Nursing Preceptor Success Program

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MODULE 3: The Transition Process: Assessment to Evaluation

Barbara E. McNeill, MSN, RN-BC

PREVIEW MODULE 1: THE ROLE OF THE PRECEPTOR
PREVIEW MODULE 2: COMMUNICATION
PREVIEW MODULE 3: ASSESSMENT TO EVALUATION

Module Overview

The purpose of this module is to provide the basic information you will need to make an accurate assessment of each individual learner/new nurse, plan and implement, based on that assessment, and then to provide feedback to the learner as the plan is implemented. Sound familiar? It should. The process that you use to orient and transition new nurses into practice is not new ...you use it all the time as you provide patient care. The primary difference is that you are now applying the process as a preceptor.

Module Objectives

Unit 1: Principles of Adult Learning Applied to Precepting Objectives

1. Define “teaching” and “learning” in terms useful to preceptors, and consistent with principles of adult learning.

2. Identify specific strategies that can be utilized to incorporate adult learning principles into daily preceptor practice.

Unit 2: Assessing the New Nurse Objectives

1. Identify specific strategies preceptors can use to support the new nurse in the novice and advanced beginner stages.

2. Relate the concept of “learning styles” to preceptor practice.

3. Explain differences in learning style preferences using the VAK model.

4. Describe strategies to support the new nurse through each phase of “reality shock.”

Unit 3: Planning Objectives

1. Define competency and the three elements involved in competency assessment.

2. Name the six QSEN competencies and their relationship to planning in the transition process for the new graduate.

3. Discuss basic principles related to planning clinical experiences on a daily basis.

Unit 4: Implementation Objectives

1.  Identify areas of conflict that can occur during the precepting experience.

2. Describe methods for managing conflict within the preceptor/new graduate relationship.

3. Recognize the skills needed by the new graduates to deal with peers and other professionals who create challenging relationships or situations.

Unit 5: Evaluation and Performance Feedback Objectives

1. State the primary purpose of performance feedback.

2. Describe the guidelines for effective feedback.

3. Use the four-step B.E.E.R. model for providing feedback.

4. Differentiate between the processes of evaluation and performance feedback.

Reflect Sample

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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.