Bachelor of Science in Nursing (BSN) Preceptors
TX Board of Nursing Definition of RN preceptor
“Texas Board of Nursing | Chapter 215: Professional Nursing Education | §215.2. Definitions
Clinical preceptor--a registered nurse who meets the requirements in §215.10(j)(6) of this chapter (relating to Clinical Learning Experiences), who is not employed as a faculty member by the governing entity, and who directly supervises clinical learning experiences for no more than two (2) students. A clinical preceptor assists in the evaluation of the student during the experiences and in acclimating the student to the role of nurse. A clinical preceptor facilitates student learning in a manner prescribed by a signed written agreement between the governing entity, preceptor, and affiliating agency. (Appendix A).
Student Preparation
Students in UIW’s traditional and accelerated Bachelor of Science in Nursing (BSN) program who are entering Professional Leadership Capstone and Community Health Nursing practicum have completed a minimum of three semesters of didactic and clinical nursing courses and are prepared to apply novice nursing knowledge and skills under the supervision of a preceptor. Students are at the level of advanced beginners, meaning they have prior experiences in nursing situations and can recognize recurring meaningful components in the practicum experience ("Novice to Expert," n.d.).
- Complete the online preceptor profile and orientation training.
- Orient the preceptee to the nursing unit/ clinical site and facilitate the learning experience.
- Guide and supervise the preceptee during the clinical experience.
- Work closely with clinical faculty to identify education gaps and learning opportunities.
- Discuss clinical practicum goals and related activities
- Introduce the preceptee to staff and patients.
- Provide clear instructions and expectations (i.e., client assignments; assessments; care plans; documentation).
- Encourage students’ application of clinical judgment model and critical thinking skills.
- Apply unit policies to practice contexts
- Think out loud when conducting client assessments and care
- Role-modeling delegation and informing lines of authority.
- Emphasize 4 over-arching professional roles for development: (member of the profession; provider of client-centered care; member of the interprofessional team; client safety advocate)
- Assist preceptee with prioritization and time management skills.
- Collaborate student project accomplishment (i.e., quality improvement; education outreach)
- Complete the Required Course-Appropriate Preceptor Documents
- Assess the student’s knowledge and understanding of the clinical context and circumstances.
- Encourage students to clarify your instructions and ask questions.
- Explain the “why” when giving directions as it will help them comprehend the instruction.
- Provide one-on-one guidance when demonstrating nursing skills and techniques.
- Supervise clinical practice when at the bedside.
- Offer positive reinforcement for skills well done and keep negatives objective.
- Teach new skills/reinforce learning. Remember practice is needed to master a skill.
- Serve as a role model.
Preparing Critical Thinkers that demonstrate accurate clinical judgment
Remember, a critically thinking nurse:
- Asks why.
- Is open to possibilities.
- Applies clinical judgment model to practice.
- Has keen situational awareness.
- Uses intuition.
- Notes patterns and trends.
- Seeks advice.
Questions to Promote Critical Thinking:
- What do you notice about this client/patient situation?
- What do these lab results mean to you?
- How will you prioritize care today?
- What alternative measures would work for this problem?
- What else could be causing your patient’s symptoms?
- How will you evaluate the outcome of that intervention?
- Help me understand your thinking on this problem?
- Help me understand how you came to this conclusion.
- You appeared to hesitate during that situation. What were your thoughts?
Providing formal and ongoing feedback to the preceptee is essential. Formal feedback is provided to the student and clinical faculty via the Preceptor Evaluation of Student form.
Daily ongoing feedback supports student progress and identifies additional work that is needed to continue development towards competence. This feedback motivates learning, provides time for constructive criticism, identifies areas that need remediation and determines the effectiveness of the learning experience.
Student Responsibilities
- Be knowledgeable of the policies and objectives of the agencies and/or areas where assigned.
- Be knowledgeable of the course objectives and strive to meet the clinical practice objectives with the support of the preceptor and faculty.
- Identify early, and on an ongoing basis, their own learning needs and work interdependently with the preceptor and clinical faculty to meet these needs.
- Demonstrate professional behavior consistent with established codes of conduct of the school, clinical site, and nursing profession, at all times.
- Be knowledgeable of the lines of authority within the agency, use these established channels, and constructively analyze organizational structure and function.
- Communicate with faculty and the preceptor on a regular basis their progress in the experience, discussion of specific cases, and additional student learning needs.
Faculty Responsibilities
- Communicate the objectives of the course to the preceptor and student.
- Assess and communicate the overall learning needs of the student to the preceptor.
- Recommend types of experiences students may need to achieve the objectives of the course.
- Conduct clinical rounds on a regular basis with the student and preceptor.
- Facilitate periodic planning and evaluation conferences with the preceptor and learner.
- Coordinate, facilitate and evaluate the preceptor and student experience.
- Act as a consultant to the preceptor and learner.