Bachelor of Science in Nursing Preceptor
Preceptors are vital to KU School of Nursing's educational team and can influence the future of nursing.
The preceptor is a vital member of the educational team providing numerous opportunities for nursing students to connect classroom concepts to the clinical environment. Preceptors have stated the benefit of precepting is to influence the future of nursing. The preceptor's support is vital to the student's development as a future professional. Precepting is a teaching opportunity that will also create a sense of personal satisfaction, fulfillment and achievement.
Student Preparation
Students in the traditional Bachelor of Science in Nursing (BSN) program who are entering Capstone or Population Health Practicum have completed three semesters of didactic and clinical 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, which means 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.
- Review the goals and learning objectives for the clinical course.
- Oversee the student's onsite experience to develop knowledge, understanding and skills of working in acute care or a population-based setting.
- Provide students with clinical experiences reflective of learning objectives.
- Assist the student in recognizing strengths and areas to improve clinical competence, knowledge base and organizational skills.
- Provide orientation/information to the student that allows them to function professionally. Examples would include rules and regulations of the organization, agency or unit; lines of communication and authority; and standards of nursing practice.
- Serve as a role model to foster professional behaviors.
- Communicate with the faculty regularly throughout the practicum.
- Offer ongoing feedback and participate in clinical performance evaluation conferences with student and faculty member.
- Be knowledgeable of the policies and objectives of the agencies and/or areas where assigned.
- Identify early, and on an ongoing basis, your own learning needs and work independently with the preceptor and clinical faculty to meet these needs.
- Demonstrate professional behavior at all times, consistent with established codes of conduct of the profession.
- Be knowledgeable of the lines of authority within the agency, use these established channels and constructively analyze organizational structure and function.
- Be knowledgeable of the course objectives and strive to meet the clinical practice objectives with the aid of the preceptor and faculty.
- Communicate with faculty and the preceptor on a regular basis your progress in the experience, discussion of specific cases and additional student learning needs.
- 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 (at least every other week in person).
- Schedule 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.
Kalischuk, R. G., Vandenberg, H., & Awosoga, O. (2013). Nursing preceptors speak out: an empirical study. Journal of Professional Nursing, 29(1), 30-38.
Patricia Benner novice to expert-nursing theorist. (n.d.). Retrieved December 18, 2018, from http://nursing-theory.org/nursing-theorists/Patricia-Benner.php.