Preceptor Training Course

Four (4) Hour Course

Pre-Course Reading:
Baltimore, J. (2004). The hospital clinical preceptor: essential preparation for success. Journal for
Continuing Education in Nursing, 35(3), 133-140.
Daley, B. (1999). Novice to expert: an exploration of how professionals learn. Adult Education Quarterly,
49(4), 133-147. doi: 10.1177/074171369904900401
Novice to Expert Chart. Retrieved from https://www.ncsbn.org/Preceptor-NovicetoExpertchar.pdf

Pre-Course Assignments (See Pre-course Worksheet):

Complete pre-course reading assignments

Complete Self Assessments:
o VARK Questionnaire: Learning Styles Inventory http://vark-learn.com/the-varkquestionnaire/
o Personality Questionnaire: 16 Types (Myers-Briggs Type)
http://www.16personalities.com/
o Conflict Management Style: Conflict Resolution Questionnaire
http://academic.engr.arizona.edu/vjohnson/ConflictManagementQuestionnaire/Conflic
tManagementQuestionnaire.asp

Program Schedule:
Registration/Introductions/Objectives
Topic: The Preceptors Role
Introduction Activity: Horse and Rider Puzzle
Powerpoint Slides:
o Joint Commission Recommendations
o Competency vs. Competency
o 5 Roles of the Preceptor
Activity: Five Roles of the Preceptor
o Divide into five groups. Large papers around the room list the five roles
of the Preceptor. Participants have two minutes at each station to
write examples of how the Preceptor fulfills each of those roles. After
all groups have attended all stations, class reconvenes to review and
discuss the examples listed for each role.

10 minutes
10 minutes
10 minutes

20 minutes

Activity: Initial Experience

o Group Discussion:
Three words that describe your experience as a new
graduate/new hire
Three words that should describe a new graduate/new hires
experience
Discussion: How are they different? What part of the Preceptor
Role was lacking? How can we work to make the preceptees
experience more like it should be?
Powerpoint Slides:
o Transitions
o Self-Care

Topic: The Preceptors Rapport

Powerpoint Slides:
o Learning Styles VARK
o The Adult Learner
o Critical Thinking
o Reflective Practice
o Providing Feedback
Activity: The One-Minute Preceptor Strategies for enhancing critical thinking
and providing feedback in time-limited situations
15 Minute Break
Activity: Providing Feedback in Difficult Situations
Colored Hats (Based on Edward de Bonos Six Thinking Hats) Each hat
represents a different way of responding to a difficult situation. (Red Hostile
or emotional, Black Negative, Yellow Positive, Green Creativity, Blue
Concerned with control). A scenario is presented where a preceptor needs to
give difficult feedback. The group brainstorms how the Preceptor would
respond if he was wearing each of the hats. Discuss how we all naturally tend
to put on a certain hat in difficult situations, and how we can consciously
change our hat to deliver constructive feedback.
Topic: The Preceptors Responsibilities
Powerpoint Slides:
o Assessing Learning Needs
o Planning learning experiences
o Orientation Plan Development
o Skills Checklists
o Validating Competency
o Implementing the Preceptor Role Change
Handouts:
o The Preceptors Bill of Rights
o The Preceptees Bill of Rights
Activity: Pain and Gains
o Divide into Groups. On large paper, have each group draw a cartoon
version of a Preceptor in the center of the page. Once the caricature
has been drawn, the groups should write the pains (challenges) they

20 minutes

10 minutes

30 minutes

30 minutes
15 minutes
30 minutes

45 minutes

may encounter as a preceptor. To the right, they list the gains

(benefits) of Precepting new hires. Group discussion afterward
identifies common themes and strategies for managing pains.
Discussion/Questions
Course Evaluation

10 minutes

References:
Baltimore, J. (2004). The hospital clinical preceptor: essential preparation for success. Journal for
Continuing Education in Nursing, 35(3), 133-140.
Daley, B. (1999). Novice to expert: an exploration of how professionals learn. Adult Education Quarterly,
49(4), 133-147. doi: 10.1177/074171369904900401