Preceptor Support for Undergraduate

Objectives

At the end of Module 1, the learner will be able to:

• Discuss the role of the preceptor as it relates to the Texas Board of Nursing rules.
• Identify characteristics of preceptors that promote success in the role.
• List benefits of being a nursing preceptor.

Precepting Nursing Students

You are an important part of the future of healthcare.  Your relationships with nursing students impact the way that they will care for others as they enter the nursing role.  The following video provides information on what a Preceptor is.

View Video - What is a Preceptor

Click Link - Texas Board of Nursing information on the Preceptor Role

View Video - Understanding the Role of Preceptor

Preceptor Expectations

Working with students is a way to impact the future of healthcare.  As you have learned, the Texas Board of Nursing has provided guidelines for how preceptors, faculty, healthcare facility and educational organization collaborate and role expectations.  You can go back to the previous video interactive activity if you would like to review the expectations outlined for all roles.  Below are the expectations for the preceptor to help the preceptor understand how this role functions within the Texas Board of Nursing guidelines. 

Preceptor Expectations as outlined by the Texas Board of Nursing:

1. Participate in a preceptor orientation.
2. Function as a role model in the clinical setting.
3. Facilitate learning activities for no more than two students during the clinical
session.
4. Orient the student(s) to the clinical agency.
5. Guide, facilitate, supervise, and monitor the student in achieving the clinical
objectives. Supervise the student's performance of skills and other nursing
activities to assure safe practice.
6. Collaborate with faculty to review the progress of the student toward meeting
clinical learning objectives.
7. Provide direct feedback to the student regarding clinical performance.
8. Contact the faculty if assistance is needed or if any problem with student
performance occurs.
9. Collaborate with the student and faculty to formulate a clinical schedule.
10. Discuss with faculty/student arrangements for appropriate coverage for
supervision of the student should the preceptor be absent.
11. Give feedback to the nursing program regarding clinical experiences for students
and suggestions for program development.

Reference: 
Texas Board of Nursing (2020). 3.8.3.a. EDUCATION GUIDELINE: Precepted Clinical Learning Experiences. https://www.bon.texas.gov/pdfs/education_pdfs/education_nursing_guidelines/3.8Clinical_Learning_Experiences/3-8-3-a.pdf

Please complete the following pre-program survey. This information will be used in gathering information about preceptors across Texas.

Scan the QR code or click the link below to access.  If you have difficulty accessing the survey, here is the link: https://baylor.qualtrics.com/jfe/form/SV_b6Ztzw13A5Xn2LQ
 

Objectives

At the end of Module 2, the learner will be able to:

• Discuss civility and respect in nursing.
• Describe ways to promote a culture of caring in the clinical setting.
• Identify communication points to guide the learning experience.
• Explain communication strategies to use when a student is not engaging in the learning experience.

View Video - Civility in Nursing

View Video - Culture of Caring

View Video - Communication Key Points

Communication: Module References and Helpful Resources:

Corsera (2024). Important communication skills and how to improve them. https://www.coursera.org/articles/communication-skills

Hojat, M., Malo, V., Pohl, C. A., & Gonnolla, J. S. (2023). Clinical empathy: Definition, measurement, correlates, group differences, erosion, enhancement, and healthcare outcomes. Discover Health Systems 2(8).  https://doi.org/10.1007/s44250-023-00020-2

International Council of Nurses (2021). The ICN Code of ethics for nurses. https://www.icn.ch/sites/default/files/2023-06/ICN_Code-of-Ethics_EN_Web.pdf

Jeffery, D. (2016). Empathy, sympathy and compassion in healthcare: Is there a problem? Is there a difference? Does it matter? Journal of the Royal Society of Medicine 109(12), p446 - 452. DOI: 10.1177/0141076816680120 

Mayer, J. D., Salovey, P., & Caruso D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry 15(3), p197-215. 

Ochs, J. H. (2022). Strategies for managing difficult dialogues with students. Nurse Educator 47(2), p74. 

Peplau, H. (2004).  Interpersonal relations in nursing. Springer Publishing Co., New York. 

Princeton University (2024). Understanding your communication style. https://umatter.princeton.edu/respect/tools/communication-styles

Ronnerhag, M., Severinsson, E., Haruna, M., & Berggren, I. (2019). Journal of Advanced Nursing 75, p585-593. 

Stanford Graduate School of Business (n.d.) How to approach sensitive subjects. https://tlhub.stanford.edu/docs/handling-sensitive-topics/ 

Stievano, A. (2024). Give dignity and respect to others in our interconnected society: Considerations for transcultural leadership. Journal of Transcultural Nursing, DOI: 10.1177/10436596241246978. 

Yu, C. C., Tan, L., Le, M. K., Tang, B., Liaw, S. Y., Tierney, T., Ho, Y. Y., Lim, B. E. E., Lim, D., Ng, R., Chia, S. C., & Low, J. A. (2022). The development of empathy in the healthcare setting: A qualitative approach. BMC Medical Education. https://doi.org/10.1186/s12909-022-03312-y

For added information and more NPD credits, here are some resources from TNA! 
*Note: this is an extra resource and is not required to complete this preceptor support course. 

Texas Nurses Association Webinars available: $25 each

Information and Registration Links below:

• Part 1 - Being Effective (1 Contact Hour): https://tna.ce21.com/item/preceptor-competency-series-part-1-effective-605083  
• Part 2 - Difficult Situations (0.78 Contact Hour):  https://tna.ce21.com/item/preceptor-competency-series-part-2-difficult-situations-602209  
• Part 3 - Meaningful Evaluation (1 Contact Hour): https://tna.ce21.com/item/preceptor-competency-series-part-3-meaningful-evaluation-605119  
• These are available to register and complete on demand at your convenience.  $25 for each webinar and Contact Hours provided!

View Video - Communication Competencies for the Preceptor Role

Objectives

At the end of Module 3, the learner will be able to:

• Explore teaching strategies to use at the bedside.
• Discuss best practices to address difficult conversations.
• Explain how to effectively provide good feedback to promote the growth of the student.

(Burgess et al (2020).

Key tips for teaching in the clinical setting

View Video - Difficult Conversations

View Video - Guide for Teaching at the Bedside

Setting SMART Goals

SMART goals can help to set a direction for improvement when working with students. 

This Teaching Tip from the journal, Nurse Educator, shares how SMART goals have been beneficial in undergraduate clinical experiences.

Reference: Manderscheid, A. (2024). Leveraging Student-Centered Learning Through SMART Goals Within Undergraduate Clinical Experiences. Nurse Educator, 49(2), 66–66. https://doi.org/10.1097/NNE.0000000000001352

View video - SMART Goals

Objectives

At the end of Module 4, the learner will be able to:

• Discuss the importance of self-care.
• Identify multiple strategies to promote wellness.
• Develop a personal plan for self-care.

View Video - Self-Care for Wellness 

View Video - Progressive Muscle Relaxation Activity 

View Video - Self-Care Scenarios to Use at Work 

Congratulations! Next Steps

Congratulations on your completion of the Baylor University Preceptor Support Course!!

You can now access the following quiz to complete the course and receive your completion certificate.  This certificate is your documentation that you have demonstrated your competency in the 4 areas of:

• What is a Preceptor
• Communication Competencies
• Teaching/Learning Strategies
• Self-Care for Wellness

Quiz Link: https://forms.office.com/r/Ww1p09t2B4 

If you score 80% or higher, you will receive your completion certificate via email.  At this time, we are unable to provide nursing professional development (NPD) credit but are currently in the process of applying for NPD.

If you have any questions or needs, please contact: 

Brandy L. Brown DNP, APRN, GNP-BC
Clinical Associate Professor of Nursing
Louise Herrington School of Nursing 
Baylor University
333 North Washington Ave, Dallas, TX 75246

Brandy_Brown@baylor.edu