This module will discuss the variety of roles performed by the preceptor when supporting the transition of the newly graduated Registered Nurse into practice. You will examine characteristics of effective preceptors and complete a self-evaluation to identify your areas of strength and potential for growth in developing your skills as a preceptor. You will review specific strategies for assisting the new graduate to adapt to the workplace environment with a sound grasp of the legal and regulatory requirements that shape your practice as a professional nurse. Finally, because of the challenging nature of the role, you will be introduced to techniques for reducing the stress that may occur in your preceptor practice.
Unit 1: Core Skills for the Effective Preceptor Objectives
1. Using the “RACES” acronym, describe the five roles performed by preceptors and the related “core skills” needed to support successful transition into practice for new graduate nurses
2. Using the ASTD Coach Self-Assessment tool, determine your strengths and the skills you need to develop in order to function as a successful coach for new RNs.
3. Examine the role the preceptor plays within your organization to support the new graduate nurse’s professional development.
Unit 2: Ethical, Legal and Regulatory Framework for Preceptors Objectives
1. Explain how regulatory requirements, legal constraints, and ethical codes of conduct influence the role and scope of preceptor practice.
2. Discuss principles of delegation in relation to the novice RN and the need for preceptor guidance.
Unit 3: Self-Care for the Preceptor Objectives
1. Evaluate the barriers to effective precepting and how they impact the stress levels of preceptors.
2. Develop a personal plan to avoid or minimize stressors that may arise when precepting a novice nurse.
Upon successful completion of each module participants will earn ANCC contact hours. Duke University Health System Department of Clinical Education and Professional Development is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.
The presenters and members of the planning committee have declared no conflicts of interest.
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