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Precepting Nursing Students

A conversation with Marilyn Oermann, PhD, RN, FAAN, ANEF, and Kay Bensing, MA, RN.

Last updated on: August 19, 2009 | Posted on: September 23, 2008
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I have a very similar situation as ms.Judy RN who posted an inquiry on March 26th,2009. I am curious to know the response. I would really appreciate it.

monica ,  RNJune 07, 2009
CA

Antoinette: Better late than never. This comment is from Dr.Oermann also and she asked me to post it for you:
The role of clinical preceptor is important, as they facilitate learning and build confidence in the students in the clinical setting. How do we ensure the quality in the preceptors? This is a challenge for faculty. The school of nursing should have criteria for agencies to use when selecting preceptors. Preceptor selection is more easily done in agencies with partnerships with the school. If there isn't a formal partnership, the course coordinator can meet with the agency rep (whoever in that agency isresponsible for choosing the preceptors). Review the criteria and what characteristics are important - that is easier said than done. If possible have a preceptor preparation day/half day and present essential content forbeing an effective preceptor; you can weave into the preparation session howto assess learning, select patients for students, evaluate performance,develop good relations with students, etc. An evaluation plan should be in place to gather student and faculty assessment of the quality of thepreceptors. Tell the agency rep about those preceptors who are not goodteachers. From: Kay Bensing [mailto:KBensing@advanceweb.com]

Kay Bensing,  senior consultant,  ADVANCE for NursesMarch 31, 2009
King of Prussia, PA

Judy, this is Kay Bensing, posting for Dr. Oermann:

I would make detailed observations and notes about the student's performance. Rather than general notations such as "poor understanding of patient conditions" make them specific and then draw conclusions about the student's lack of knowledge, e.g., "Could not explain patient's diagnoses. Did not know the 9 a.m. meds ordered for patient. In discussing reasons for nursing care measures, could not explain why X nursing intervention was ordered. Student does not have an understanding of the rationale for nursing care or of patient diagnoses." I would discuss these with the student. Have him sign any notes you make. Then email or call the faculty with your observations and concerns. The faculty member should develop a learning plan for the student that says what he has to do in preparation for next day of clinical - using your notes with the deficits in them. For example, the learning plan might be to: read in text about patient dx and write up a summary. Write up short summary of nursing interventions and their rationale. The student should sign the plan. I also believe that the role of the clinical teacher (preceptor in thisinstance) is to fill in gaps in learning. On the unit use a lot of higher level questions to assess what he knows and does not know, then you will need to teach him what is missing so his care is safe. The role of clinical preceptor is important, as they facilitate learning and build confidence in the students in the clinical setting. How do we ensurethe quality in the preceptors? This is a challenge for faculty. The school of nursing should have criteria for agencies to use when selecting preceptors. Preceptor selection is more easily done in agencies with partnerships with the school. If there isn't a formal partnership, the course coordinator can meet with the agency.

Kay Bensing,  senior consultant,  ADVANCE for NursesMarch 31, 2009
King of Prussia, PA

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