Helping preceptors mentor the next generation of nurse practitioners.
At some point in their careers, nurse practitioners, as well as members of other clinical disciplines, may be asked to tutor a primary care student. First-time preceptors, even if they are mature clinicians and enthusiastic about their new role, may find themselves somewhat at a loss regarding faculty and program expectations for themselves and for students. There is little in the literature to guide them, and preceptors often cannot attend faculty-sponsored orientations because of clinical schedule constraints. While this article specifically addresses the nurse practitioner student-preceptor relationship, it will also be of interest to others involved in clinical teaching. Preceptors are introduced to the meaning of the preceptor relationship, role functions and responsibilities, strategies for surviving clinical teaching, means of creating an environment that supports adult learning, and student evaluation. The roles of the faculty and the clinical agency in ensuring success for the student-preceptor pair are important components of the clinical educational experience.
Hayes
E
E
University of Massachusetts, Amherst.
D000223:Adaptation, Psychological; D002983:Clinical Competence; D005181:Faculty, Nursing; D006801:Humans; D007400:Interprofessional Relations; D007587:Job Description; D008611:Mentors / Q000523:psychology*; D009722:Nurse Practitioners / Q000193:education* / Q000523:psychology; D011231:Preceptorship / Q000379:methods*; D012380:Role; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods