Abstract
Our previous Preceptor Workshop was an 8-hour live class, mostly lecture and little engagement of learners. Preceptors requested more strategies to help them develop skills in providing feedback (positive/negative) to orientees, teaching delegation/prioritization, socialization to a new practice setting, working with difficult personalities, and working with the team. Our Education Council (staff nurse led) and Nursing Professional Development department collaborated to revise the Preceptor Workshop to be more relevant and practical to the orientation process, utilizing methods to better engage staff in learning. Using blended learning, preceptors first complete an online course, composed of 3 interactive modules introducing didactic content. They then attend a 4-hour live workshops, building on the concepts learned in the online program. This consists of an overview of available resources and tools to assist progression through orientation, and active participation in 3 simulation scenarios. The 3 simulations consist of delegation and prioritizing care, using the orientation tools as a guide for progression, and dealing with difficult personalities. Staff participate in groups in scenarios using role-play with standardized proctors playing roles of the orientee or co-worker. Scenarios for learners, scripts for actors, and debriefing questions were developed. Evaluations were positive related to time, content, and realistic application to their practice. Preceptor feedback reflected they liked the innovative approaches, and this helped them to be more comfortable and capable in the preceptor role. Utilizing these strategies, we have been able to ensure a quality orientation experience, and enhanced comfort and quality of preceptors in guiding the orientation process.
Sigma Membership
Non-member
Type
Presentation-Oral Standard Event
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Role Development, Preceptors, Orientation Processes
Recommended Citation
Clubbs, Stephanie and Westerheide-Haller, Teresa, "Leading an innovative, creative enhancement to preceptor role development" (2019). General Submissions: Presenations (Oral and Poster). 27.
https://www.sigmarepository.org/gen_sub_presentations/2019/presentations/27
Conference Name
2019 ANPD Annual Convention
Conference Host
Association for Nursing Professional Development (ANPD)
Conference Location
Phoenix, Arizona, USA
Conference Year
2019
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Leading an innovative, creative enhancement to preceptor role development
Phoenix, Arizona, USA
Our previous Preceptor Workshop was an 8-hour live class, mostly lecture and little engagement of learners. Preceptors requested more strategies to help them develop skills in providing feedback (positive/negative) to orientees, teaching delegation/prioritization, socialization to a new practice setting, working with difficult personalities, and working with the team. Our Education Council (staff nurse led) and Nursing Professional Development department collaborated to revise the Preceptor Workshop to be more relevant and practical to the orientation process, utilizing methods to better engage staff in learning. Using blended learning, preceptors first complete an online course, composed of 3 interactive modules introducing didactic content. They then attend a 4-hour live workshops, building on the concepts learned in the online program. This consists of an overview of available resources and tools to assist progression through orientation, and active participation in 3 simulation scenarios. The 3 simulations consist of delegation and prioritizing care, using the orientation tools as a guide for progression, and dealing with difficult personalities. Staff participate in groups in scenarios using role-play with standardized proctors playing roles of the orientee or co-worker. Scenarios for learners, scripts for actors, and debriefing questions were developed. Evaluations were positive related to time, content, and realistic application to their practice. Preceptor feedback reflected they liked the innovative approaches, and this helped them to be more comfortable and capable in the preceptor role. Utilizing these strategies, we have been able to ensure a quality orientation experience, and enhanced comfort and quality of preceptors in guiding the orientation process.