Role I am willing Preceptor Education 59 5.5 0.016 to put in a great deal of No Preceptor 22 5.0 effort, beyond Education what is normally expected, to ensure
preceptee success.
Training for preceptors or mentors will support and improve instruction and confidence during orientation for both the preceptor and
preceptee (Squillaci, 2015).
III (4.2) Learning Styles Describe teaching/leaning strategies to improve
preceptee performance.
Having an action plan defined by a learning contract will enable the
preceptee to take ownership of their development.
(8,9) The preceptor needs to be committed and have a level of understanding to adequately support the
preceptee. This needs to include critical thinking skills so the deeper concepts and evidence-based approaches can be transferred into the realities of practice.
A preceptor is an individual who acts as teacher, generally focusing on developing the
preceptee's clinical skills.
A comparison of preceptor and
preceptee's perceptions of how the preceptor's role is operationalized.
In relation to midwifery in the UK, Hobbs (2003) supports McKenna's view that preceptors "should focus upon both socialisation and the clinical development of the
preceptee" (p.
A relationship is often established between the preceptor and the
preceptee; social integration is often part of the precepting program and each person has expectations within the precepting relationship.
The mentality of the mentor should always be positive and never undermining of the
preceptee. The final step is the letting-go phase.
Strategies that facilitate
preceptee learning include taking a 'hands on' approach; sequencing tasks; providing illustrations; assessment; observation; conversing and reflecting; and having a questioning attitude (Bourbonnais and Kerr 2007; Ohrling and Hallberg 2001).
Preceptorship is a short-term relationship between a newly qualified practitioner (
preceptee) and an experienced practitioner (preceptor) who provides individual attention to the
preceptee's learning needs.