Bloom’s taxonomy learning styles and new methods of providing ‘on the spot’ feedback.
so meeting handouts were provided, as was individual conversational debrief.
As time went on, this was developed further into more theoretical concepts such as developing critical thinking skills in the clinical context, bridging the theory knowledge gap, guiding the novice through transition, the challenge vs support model of teaching, leadership skills and active reflection within debrief.
The author believes this informal, monthly program was successful in empowering preceptors to be more effective in their clinical teaching, supervising and assessing role.
Participants’ opportunity to debrief about the challenges of preceptorship in a busy operating suite (where protected time for learning is not always easy to squeeze in) was considered a positive aspect of the preceptorship education program. The chance to ensure all were on the same page with learner objectives and performance was also valued. Given the nature of the clinical environment, it was not always possible to have all members present,
Debrief had the dual outcome of providing a space for problemsolving and the opportunity to come together as a team, enabling colleagues to support each other.4 This program helped to sustain preceptors. It provided goodwill within the department and assisted in improving not only the attraction to what is sometimes a thankless and stressful role but contributed to the positive learning culture of the operating suite. Author Erin Wakefield RN, Grad Cert Periop, Grad Cert Clinical Sim, MN and PhD Student is a Unit Co-ordinator at Monash University
References 1. Kennedy, A. (2019). Nurse Preceptors and Preceptor Education: Implications for Preceptors Programs, Retention Strategies, and Managerial Support. Med Surg Nurs, 28 (2) 107-114 2. Nursing and Midwifery Board of Australia (2021). Code of Conduct for Nurses. https://www. nursingmidwiferyboard.gov.au/ codes-guidelines-statements/ professional-standards.aspx 3. Ward, A., & McComb, S. (2017). Precepting: A literature review. J Prof Nurs, 33(5), 314-325. 4. Zwedberg, S, Forslund-Frykedal, K., Rosander, M., Berlin, A. & Barimani, M. (2020). Midwives’ experiences as preceptors and the development of good preceptorships in obstetric units. Midwifery. 87, 102718 5. Chicca, J. (2020). Should we use preceptorships in undergraduate nursing education? Nurs. Forum. 55, 480-484 6. McClure, E., & Black, L. (2013). The role of the clinical preceptor: An integrative literature review. J Nurs Ed, 52(6), 335-341.
7. Chicca, J. & Shellenbarger, T. (2021). Nursing Faculty Roles in Prelicensure Baccalaureate Clinical Preceptorships. National League for Nursing. March, 98-100 8. Lafrance, T. (2018). Exploring the intrinsic benefits of nursing preceptorship: A personal perspective. Nurse Educ. Prac. 33, 1-3 9. Baldwin, S., Coyne, T., Hynes, C. & Kelly, P. (2020). Reflections of setting up a nursing preceptorship programme. Br J Nur. 29, 11, 627-631 10. Nielson, K., Finderup, J., Brahe, L., Elgaard, R., Elsborg, A., Engell-Soerensen, V., Holm, L., Juul, H., Sommer, I. (2017). The art of preceptorship. A qualitative study. Nurse Educ. Pract. 26, 39-45 11. Chicca, J. & Shellenbarger, T. (2019). Implementing Successful Clinical Nursing Preceptorships. Nurse Educ. 45(4) E41-42 12. Quik, G. & Shorey, S. (2018). Perceptions, Experiences and Needs of Nursing Preceptors and Their Preceptees on Preceptorship: An Integrative Review. J Prof Nurs. 24, 417-428.
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