the preceptor process. One model of these changes em- phasizes the critical role of the preceptor to ensure patient safety. Using core competencies from the Quality and Safety Educa- tion for Nurses initiative and simulation of safety risks, preceptors are edu- cated on improving safety in healthcare. Pre- and post-training


surveys


reveal increased confi- dence toward the precep- tor role after this training.7


Phases of the relationship Many nurses become pre- ceptors for the rewards of sharing expertise and knowledge, the personal growth gained from teach- ing others, and the satis- faction of seeing nurses develop professionally. There are two phases of


A PRECEPTOR CHECKLIST


All preceptors touch other nurses’ lives in unique and lasting ways through how they interact with new nurses, teach specialized skills, and model professionalism. Preceptors must ask themselves:


'R , LQWURGXFH QHZ HPSOR\HHV WR RWKHU KRVSLWDO VWDƬ and physicians so they feel welcomed?


Am I modeling evidence-based practice?


Do I stimulate the new nurse to question practice and search for evidence thereof?


Do I guide the new nurse or student to look up stan- dards, policies, and procedures?


Do I stimulate critical thinking by asking questions about what is happening to the patient rather than telling the preceptee what I observe and think?


'R , DVN SUHFHSWHHV WR GLƬHUHQWLDWH FDUH SULRULWLHV DQG outline what should happen next or do I just tell them what to do?


Do I help new graduate nurses practice how to handle GLƱFXOW VLWXDWLRQV RU GR , MXVW WHOO WKHP KRZ WR GR LW"


Do I welcome experienced nurses by validating com- petencies during orientation in a way that demon- strates respect for their experience and by accepting them onto the team?


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the preceptorship experi- ence. The first establishes the relationship between the preceptor and the preceptee. Establishing trust is critical and pro- vides the foundation for the relationship as it matures. The preceptor helps establish trust by providing structure and consistency. During this phase, the preceptor helps the preceptee by clarifying roles and reviewing with the preceptee his or her experiences and learning needs. It is also the time to discuss agency policies and unit procedures. Te working phase follows. Discussing patients, sharing ob-


servations, discussing strategies for optimal patient care and eliciting regular feedback from the preceptor helps develop the preceptee into a valuable team member for the unit.1


Select the best Finding enough clinical nurses who are patient and inspiring teachers and have the required competencies to be preceptors can be a challenge. Ideally, the preceptor should be motivated to support the novice nurse, be an expert clinician, and be a role model for the clinical service, interprofessional collaboration, and the profession. Healthcare facilities usually write out criteria for selecting


preceptors, which may include a requirement of a certain number of years of employment in the clinical service and approval of the nurse manager. As many institutions experience nursing


32 Visit us at NURSE.com • 2017


Do I provide support and suggestions for remediation plans when needed?


shortages, less stringent criteria have become more common. Some hospitals make serving as a pre- ceptor part of nurses’ job descriptions, particularly if teaching is a part of the hospital’s mission. Today’s complex clin-


ical staffing situations may make it challenging for facilities to meet the ideal criteria for precep- tor selection. In a crunch, nurses who thought they did not want to be pre- ceptors may be called on to serve and then find the role surprisingly re- warding, performing with skill despite earlier reservations. Nurses with limited experience may also be called on to serve as preceptors, requiring additional support from unit educators or more experienced preceptors. Nurse managers and


clinical nurse educators face challenges in cover- ing the needs of their pre- ceptors. To maintain the integrity of the program and prevent preceptor


burnout, institutions may use the strategy of matching the level of preceptor experience with that of the novice nurse. New preceptors may be matched with nursing students; experienced preceptors who do best with short preceptor assignments may be given the new experienced nurse in that specialty; and preceptors who enjoy the longer-term, more committed experiences may be assigned to graduate nurses. Whatever process an institution chooses for selection of preceptors, the impact of preceptors on the outcomes of nursing orientation, nursing turnover, and patient care must be carefully examined. This includes an opportunity for the preceptee to evaluate the preceptor, as the quality of a preceptor has a significant effect on a clinical setting and nurse performance and retention. Te quality and safety of orienting nurses to new positions


are also maintained through the support of the clinical nurse educator. Tis professional development specialist, who func- tions under specific standards, provides the educational and clinical expertise to oversee the precepting process and is a resource for both the preceptor and the preceptee.8


Although


the role may vary from setting to setting, professional develop- ment specialists support both preceptors and new employees to ensure successful orientations.


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