For Preceptors

Overview

The preceptoring section is primarily directed towards preceptors themselves. This section defines preceptoring, explains how preceptoring is similar and different to other similar "teaching roles", identifies the participants involved in preceptoring and suggests possible roles for each participant, provides references to resources and tools to assist preceptors in their roles, explores benefits, troubleshooting and diversity issues for preceptors, and preceptor effectiveness.

These topics correspond with how this website is organized and can be located on the website navigation bar.

What is Preceptoring?
Preceptoring is an instructional role in which a health sciences professional is paired for a specific time period with a learner (student or staff member in a new role) in order to assist and support learning experiences and orient the learner.

Similar terms for preceptorship may include, but are not limited to: clerkship, clinical or student placement, externship, fieldwork, internship, placement, practicum, rotation, studentship, work experience, work study program.

A preceptor is an identified experienced practitioner who provides transitional role support and learning experiences within a collegial relationship (with a preceptee) while continuing to perform some or all of the other responsibilities of their position.

Preceptor - Staff Member: Assisting and supporting a new or transferred staff member through a planned orientation to a new practice area.

Preceptor - Student: Assisting and supporting a student through experiences to help them learn.

The term preceptor is widely used in healthcare. Similar terms for preceptor may include, but are not limited to: assessor, buddy, clinical assistant, clinical instructor, clinical supervisor, clinical practitioner, clinical teacher, clinical trainer, coach, facilitator, mentor, supervisor, trainer, tutor.

How Preceptors Can Apply Principles of Adult Learning
A preceptor challenges the learner to consider or reconsider their mental constructs or ways of doing. The learner self organizes his/her own behaviour and makes changes on what is valued. This kind of learning is the way to autonomous continual learning. Teachers like preceptors are learner focused and select activities to promote learning. (Malderez & Bodoczky, 1999 , pp.10-11) Preceptors should appreciate:

• Learning is evolutionary and has plateaus and periods of acceleration

• Participation enhances learning
  

• Repetition strengthens learning
  

• Reinforcement enhances learning
  

• Variety in learning activities increases interest
  

• Readiness to learn enhances retention
  

• Immediate use of information and skills enhances retention of learning