Loyola University Chicago

Marcella Niehoff School of Nursing

Preceptor Manual for Precepting Graduate Students

Finally a book that addresses the special challenges of precepting graduate students across a variety of health-care settings.  This dynamic resource is tailored to the unique situations and issues encountered in clinical practice.  It is a must for any nurse who takes on the precepting role.

Dr. Bette Case Di Leonardi, a national recognized expert on precepting, teams with Dr. Meg Gulanick, Professor Emeritus of Nursing, to create this premier book and outstanding resource. Precepting Graduate Students in the Clinical Setting provides over 170 pages of valuable and creative information. This content can be downloaded by chapters (see below in Table of Contents) or as a single document (link after Table of Contents) for immediate learning.

Some of the topics included:

  • The Preceptor Role
  • Adult Learning and Precepting
  • Precepting in Action
  • Precepting in a Distance Environment
  • Precepting and Diversity
  • Challenges and Survival Skills for the Preceptor

This project was supported by funds from the Division of Nursing, Bureau of Health Professions, Health Resources and Services Administration, Department of Health and Human Services, through the following grants:

Ida Androwich & Anne Porter, HRSA grant #1 DO9 HP 0030501, Department of Health and Human Services, Public Health Service.

Meg Gulanick, HRSA grant #1 DO9 HP 0049201, Department of Health and Human Services, Public Health Services.Diane Boyer, HRSA grant-Division of Nursing, Nurse Midwifery and Nurse Practitioner: Women’s Health.

The information and content in this publication are those of the authors and contributors and should not be construed as the official position or policy of, or endorsement inferred by, the Division of Nursing, Bureau of Health Professions, Department of Health and Human Services, or the United States government.

Front Matter

Authors

Introduction

Table of Contents

1. The Preceptor Role

A. Preceptor Competencies
B. Knowledge and Skills for the Preceptor to Teach and Model
C. Is This the Right Time and Place for Precepting?
D. Relationship with Faculty
E. Conclusion
F. Ask the Preceptor’s Preceptor

2. Applying Principles of Adult Learning

A. Domains of Learning
B. How to Facilitate Learning in Each Domain
C. Principles of Adult Learning
D. How Will You Respond to This Precepting Situation?
E. Selected Models of Individual Differences
F. Conclusion
G. Ask the Preceptor’s Preceptor

3. Precepting in Action: Getting Started

A. Assessing the Student’s Strengths and Limitations
B. Setting Realistic Objectives
C. The Planning Meeting
D. Identifying Projects for Students
E. Negotiating the Agency’s Environment
F. Role Modeling Opportunities
G. Fostering Critical Thinking
H. Teaching as Reflection-in-Action
I. Using the One-Minute Preceptor Technique
J. Strategies for Keeping on Track with Objectives
K. Conclusion
L. Ask the Preceptor’s Preceptor

4. Precepting in Action: Evaluation of Progress

A. The Evaluation Role
B. Formative and Summative Evaluation
C. Providing Constructive Feedback During Formative Evaluation
D. Strategies for Managing Problem Learners
E. Formulating a Collaborative Plan for Improvement
F. Strategies for Letting Go
G. Strategies for Handling Complex Problems
H. Collecting Data for Summative Evaluation
I. Preceptor Evaluation
J. Conclusion
K. Ask the Preceptor’s Preceptor

5. Precepting and Diversity: Focus on Cultural and Generational Differences

A. Significant Differences: Cultural and Generational
B. Creative InterChange: A Model for Working Effectively with Cultural and Generational Differences
C. Conclusion
D. Ask the Preceptor’s Preceptor?

6. Taking a Coach Approach to Precepting

A. Definitions & Distinctions
B. Coaching Skills
C. The Coaching Conversation: The GROW Model
D. Satisfaction Wheels: A Tool to Facilitate Conversation and Assess Satisfaction
E. Coaching Techniques for Special Situations
F. The Coaching Process in Precepting: In Summary
G. Conclusion
H. Ask the Preceptor’s Preceptor?                                           

7.  Challenges in Precepting in a Distance Learning Environment

A. Distance Learning: The Future is Now
B. A Sampling of Distance Learning in Nursing Education
C. Advantages and Concerns in Distance Learning
D. Precepting at a Distance
E. Conclusion
F. Ask the Preceptor’s Preceptor?                                                    

8. Preceptor and Clinical Faculty Roles with Undergraduate Students

A. The Preceptor Role
B. The Clinical Faculty Role
C. Graduate and Undergraduate Students: The Same Thing Only  Different?
D. Studies Have Shown: Some Research-Based Guides for Preceptors
E. Questions and Answers for Clinical Faculty
F. Conclusion
G. Ask the Preceptor’s Preceptor?

9. Making Precepting a Win-Win Experience

A. Challenges of the Role
B. Survival Skills
C. The Teacher’s Perspective
D. Preceptor Recognition
E. Conclusion

10. References

11. Appendices

A.  Levels of Domains of Learning    
B.  A Thumbnail Sketch of the Myer-Briggs Type InventoryTM (MBTI)
C.  Kolb Learning Styles

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