Preceptor Preparation Online Course - Advanced

Mozilla Firefox preferred browser

Essential Competencies of Preceptors: A Focus on Working with APRN Students

Module 6: Communication and Conflict Resolution

Summary

Nurses' are familiar with therapeutic communication and are taught the components of communication early in their educational experience. Communication skills are a component of patient and staff satisfaction, patient safety and team effectiveness and a skill that always can be improved. Communication is also critical to a successful preceptor/student learning experience from the first meeting where the goals of the experience are developed to the final evaluation of student performance. Effective communication in a preceptor/student experience is based on the skills of intent, listening, advocacy, inquiry and silence. Using these skills allows the preceptor/student relationship to develop and learning to occur. Using these communication skills well increases the positive use of feedback to the student so learning can occur. The ability to influence student behavior through feedback is one of the most powerful tools a preceptor can master. Besides improving performance, feedback can prevent the conflicts that can occur in the relationship or resolve the conflicts if they develop. By honing communication skills to deliver effective feedback, the preceptor can create a transparent experience which can assist the student in developing skill.

REFERENCES

Edmondson, A.C., Lei, Z. (2014). Psychological Safety: The history, renaissance, and future of an interpersonal construct. Annual Review of Organizational Psychology and Organizational Behavior, 1, 23-43.

Luhanga, F., Yonge, O., & Myrick, F. (2008). Strategies for precepting the unsafe student. Journal for Nurses in Staff Development: Official Journal of the National Nursing Staff Development Organization, 24(5), 214-221. doi:10.1097/01.NND.0000320693.08888.30

Marquis, B. L., & Huston, C. J. (2011) Leadership roles and management functions in nursing: Theory and application (7 ed.).Philadelphia: Lippincott Williams & Wilkins.

Modic, M. B., & Harris, R. (2007). Masterful precepting: Using the BECOME method to enhance clinical teaching. Journal for Nurses in Staff Development: Official Journal of the National Nursing Staff Development Organization, 23(1), 1-9.

Onello R, Rudolph JW, Simon R. Feedback for Clinical Education (FACE) Rater's Handbook. Center for Medical Simulation, Boston, Massachusetts. https://harvardmedsim.org/wp-content/uploads/2016/10/FACE_RaterHandbook.pdf. 2015.

Onello R, Rudolph JW, Simon R. Feedback for Clinical Education (FACE) - Rater Version. Center for Medical Simulation, Boston, Massachusetts. https://harvardmedsim.org/wp-content/uploads/2016/10/FACE_RV_RatingForm.pdf. 2015.

Onello, R. (2015). Assessing the quality of feedback during clinical learning: Development of the Feedback Assessment for Clinical Education (FACE) (Doctoral dissertation in press). University of Maryland, Baltimore, School of Nursing.

Rudolph, J.W., Simon, R., Rivard, P., Dufresne, R. & Raemer, D.B. (2007). Debriefing with good judgement: combining rigorous feedback with genuine inquiry. Anesthesiology Clinics, 25, 361-376.

Rudolph, J.W., Raemer, D.,B. & Simon, R. (2014). Establishing a safe container for learning in simulation: The role of the presimulation briefing. Simulation in Healthcare, 9, 339-349.

Eisner, D. (2016). The Clinical Success Formula: How to Reduce Anxiety, Build Confidence, and Pass with Flying Colors. Baltimore, MD: Dan Eisner Consulting, LLC.

This website is maintained by the University of Maryland School of Nursing (UMSON) Office of Learning Technologies. The UMSON logo and all other contents of this website are the sole property of UMSON and may not be used for any purpose without prior written consent. Links to other websites do not constitute or imply an endorsement of those sites, their content, or their products and services. Please send comments, corrections, and link improvements to [email protected].