Focus on the situation, issue, or behaviour, not on the person.

Maintain the self-confidence and self-esteem of others.

Provide constructive feedback in a positive timely manner.in private.
Lead by example- we learn more by what we see someone do than what they say they are
going to do.
Teach the ideal according to Policies and Procedures.
Promote nursing practice according to the CRNNS Standards of Nursing Practice/ and CNA
Code of Ethics

Starting Tips

- Ask Charge Nurse for an RN only assignment if possible for at least the first 4 shifts
then transition to an RN/LPN collaborative assignment.

- Review the RN role for that unit, the medical/surgical services and introduce them to the
key resource people for that unit using the Preceptor Checklist as your guide

- Go along with the preceptee for medication preparation and administration each time,
until you feel they are competent to be more independent ( as per their Student
Curriculum Guide)

- Review their documentation for the first couple of shifts to ensure it is complete and
regularly throughout the preceptorship; always confirm medications are administered

- Be present during performance of all skills; in the case of PELCompetencies, refer to

Student Guide for the student process for recording competency

Shift 1 for each individual unit- the focus is on allowing your student to get comfortable in a new
environment, physical layout, location of equipment and the flow of work on the unit.
The expectation is that they be an observer; may participate in patient care, order
transcription, physician and safety rounds and any unit huddles but not take responsibility
for medications etc.

Shifts thereafter based on the frequency on each unit and your judgment and year of study ( re-
Student Guide), focus is the same as above and transitioning to taking on administering
of PRN meds for the group of patients assigned, and then medication administration for
assigned patients as appropriate, participating in any available skills with supervision
even if they are basic skills s(eg.catheterization), and demonstrating skill acquistion.

Start stepping back as questions arise to determine the decision making needs of the
learner and what they would do in certain situations, what would they assess, what would
Sally MacLean CNE Rev. 2017/07/04
 their independent and collaborative nursing actions be, etc. In other words, let them come
to their own answers on things rather than providing the answers as you feel appropriate,
but always with your guidance. With repeated exposure to the same clinical area, they
should be able to ddemonstrates more independence in the entire assignment; making contact
with the physicians and other members of the team, medication administration, order transcription
and report preparation. Review the students checklist and see what things may still need to be
reviewed. They will still have routine questions about unit processes or procedures however
should demonstrate appropriate nursing clinical judgment and where and how they might solve
those questions such as reference to clinical policies etc.

Midway through the experience take time to sit with the student and review their evaluation tool,
identifying for them what goals would be beneficial to work on for the remainder of their
experience. Overall it is important whenever you notice feedback is necessary, to take time to
provide that as soon as you are able so that you can both work toward a positive experience for
them as a learner.

People remember not what you have said, but how you made them feel

Sally MacLean CNE Rev. 2017/07/04