![]() The second level focuses on reality shock, principles of adult education, clinical teaching, and issues related to being a preceptor. New preceptors (first level) receive content: in learning styles, needs assessment, feedback, and role modeling. This model provides content for the individual preceptor which is based on their developed competencies. ![]() outline the content for a three tiered preceptor development course. Santucci identified preceptor development, assimilating role responsibilities, principles of adult learning, communication skills, teaching techniques, assessment of competency, providing feedback, and facilitating networking all as important components necessary in an orientation program. The author identified clinical and interpersonal skills, reshaping of values, employer expectations, and preceptor development as important outcomes for a new graduate completing an orientation. Santucci discussed the importance of having a preceptor development course for nurses in the acute care setting. Meyer provided information about the specific content of their preceptor training course or identified the needs of the new employee. These researchers used the Myers-Briggs Personality Inventory Profile. Hardy and Smith identified the positive use of a structured preceptor education in an ICU setting that matches personality types of the preceptor and the new employee. Their convenience sample ( n = 59) of staff RNs revealed the importance of providing a structured educational program for preceptors that prepared them for the role. Meyer reported results of evaluation about an orientation program for new RNs in a hospital setting. This author further subdivided the educator role into four parts: assessor of learning needs, planner of learning experiences, implementer of learning plan, and evaluator of job performance. Minimal information is available about the learning needs of preceptors working with students in their capstone courses.Īlspach outlined the primary roles of a preceptor for new graduates as being a role model, a socializer, and an educator. Much of the literature presents information about the learning needs of preceptor's interactions with employees. The nursing literature informs the profession about the unique learning needs of RN preceptors working with a newly graduated registered nurse. They also clearly stated their expectation of faculty to have a physical presence on the nursing unit that included being proactive in resolving mismatches and exposing the student to the roles of provider of care, leader and manager of care, and member of profession. Overall, preceptors communicated their desire and commitment to doing the best job possible. Results showed that preceptors have three distinct sets of learning needs: the need to know the expectations of their role, wanting to know how best to role model for the student, and knowing how to socialize the student into the profession of nursing. A descriptive qualitative design was used to examine preceptors responses to a prepared set of questions about their educational needs. ![]() This qualitative inquiry explored the educational needs of clinical registered nurse (RN) preceptors who work directly with senior nursing students in a professional precepted immersion (capstone) course. Preceptors have a significant role in developing the student nurse, yet exactly how to prepare preceptors for this role has been an ongoing discussion. Professional precepted immersion courses (capstone) have become the standard as a means to prepare senior nursing students to enter the workforce.
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