framework is dedicated to the concept of caring in nursing.
•Two of Watson’s 10 carative factors can specifically be applied to the
relationship between new nurses and their preceptors.
“Being sensitive to self and others”
“Developing helping, trusting, caring relationships”
Caring Community
•Serving as a preceptor gives you the opportunity to create and support a “caring
community” for new nurses and encourages caring practitioner relationships.
Environment for Growth
•People learn better in an atmosphere of a caring relationship.
•If new nurses are expected to practice caring with their patients, then they must
be shown caring within their professional relationships.
Code of Conduct: The Four Agreements (Don Miguel Ruiz, 1997)
•Be impeccable with your word.
•Don’t take anything personally.
•Don’t make assumptions.
•Always do your best.

21. Summary: 10 Tips for Effective Precepting
1. Let preceptees, within reason, go at their own pace. NEVER force them to take a
patient load if they are not ready
2. Explain what you are doing at all times. Do not assume that your preceptee learned it
in school or has already performed the task. You might be surprised.
3. As hard as it might be, let the preceptee perform the task. Sure, it would probably be
easier to insert the IV in yourself if you are in a time crunch, but the preceptees need
the practice and the confidence.
4. Never correct your preceptee in front of the patient, let alone in a condescending
manner.
5. Communication is key. Ask how they are doing, if they need help or what needs
further explaining.
6. Demonstrate. All of us have difficulty grasping a concept or two. Give the preceptee
articles illustrating hard-to-grasp concepts.
7. Be available for questions.
8. Remember, you are ultimately responsible for the preceptee’s patient.
9. Not so long ago, you were once in the preceptee’s shoes. It is sometimes hard to
remember not being able to do a wet-to-dry dressing or medication administration.
What is now second nature to you is new to the preceptee.
10.Practice PATIENCE at all times. This is the key concept of precepting.
It takes time and energy to teach.

22. If there is time, ask participants to
share a memorable experience either
as a preceptor or preceptee. Be sure
to end when time is up because
participants are very interested in
sharing stories. This is a fun,
interactive session.