Preceptor Training Course

Welcome!
Introduce ourselves
State where you work
Let us know if you have been a preceptor or
are attending the class to become a
preceptor

Course Objectives
Outline the Preceptors role and how it
differs from a staff role
Outline principles of adult learning and how
they can be incorporated into your
Precepting
Identify various learning styles and
techniques for incorporating

Workshop Goal
Enable you to begin to develop the skills
needed to:
Help staff develop competencies needed
for their role
Validate competency achievement

Objectives
Identify core teaching/learning principles:
Learning Styles
Principles of adult learning
Using story-telling, case scenarios,
demonstration and/or practice to teach
Fostering critical thinking skills

Objectives
Develop/enhance skills in:
Interpersonal relationships and team
process
Performance management
Using effective communication and
feedback
Assessment and evaluation of
capability

What is your #1
Personal Objective
for attending the
program?

Teaching: That A-ha! Moment

Activity: Saddle your Horses!
Instructions: Using the images of two riders and
two horses provided; arrange them so that each
rider is seated properly on top of a horse. No
folding or cutting the paper!
Now that youve seen the answer, isnt it much easier to
recreate it? Remember to be patient with new preceptees;
things that may seem obvious to you could be a puzzle to
them!
Solution: http://britton.disted.camosun.bc.ca/jbhorses.htm

Part 1

Joint Commission Requirements

Orientation
Competency Assessment
Competency Validation
The systematic collection of practitionerspecific data to determine an individuals
capability to perform up to defined
expectations
(Alspach, 2000)

Competence vs. Competency

Competence

Competency

An individuals capacity
to perform his or her job
functions

An individuals ACTUAL
performance in a
particular situation

Definition of Competency
The integration of knowledge, attitude, and
skills needed to perform a specific job
function
(Alspach, 2000)

Knowledge

Skill

Attitude

Definition of Competency

Knowledge

Information in ones mind;

general awareness of
information, facts, ideas, truths,
or principles

Definition of Competency

Attitude

Extremely subjective; it refers

to ones level of positive
attitude toward performing the
skill while interacting with
others

Definition of Competency

Skill

Ability to do something
well; usually gained
through experience and/or
training

Competency
During this workshop you will:
Learn skills needed to become a competent
preceptor
Learn how to develop and validate new
employee competencies

Preceptor Competency
Upon conclusion of this class, you will have
begun to develop preceptor competencies
You will not leave here an all-knowing and
all-performing preceptor!
Just as for a new employee to be able to
perform their new role, it will take practice
and experience for you to perform your new
role

Five Roles of the Preceptor

Creating Connections
Each person has a pin and a number of colored beads
The beads represent the various roles and responsibilities
of a preceptor
As we discuss the roles and responsibilities, the bead for
each will be added to the pin
The complete pin will serve as a
reminder of the various roles and
responsibilities you will undertake in
your precepting role

Growing
new staff

Evaluator

Red carpet
stop and
watch me!

Educator

Keep staff
from
becoming
blue

Role Model

Passionate
about
Protecting!

Socializer

Protector

Five Roles of the Preceptor

Proceed
with
Caution!

Coloring Our Competencies

Teamwork

Playing on Hospital team;

being a good teammate

Effective
Communicator

Personal Rapport

Maintaining clear and

open communication
Develop work
relationship;
create a
personal rapport

What Do the Preceptor Roles

Look Like?
Activity: Five Roles of the Preceptor
Instructions: Around the room, you will see five large
papers, each with one of the Preceptors roles listed on the
top. You will have two minutes at each poster to write down
what comes to mind when you think of that role: this can be
an example of what the role looks like in practice, a
challenge of the role, key aspects of the role, or a personal
tidbit from your own experience. Ready, go!

The Protector Role

The Protector
Role

Foundation of the Preceptor Role

Safety administrator
Provide safe learning
environment for the novice
Support developing skills while
ensuring safe care and safe
practice
Protect novice from making
errors
Protect patients/colleagues/self
Consider accountability and
liability issues

The Socializer Role

The Socializer
Role

Facilitates:
Socialization into the new
organization/department
New graduate into staff nursing
New employee into new role
Adjustment to new challenges

The Socializer Role

The Socializer
Role

Uses team for teaching, learning

and competence validation
Integrates novice/new employee
into the organizational work team
through:
Effective communication
Managing conflict
Coaching and supporting
Facilitating teamwork

The Educator Role

The Educator
Role

Educator Role includes:

Assessing learning needs
Planning learning
experiences
Implementing learning plans
Evaluating learning
performance
Coaching, learning,
validating

The Competency Validator Role

The Competency
Validator Role

Evaluator
Observes performance of core
care skills
Evaluates practice for safety
Validates competent practice
Ensures adherence to P&P and
Standards of Practice

The Competency Validator Role

The Competency
Validator Role

Validator
Signs off the critical elements
that are demonstrated
Identifies limitations in capability
Success vs. Failure
Safe, competent practice of new
hire
Completion of orientation, or
Guidance to different area of
practice

The Role Model Role

The Role Model
Role

Clinical expert
At least one years experience
Demonstrated competencies

Clinical practice and/or

performance consistent with:
Policies & Procedures
Standards of Practice

The Role Model Role

The Role Model
Role

Models ethical, professional, and

caring behavior
Effective working relationships
Effective communication skills
Positive role model
Professional culture
Teamwork
Self care
Committed to self learning &
learning of others!

The Role Model Role

The Role Model
Role

Always do things the right way

Always follow policy & procedures;
not just when you want to
Do as I do
Wear ID badge correctly, follow dress
code
Be a patient advocate, demonstrate good
communication skills, listen effectively,
objectively; be non-judgmental; willingly
accept role responsibilities
Demonstrate respect for others time,
promote equality of all employees, be
aware of others workload/feelings and
offer help; be flexible, available,
approachable, positive attitude

The Role Model Role

The Role Model
Role

Be committed to self learning and

the learning of others
Accept new role as preceptor; dont give
impression that precepting is a burden;
advances our profession

Be willing to grow and learn new

and better ways of doing things
Be willing to share that knowledge with coworkers

Demonstrate problem solving skills,

how you meet outcomes
Wear a SMILE; use humor and
develop and ability to laugh,
especially at yourself

The Role Model Role

Remember Your
preceptee will learn
more from what you do
than what you say!

Group Discussion
List three words that describe your experience as
a new graduate/new hire
List three words that should describe a new
graduate/new hires experience

Discussion: How are they different? What part of

the Preceptor Role was lacking? How can we
work to make the preceptees experience more
like it should be?

Next Up
Managing transitions (both yours and the
preceptees!)

Maintaining self-care and dealing with

burnout

References:
Alspach, J. (2000). A preceptor training program for professional healthcare staff: Instructors
manual. Aliso Viejo: AACN Critical Care.
Baltimore, J. (2004). The hospital clinical preceptor: Essential preparation for success. The Journal
of Continuing Education in Nursing, 35(3), 133140.
Condrey, T. (2015). Implementation of a preceptor training program. The Journal of Continuing
Education in Nursing, 46(10), 462469. doi:10.3928/00220124-20150918-04