Nursing guide to preceptorship

A Guide To
Nursing

Preceptorship
Prepared by:

Kawther Ali

Topics
 What is precptorship
 Why we use the
preceptorship
 When we use the
preceptorship
 Where we use the
preceptorship
 Who is the preceptor,
and the preceptee
Steve Rose ver. 8.0 Practice Development Team, April 2007.
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Preceptorship
Definition:
 Preceptorship is considered a Community-based
teaching is the teaching of medical or nursing
novice by provider, or preceptor, in an office
environment.
The one teacher/one learner/one patient relationship
creates educational cognizance, where the learner
experiences and learns from:
 Role modeling;
 Effective assessment;
 Immediate feedback; and
 Meaningful evaluation.

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Preceptorship
 The aim of this Preceptorship program is to
provide a
 structured, supportive bridge during this transition
from new nurse to practitioner.
 It also aims to produce competent professional
nurses to work in the High Secure Services.
 The purpose of this guide is to assist the
facilitation of that program, in outlining the
requirements and expectations of both preceptor
and preceptee.

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Preceptorship
Who is the Preceptor
2) An expert or specialist who gives practical
experience and training to a new nurse.
3) A person, generally a staff nurse, who
teaches, counsels, inspires, serves as a role
model and supports the growth and
development of an individual (the novice)
for a fixed and limited period of time with
the specific purpose of socializing the
novice into a new role.”
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Preceptorship
Who is the Preceptee
1) The preceptee is a fully qualified,
accountable practitioner.
2) Newly registered nurses, midwives or
health visitors entering practice for the first
time, and for practitioners entering a
different field of practice.

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The need for a preceptor
1) To promote patient care
3) To reduce the degree of stress you may
experience as a newly qualified practitioner.
.
4) To ensure responsibilities are not placed on
you too soon or inappropriately.
5) To minimize risk to yourself and the
patients in the high secure service.
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The Preceptor: Attributes
Criteria determined to enable the preceptor to fulfill
what is expected of him/her.
1) He/She must be a first level registered nurse.
2) He/She will have had at least 12 months
experience within the clinical field.
3) He/She has been considered as a suitable role
model for newly qualified practitioners.
4) He/She will have undergone specific
preceptorship training, being familiar with the
requirements of support, goal setting, action
planning and evaluation.
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Expectations in practice
1) The preceptor should have sufficient knowledge to be able to identify
the preceptee current learning needs.
2) He/She will be sufficiently experienced and competent, to apply
theoretical knowledge to practice.
3) He/She will understand how the preceptee should integrate into the
new practice area .
4) He/She understands and will assist with problems encountered in the
transition to qualified practitioner.
5) He/She will, with the preceptee, formulate identified learning
objectives to assist with this transition.
6) He/she will demonstrate skills in problem solving, decision making,
delegation and accountability.
7) He/she will facilitate preceptee’s professional socialization into role.
8) He/She will provide ongoing and periodic feedback on preceptee’s
progress.
9) He/She will be a resource for professional and personal support.
10) He/She will help the preceptee to assess, validate and document
achievement of clinical competence.
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Qualities of an effective
preceptor
 1) Good communication skills.
 2) A professional role model.
 3) Willing to invest time in preceptee.
 4) A good listener and problem-solver.
 5) Sensitive to the needs and inexperience of the preceptee.
 6) Familiar with current theory and practice.
 7) Competent and confident, in the preceptor role.
 8) Non-judgmental attitude to co-workers
 9) Assertiveness
 10) Flexibility to change
 11) Adaptability to individual teaching needs
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Incentive for the Preceptor

 1) Enhanced skills.
 2) Recognition of role.
 3) Sense of achievement.
 4) Opportunity for professional development.
 5) Opportunity to contribute to the development of
the program.
 6) Demonstration of responsibility.
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The Preceptee: Expectations of
them within this program
1) To communicate learning needs to the preceptor.
2) To fulfill the set learning needs / goals.
3) To communicate any concerns immediately.
4) To seek feedback and ask questions.
5) To attend meetings / lectures as programmed.
6) To engage with the preceptor, and respond to advice.
7) To accept responsibility for preceptor conduct.
8) To keep a record of planned meetings with preceptor, and
development i.e. preceptorship profile.
9) Utilize the appropriate resources available.
10) To have regular and sustained contact with preceptor.
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Preceptee Outcomes of
Preceptorship
2. To be supported in orientation and adapting to
new role.
3. To consolidate skills, under supervision.
4. To become a safe and confident practitioner.
5. To have had structured, collaborative support
in the new role.

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Pathway for Preceptorship
1) Orientation to the Hospital / Ward / Unit,
first meeting with preceptor, receipt of
preceptorship guide and programme.
2) Mandatory training.
3) 1 week period in the designated unit.

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4) Formal meeting with the preceptee,
preceptor, and ward manager.
a) Discussion on the preceptor role, and expectations of
the preceptee.
b) Shared setting of goals / learning outcomes, based upon
preceptee previous experience, qualifications and
learning abilities.
c) Setting of minimum hours working with the preceptor.
d) Agreement on review periods / dates.
e) Preceptorship Contract.

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5) Full orientation to the ward.
6) Set-piece shadowing of experienced staff in
Patient care, documentation, computer
work, external patient escorts etc.
7) Task and role orientation experience.
8) Progressive introduction to the patient
community.

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9) Regular meetings with other newly
qualified nurses at their own forum or the
’Nurse Discussion Group’.
10) Formal review with preceptor after each 3
month period. Signoff goals / outcomes,
and re-set new ones, and feedback to be
given. Preceptee to reflect on experience of
work and preceptorship to date.
11) Attendance at lectures / seminars
correspond with needs and experience.
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12) At 3 months discuss termination /
extension of the preceptorship period.
13) Evaluation of the preceptorship
programme.
14) Transfer to individualized staff
development programme, to include clinical
supervision.

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The difficulties in the implementation of
preceptorship for the preceptor
 Preceptor might be placed in the conflicting roles of
confidante and assessor .
 Demanding communication and mediation skills on the
part of the preceptor and acceptance of peer evaluation
on the part of the preceptee.
 Professionally, increased demands on experienced
practitioners who will already have extensive
responsibilities.
 Increase the possibility of ‘burnout’.
 Problems of lack of support from management and
other staff.
 Insufficient time to fulfill the preceptor role alongside
their other duties.

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The difficulties in the implementation of
preceptorship for the preceptee
 Preceptee might find problems due to the
preceptorship programme not meeting their
individual needs especially if the preceptor has a
heavy workload.
 The preceptorship package is outdated.
 Such issues that challenge the preceptee’s
communication skills and Assertiveness.
 The preceptor’s personal ability to be flexible
while objectively fulfilling the roles of
 confidante and assessor.

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Questions?

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Nursing guide to preceptorship

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