The Preceptor Academy PARTICIPANT GUIDE

PRECEPTOR ACADEMY

PARTICIPANT’S GUIDE

Presenters:
Jacey Mattison MSN, RN
RN Staff Educator, Generalist
Jesi Watts MSN, RN, CCAP
RN Staff Educator, Generalist

Notes to Self

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Workshop agenda

 Registration/Sign in/Housekeeping/Objectives
 Welcome: Activity #1 –Sharing
 Goals- Activity #2
 Best & Worst Preceptors- Activity #3
 Preceptor Roles
 Preceptor Position Description & Responsibilities- Activity #4
 Relationship Building: Preceptor & New Team Member Interview- Activity #5
 What does a new team member look like- Benner‘s theory of Novice to Expert
 Color Personality Test- Activity #6
 Preceptor Attributes- Activity #7
 Learning styles & Inventory- Activity #8
 Generational & Cultural Differences
 Competency Verification/Orientation
 Teaching Critical Thinking – Tanner’s theory of critical thinking
 Communication –Activity #9 Communication Style Inventory
 Proxemics and Paraverbal Demonstration Activity #10 & 11
 Reality Shock: Activity #12
 Time Management
 Goals
 Feedback: Activity #13- B.E.E.R
 Evaluation & Letting go
 Review Goals
 CNE Distribution

3

Hello My Name is…

Activity #1

Sharing

 Your name
 Your department/shift
 How long have you been at JPS?
 How long have you been in your current role?
 Have you ever precepted before?

Activity #2

Goals

 Establish two goals that you wish to accomplish by attendance at this workshop
 Write your goals on the big post-it note.
 Be prepared to share these goals with the group

YOUR workshop objectives:

4

Best & Worst Activity #3

What makes a good preceptor?

Wearing the Preceptor Hat

What are some roles of a preceptor?

1. Educator/Teacher
2. Coach
3. Encourager
4. Socializer
5. Record keeper
6. Evaluator
7. Advocate
8. Role model
9. Mentor

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Preceptor Position Description

Activity #4

1. BASIC FUNCTION

Performs activities related to orientation, competency assessment, and competency verification of new employees. Identifies
orientation and competency needs and collaborates with the manager/director/supervisor and education department to develop a
plan to meet orientation and competency needs during time-limited preceptorships.

2. POSITION SCOPE

Guides, advises, and instructs new employees during their preceptorship, which includes organization, clinical, and department
orientations; assists with completion of orientation documentation; communicates with manager/director/supervisor and education
department regarding new team member progress; and assesses and verifies initial competencies.

3. PRIMARY RESPONSIBILITIES AND ACCOUNTABILITIES

 Designs and implements individual orientation plans in collaboration with the education department and
supervisors/managers

 Develops orientation schedule in collaboration with the education department and supervisors/managers
 Completes weekly preceptor feedback and evaluations of new team member and communicates progress with new team

members, the education department, and supervisors/managers
 Assists with completion of preceptorship records, competency assessment, and skills/competency verification methods
 Completes preceptorship evaluation forms and discusses outcomes with new team members, the education department, and

supervisors/managers

4. MINIMUM QUALIFICATIONS

 If licensed, current unencumbered licensure
 Minimum of 12 months of employment with JPS
 Minimum one year of experience in the area assigned
 Meets all area specific requirements
 No written counseling, no final counseling, or placed on a performance improvement plan during previous 12

months.
 Recommendation from manager/supervisor
 Attends all preceptor program activities

 Preceptors may not be a relative, immediate supervisor, or employee of the new team member/student

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Preceptor & New Team Member Responsibilities

Preceptor

 Attend the preceptor workshop listed on Net Learning and meet unit standards for continuing education.
 Be familiar with your department orientation manual and the policy and procedures of the network and your department.
 Familiarize yourself with the preceptee’s background and previous experience.
 Introduce the preceptee to staff and orient them to the unit.
 Set mutual goals with the preceptee on a daily and weekly basis and provide feedback to the preceptee.
 Contract with the preceptee to accomplish competencies in a specified length of time, agreed upon by the preceptee, preceptor,

manager, and unit educator.
 Plan activities for the orientee to facilitate completion of the clinical competencies.
 Discuss the progress of the preceptee with co-preceptors, the educator, and the manager in a professional, collaborative, and

private manner.
 Use critical thinking strategies throughout the orientation process.
 Meet with the nursing manager and / or educator and the preceptee at the final evaluation to discuss the progress and goals.
 Continue to improve and upgrade the orientation program by identifying needs and helping to develop plans for improvement.
 Do not change your schedule without collaborating with your preceptee and your manager / educator.

New Team Member

 Contract with the preceptor to accomplish competencies by a specific deadline.
 Proactively work under the supervision of a preceptor to attain competency goals.
 Report for all assigned shifts on time and ready to work. You must work your preceptor’s schedule.
 In case of personal illness or emergency, notify your assigned unit.
 Complete and submit all forms to the unit educator at the completion of orientation.
 Be accountable for all district and departmental policies, procedures, protocols, and guidelines.
 Exhibit good verbal and written communication skills.
 Be able to identify and articulate your personal strengths and weaknesses.
 Accept constructive criticism and use the suggestions to improve the learning experience.
 Complete all unit-specific mandatory classes and CBLs within in a specified length of time, agreed upon by

the preceptee, preceptor, manager, and unit educator.
 Complete all orientation paperwork in a specified length of time, agreed upon by the preceptee, preceptor,

manager, and unit educator.
 Participate in scheduled evaluations with the manager, educator, and/or preceptor to discuss the orientation

process.
 Attend in-services and use self-learning tools or online education assigned by the preceptor.
 Assume responsibility for seeking out additional learning experiences and resources in the clinical setting.

I have read and I understand what is required of me in my role:

New Team Member Name: ___________________________________Unit:__________________Date:________________
Preceptor Name: __________________________________________Unit:__________________Date:________________

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Preceptor and New Team Member Interview

Activity #5

PURPOSE: To foster the preceptor/new team member relationship and to tailor the program to maximize the new team member’s
experience.

INSTRUCTIONS: Complete the following questionnaire and review it with your preceptor during your initial meeting. Once
completed and reviewed, this interview will remain in your competency folder on your unit.

Graduated from (Name of School/Program):

1. Where are you from originally?

2. Describe the types of work experiences you have encountered.

3. Have you ever participated in a preceptorship before? If so, how did it go?

4. What do you expect to gain from the Preceptorship Program? What do you know about preceptorships?

5. Describe the best way you learn.

7. What do you see as your major strengths?

8. What do you see as some obstacles in your new role?

9. Is there anything you would like me to know about you or your needs in your new position?

10. How can I further assist you during your transition?

11. What questions do you have?

Comments: DATE
DATE
NEW TEAM MEMBER
PRECEPTOR

8

Benner’s Theory: Novice to Expert

1). Novice
2). Advanced Beginner
3). Competent
4). Proficient
5). Expert

9

The Color Personality Test

Activity #6

INSTRUCTIONS: Pick ONE word out of each group of four words that describes you the best.

*Remember* this quiz is just like others, in the fact that you shouldn’t cheat b/c the results would
inappropriately describe you. The only way others can help you is by defining words for you, not pick the
words for you.

A. Receptive A. Geniune A. Tender
B. Practical B. Responsible B. Faithful
C. Complex C. Intelligent C. Calm
D. Easily-Bored D. Spontaneous D. Impulsive
A. Agreeable A. Devoted A. Open
B. Established B. Conservative B. Reliable
C. Logical C. Abstract C. Curious
D. Active D. Energetic D. Bold
A. Cooperative A. Romantic A. Friendly
B. Sensible B. Efficient B. Trustworthy
C. Innovative C. Cool C. Inventive
D. Broad-minded D. Skilled D. Daring
A. Good-natured A. Sincere A. Easy-going
B. Organized B. Patriotic B. Dependable
C. Ingenious C. Work-is-play C. Academic
D. Qualified D. Adventurous D. Competent
A. Sympathetic A. Nuturing A. Creative
B. Stable B. Loyal B. Traditional
C. Conceptual C. Proficient C. Original
D. Tolerant D. Competitive D. Enterprising

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SCORING: Look at your quiz & count how many times you selected answer 'A' 'B' 'C' or 'D'

Example: If you mostly chose:

A=9 /Primary color = Blue A - You're a BLUE.
B=4 /Secondary color = Gold B - You're a GOLD.
C=0 C - You're a GREEN.
D=2 D - You're an ORANGE.

Gold Personality: Golds are organized and efficient people.

Things that frustrate golds: Things golds do to frustrate others:
Irresponsibility, being late, change Control freak
Lack of planning Being bossy and controlling
Lack of discipline Working long hours
Laziness Being obsessive
High risk taking Being judgmental
Illegal behavior Planning for everything

STRENGTHS: Task & structure focused, Having a serious attitude, Engaged in helpful work, Respects

Authority, Dependable, Loyal, Prepared, Practical, Orderly, Law abiding, Responsible, Follows through with
tasks.

WEAKNESSES: Complain, Behaves w/ self pity, Shows worry, Shows anxiety, Can be depressed easily,

Exhibits phobic reations, Expresses psychosomatic problems, Can be malicious in judgment of self and others,
Authoritarian.

How can you get along w/ a Gold? Always do what you say you are going to, Be Punctual, Remember their
Birthday, Give them time for planning things, Say "please" and "thank you."

DO NOT: Use profane language, Expect them to do anything risky, Ask them to splurge w/ finances, Expect
them to challenge the system, Expect them to make a decision w/o all the facts.

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Blue Personality: Blues are the emotional type. They value friendship and
honesty.

Things that frustrate blues: Things blues do to frustrate others:
Lying Lack of planning
Violence Being passive
Personal rejection, arrogance Avoiding conflict
Lack of communication, chaos Suppressing problems
Lack of close friends, isolation Being too generous
Sarcasm, being yelled at Being overly sentimental

STRENGTHS: Thoughtful, Honest, Encouraging, Calm, Creative, Non judgmental, Accepting/Understanding,

Assertive, Humorous, Dedicated

WEAKNESSES: Does not hold back emotionally, Fantasizes, Will lie to save face, Cries readily and often, will

become passive aggressive, Daydreams, Will withdraw from confrontation.

How can you get along w/ a Blue? Talk about your personal feelings, look at them directly and be attentive,
be honest & sincere, & allow them to vent about their feelings.

DO NOT: Interrupt them, Ignore them, Try to get them in a fight, Take advantage of their caring nature,
Compare them to someone else.

Orange Personality: Oranges are the adventurous people of the world and are typically
the leaders of a group.

Things that frustrate oranges: Things oranges do to frustrate others:
Rules and laws, being on time Ignoring rules
Same routine, boredom Being undisciplined
Deadlines, paperwork Lack of planning
Criticism, Negativity Being quick-tempered
Lack of adventure Thinking out loud
Too much structure Impulse buying

STRENGTHS: Independent, Flexible, Works well in crisis, Gets things done, Humorous, Not afraid of Failure,

Positive, Optimistic, Energetic, Supportive, Creative, Loves challenges and meets them, Confident,
Spontaneous, Motivated, Leaders, Loves thrills.

WEAKNESSES: Acts rude and is defiant, Will ignore rules purposely, Acts out loud, Will lie and cheat, Can

exhibit violent behavior, Runs away from responsibility, Drops out of society by doing something unusual.

How can you get along w/ an Orange? Always be happy and positive, Oranges love humor and jokes, Never
restrict them, Allow them to stay busy, Set some boundaries, but allow them fliexibility to succeed. DO NOT:
Feel depressed in their presence, Demand anything, Demean them or consider them less than what they are;

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they make things happen in this world, Start a fight w/ them unless you're ready for a long battle (they fight
to the finish and usually win).

Green Personality: Greens are characterized by their ability to rationalize everything and
are normally introverts.

Things that frustrate greens: Things greens do to frustrate others:
Routine, too many rules, disorganization Not being sociable
Small-talk Living in the future
Plagiarism Being wordy
Illogical arguments, unfairness Blowing up when criticized
Social functions Not going with the flow
Incompetence Being to independent

STRENGTHS: Questions and explores ideas, Considers the ideas of others, Likes to be independent, Does

not like to be involved socially, Pleasant, High level of self expectation, Always looking to improve, Ingenious,
Best when problem solving, Confident, Persistent, Global, Logical, Insightful, Ambitious, Strategist, Attention
to detail, Precise communicator.

WEAKNESSES: Can be indecisive, Does not like to comply, Can be ornery, Aloof and Withdrawn, Sarcastic,

Snobbish, Great at the silent treatment, Uncommunicative, Self critical, Critical of others, Perfectionist.

How can you get along w/ a Green? Try to be as logical as possible, Give them time to think and reflect,
Expect them to take the leadership position, Avoid chit-chat & get to the point, Respect & acknowledge their
intelligence, Give them data & rational support to ideas. DO NOT: Talk about emotions, Force them to be
social, Be hurt by their lack of emotion (they are not hurtful intentionally, just direct).

You can take another version of this test online at:
http://www.truecolorscareer.com/quiz.asp

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Preceptor Attributes –Activity #7

Knowledge Skills/Abilities Attitudes

Policies and procedures Patient care Mature
Practice standards Communication Respectful
Unit/area routines Use of equipment Realistic
Documentation Use of resources Patient
Available resources Interpersonal relationships Flexible
Adult learning principles Work organization Dependable
Methods of teaching and Problem-solving Supportive, encouraging
learning Decision-making Positive
Priority-setting Has a sense of humor
Teamwork Delegation Constructive
Time management

You were selected to be a preceptor because you have many of these characteristics.

Which ones do you possess?

Perform a self-assessment by highlighting those which you have. Circle the ones you will then have to
develop?

Be prepared to share these attributes with the group.

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Assessment of the Learning Style—Activity #8

LEARNING STYLE INVENTORY TEST

To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to access information.
By doing so, you will be able to develop strategies that will enhance your learning potential.

Place a  on the appropriate line after each statement. Often Sometimes Seldom

1. Can remember more about a subject through the lecture method with
information, explanations, and discussion.

2. Prefer information to be written on the chalkboard, with the use of visual
aids and assigned readings.

3. Like to write things down or to take notes for visual review.
4. Prefer to use posters, models, actual practice, and some activities in class.
5. Require explanations of diagrams, graphs, or visual directions.
6. Enjoy working with my hands or making things.
7. Am skillful with, and enjoy developing and making, graphs and charts.
8. Can tell whether sounds match when presented with pairs of sounds.
9. Remember best by writing things.
10. Can understand and follow directions on maps.
11. Do better at academic subjects by listening to lectures and tapes.
12. Play with coins or keys in pockets.
13. Learn to spell better by repeating words out loud than by writing words on

paper.
14. Can better understand a news story by reading about it in the paper than

by hearing it on the radio.
15. Chew gum, smoke, or snack during studies.
16. Feel the best way to remember is to picture it in your head.
17. Learn spelling by “finger spelling” words.
18. Would rather listen to a good lecture or speech than read about the same

material in a textbook.
19. Am good at working and solving jigsaw puzzles and mazes.

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20. Grip objects in hands during learning period.

21. Prefer listening to the news on the radio than reading about it in the
newspaper.

22. Obtain information on an interesting subject by reading relevant materials.

23. Feel very comfortable touching others, hugging, handshaking, and so on.

24. Follow verbal directions better than written ones.

Scoring procedures

Please insert the following point values on the line next to the corresponding item. Add the points in each column to
obtain the total preference scores under each heading.

Often = 5 points Sometimes = 3 points Seldom = 1 point

Visual Auditory Tactile

No. Pts. No. Pts. No. Pts. VPS = Visual Preference Score
APS = Auditory Preference Score
2. 1. 4. TPS = Tactile Preference Score

3. 5. 6.
7. 8. 9.
10. 11. 12.

14. 13. 15.
16. 18. 17.

19. 21. 20.
22. 24. 23.

Total Total Total
VPS APS TPS

If your VPS total was highest, you are a VISUAL learner.

Advice: Be sure that you look at all study materials. Use charts, maps, videos, notes, and flashcards. Practice
visualizing or picturing words/concepts in your head. Write out everything for frequent and quick visual review.

If your APS total was highest, you are an AUDITORY learner.

Advice: You may wish to use tape recordings. Tape lectures to help you fill in the gaps in your notes. But do listen and
take notes, and review those notes frequently. Sit somewhere in the lecture hall or classroom where you can hear well.
After you have read something, summarize it and recite it aloud.

If your TPS total was highest, you are a TACTILE learner.

Advice: Trace words as you are saying them. For facts that must be learned, you should write them out several times.
Keep a supply of scratch paper for this purpose. Taking and keeping lecture notes will be very important. Make study
sheets.

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Generational Learning

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Orientation, competency assessment, and verification

What is orientation?

What is competency?

Technical skills Interpersonal skills Critical thinking skills
Tasks performed efficiently  Communication
and safely using the  Customer service  Problem-solving
following:  Conflict management  Time management
 Delegation facilitation  Priority-setting
 Cognitive skills  Collaboration  Planning
 Directing others  Creativity
 Knowledge  Ethics
 Resource allocation
 Psychomotor skills and  Fiscal responsibilities
abilities  Clinical reasoning
 Reflective practice
 Technical  Articulation (e.g.,  Learning/teaching
understanding (ability expectations and  Change management
to follow directions and boundaries)
carry out procedures)
 Appreciating diversity

 Team building

 Listening

 Respecting

 Caring

 What is a unit-specific competency-based orientation?

 How do you assess the new team member’s current level of skill and knowledge?

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What is technical competence?

Technical competencies checklist: 
Draw blood from arterial line 
Verify accuracy of data transfer 
Identify problematic lab values and take appropriate actions 
Respond to STAT orders within 30 minutes
Start an therapy and manage the equipment properly
Make appropriate referrals to outpatient services

The advanced level of technical competence is to add the component of efficiency. In healthcare today, performing
technical skills safely and effectively is the minimal expectation. Performing them with the minimal expenditure of
time and supplies is also necessary.

What is interpersonal competence?

Can you list others? Use the checklist below to record other interactions you can use to measure
interpersonal competence.

Interpersonal competencies checklist:

Greet staff, patients, and families with warmth and genuineness 

Call patient by his or her preferred name 

Display proper phone etiquette 

Anticipate patient and family anxiety and offer information, reassurance, and 
comfort

Work cooperatively with team members 

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Competency Verification Methods

Competency verification methods are approaches to competency assessment that preceptors can use to
complement the unique ways new team members access and process information.

1. Tests/exams—measure cognitive skills and knowledge only; for competencies that require an
outcome of the retention or understanding of information (e.g., written tests, quizzes, oral exams,
surveys, worksheets, calculation tests, crossword puzzle tests, some word games)
2. Return demonstrations—measure technical skills only (e.g., CPR; ACLS; use of new equipment;
skills checklists; direct observation)
3. Evidence of daily work—measure skills in the technical domain; assess the actions demonstrated on
a daily basis to do the job (e.g., verify ability to use Bar Code Medication Administration [BCMA] by
observing the final product ; medications are given and entered correctly into the BCMA system during
daily work; direct observation)
4. Case studies—measure critical thinking skills (e.g., performance-based interviews)
5. Exemplars—measure both critical thinking skills and interpersonal skills that are difficult/impossible to
observe (e.g., grief counseling, customer service, learning on the fly, professionalism)
6. Peer reviews—measure both critical thinking skills and interpersonal skills (e.g., professionalism, 360-
degree assessments, customer service)
7. Self assessments—measure critical thinking skills associated with values, beliefs, myths, and
assumptions; assess the affective domain of learning (e.g., coping with change; pain management;
career development)
8. Discussion/reflection groups—measure critical thinking skills; when linked with mock events, may
measure technical and interpersonal skills (e.g., debriefing after a code or crisis intervention; discussions
using case studies or exemplars; root cause analysis after a sentinel event)
9. Presentations—measure knowledge and understanding (e.g., debriefings; grand rounds; shift reports;
journal clubs; review boards; inservices)
10. Mock events/surveys—assess responses in daily work or practice; reflect individual performance;
important to debrief after MEs (e.g., simulations; mock codes; simulated disaster drills or other
emergency situations; mock surveys for accreditation agencies; mock surveys of proper equipment use
and maintenance)
11. Quality improvement monitors—measure any of the three skill domains (cognitive, affective,
psychomotor) anytime they reflect individual performance; check compliance with policies and protocols;
benchmark desired outcomes and achievement of those outcomes (e.g., chart/documentation audits;
medical records; compliance with policies and protocols; appropriate equipment set-up/teardown/clean-
up)

Is there a difference between competency assessments and performance
reviews or appraisals?

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Tanner’s Critical Thinking Model

NOTICING:
INTERPRETING:
RESPONDING:
ACTION:
OUTCOMES:

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Components of Communication (notes) Activities # 9-11

 Precipitating factors
 Personal Space (proxemics)
 Kinesics (body language)
 Paraverbal communication

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Helping the new hire overcome “reality shock”

Activity #12
Reality shock refers to the disillusionment and disorientation that can occur when new graduates or new
team members perceive that the job they have is different from the job for which they thought they were
preparing.

How can the shock phase be avoided?

Use the following table to record one to two weaknesses, obstacles, and inconsistent practices
you’ve identified on your nursing unit.

Weaknesses Obstacles Inconsistent practices

What can be done on the nursing unit to change the situation?
Who needs to be involved in this change process?

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Managing your time: Managing yourself

What is “time management”?

1. List at least three things you do that waste time and how you could recover that time. Discuss your
answers.

2. Review the three primary tasks affecting time management (organization, priority setting, and
delegation) and how these are applied in preceptorships.

3. Discuss what tactics you would use or suggest to help new team members manage their time
effectively.

4. How would you manage your time when given the added responsibilities of working with new team
members, some students, or new graduates?

Benefits of Time Management
Rewards are immediate and the results are obvious and can be measured in terms of:

 more work done
 higher work quality
 quicker job advancement
 better self-control
 fewer missed deadlines
 better self-image

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Positive attitudes about time

 You can control your time through planning, thereby increasing your productivity and decreasing your
stress.

 We all are given 168 hours a week, no more and no less, and how we spend it affects our outcomes,
goals, and satisfaction with our life.

 Only you can determine what is the best use of your time right now.
 Time provides opportunity for growth and development.
 Irrespective of your opinions, thoughts, or situations, “time moves on.”
 By being careful and aware of 5- and 10-minute segments of your time, you can increase your

efficiency and induce yourself to use your time wisely.

Time savers/helpers
Include: planning/controlling your time, making lists, setting priorities, completing agendas for meetings (do
we really need to meet?), handling paper only once, not procrastinating. Do it now, and delegate, delegate,
delegate.

Three primary tasks for time management:

1. Organize
2. Prioritize
3. Delegate

 Manage interruptions, emergencies, and crises with tact, diplomacy, and courtesy.
 Become better at solving problems and resolving conflict (use tried and true models).
 Be assertive; say “no.”
 Control the controllable and accept the uncontrollable.
 Keep interruptions short. Be ruthless with time, and be generous and kind to people.
 Occasionally become invisible and not so completely available.
 Avoid getting angry or hurt if possible; these waste time and energy.
 Maintain a sense of humor.
 Don’t forget to plan and make personal time for fun and recreational activities.

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Bloom’s Taxonomy Action Verbs

Definitions Knowledge Comprehension Application Analysis Synthesis Evaluation

Bloom’s Remember Demonstrate an Apply knowledge Break down Compile Make and
Definition previously understanding of to actual objects or ideas
learned the facts. situations. into simpler parts component defend
information. and find evidence
to support ideas into a new judgments based
generalizations.
whole or on internal

propose evidence or

alternative external criteria.

solutions.

Verbs • Arrange • Classify • Apply • Analyze • Arrange • Appraise
• Define
• Describe • Convert • Change • Appraise • Assemble • Argue
• Duplicate
• Identify • Defend • Choose • Breakdown • Categorize • Assess
• Label
• List • Describe • Compute • Calculate • Collect • Attach
• Match
• Memorize • Discuss • Demonstrate • Categorize • Combine • Choose
• Name
• Order • Distinguish • Discover • Compare • Comply • Compare
• Outline
• Recognize • Estimate • Dramatize • Contrast • Compose • Conclude
• Relate
• Recall • Explain • Employ • Criticize • Construct • Contrast
• Repeat
• Reproduce • Express • Illustrate • Diagram • Create • Defend
• Select
• State • Extend • Interpret • Differentiate • Design • Describe

• Generalized • Manipulate • Discriminate • Develop • Discriminate

• Give example(s) • Modify • Distinguish • Devise • Estimate

• Identify • Operate • Examine • Explain • Evaluate

• Indicate • Practice • Experiment • Formulate • Explain

• Infer • Predict • Identify • Generate • Judge

• Locate • Prepare • Illustrate • Plan • Justify

• Paraphrase • Produce • Infer • Prepare • Interpret

• Predict • Relate • Model • Rearrange • Relate

• Recognize • Schedule • Outline • Reconstruct • Predict

• Rewrite • Show • Point out • Relate • Rate

• Review • Sketch • Question • Reorganize • Select

• Select • Solve • Relate • Revise • Summarize

• Summarize • Use • Select • Rewrite • Support

• Translate • Write • Separate • Set up • Value

• Subdivide • Summarize

• Test • Synthesize

• Tell

• Write

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GUIDELINES FOR PROVIDING EFFECTIVE FEEDBACK

Attributes of effective feedback:

Specific, not general Descriptive, not Timed to be most useful Constructive, not
judgmental destructive
Sensitive to new team member’s Directed at behavior, not at
Factual, not opinionated Clearly understood by feelings and needs personalities
the receiver Allows for new team member’s Leads to positive outcomes
perspective
Share information, not give Based on mutual

advice rapport and trust

Elements of feedback:

Describe what was observed: who, Description: “After loosening the dressing, you put on sterile gloves and removed
what, when, where, and how. the old dressing.”
Relate how the observed behavior
made you feel. Reaction: “I felt that the sterile field had been violated. This is the reason I
Be as specific as possible. Avoid suggested that you discard the clean dressing.”
judging and generalizing.
Specifics: “The gloves you used to pick up the new sterile dressing were the
Suggest an alternative action, same as those you used to discard the old soiled dressing. A nonsterile surface
behavior, or response. came into contact with a sterile surface.”

Alternative behavior: “Another way to manage this situation is to double-glove
and remove the outer gloves when you discard the soiled dressing. You could
also discard the contaminated gloves and then put on a second pair of sterile
gloves before handling the new sterile dressing.”

Principles of providing feedback:

Positive: Whenever possible, provide positive feedback.
Constructive: When necessary, provide constructive feedback.
Negative: Unless an emergency situation arises, avoid giving negative feedback.

B.E.E.R. feedback method

One way to provide feedback is to follow a four-step model for criticizing and correcting behavior and performance
problems. This model is based on a four-step process that involves asking yourself questions about the new team
member’s behavior. Remember the acronym “B.E.E.R”:

B.E.E.R. feedback model:

B: Behavior What is the new team member doing or not doing that is unacceptable?

E: Effect Why is the behavior unacceptable? How does it hurt productivity, impact
safe patient care, breach policies and procedures, bother others, and so on?

E: Expectation What does the preceptor expect the new team member to do or not do to
change?

R: Result What will happen if the new team member changes (positive tone) or this
behavior continues (negative tone)?

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The following action plan is a way to make sure the new behaviors and skills learned during the
orientation are applied on the job quickly so that new team members can immediately break through
their natural resistance and make the needed changes. Have new team members select the
objectives that are most important to them and complete an action plan for each one to reach
orientation and competency verification goals.

DISCUSSION POINT COMMENTS/ACTIONS NEEDED

OBJECTIVE: (What skill or ability do you
want to change or improve? It must be
specific, attainable, and measurable.)

GOALS ACHIEVED: (How will you know
what you have accomplished? Be specific.)

PROBLEMS: (What barriers, resistance, or
obstacles might you anticipate?)

SOLUTIONS: (How do you plan to avoid or
deal with these problems?)

RESOURCES: (What people, time,
equipment, and materials will you need?)

BENEFITS: (What’s in it for you and for the
organization?)

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Evaluations

Evaluations should be affirming and future-oriented. It is important to identify things that are positive and
encouraging. You will also want to identify what has been accomplished and suggest ways to build on those
areas in the future. Evaluations should be educative and enhance self-esteem.

There should not be surprises in evaluations if you, the preceptor, have been giving daily feedback and
opportunities to correct behaviors.

As each required competency is successfully demonstrated, tell the new team member that an objective has
been completed. Review the documentation form each day and check off the day’s accomplishments. This
exercise helps the new team member see progress and feel successful.

It is also important to communicate to the new team member the areas that need further experience or
improvement. Be direct and address negatives first. Do not sandwich negatives between two positives; it
dilutes the effectiveness of both. Do not be apologetic about constructive criticism. As a preceptor, you have
both a right and a responsibility to require good performance.

You will want to collaborate with new team members to develop a plan to improve these areas. Areas for
improvement must be discussed as they are identified. Do not wait until the last day of orientation to tell new
team members everything they are not doing correctly! You will also want to keep the manager updated on
any areas in which the new team member is failing to progress as expected.

When you sit down with the new team member for an evaluation, do the following:
 Find a quiet, controlled environment without interruptions.
 Maintain a relaxed but professional atmosphere.
 Put the new team member at ease.
 Review specific examples of both positive and negative behaviors.
 Discuss future needs and goals.
 Express confidence in the new team member’s ability to do the work.
 Be sincere and constructive in both praise and criticism.
 Ask the new team member how you, as a preceptor, can improve the learning experience.

Notes:

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Evaluating performance and providing effective feedback

Feedback must be specific, factual, descriptive, clearly understood by the preceptor and new team member, timed
to be most useful, sensitive to the preceptor and new team member, constructive, and directed at behavior rather
than personality traits. Whenever possible, provide positive feedback. When necessary, provide constructive
feedback. Avoid giving negative feedback if at all possible. Complete the evaluation form at each agreed-upon time
interval (e.g., every week during the preceptorship) and at the termination of the preceptoring relationship. When
giving feedback

 describe specifically what was observed: who, what, when, where, and how
 avoid generalizing or making assumptions
 relate how the observed behavior or actions made you feel
 suggest an alternative behavior or action

New team members need frequent feedback on the things they are doing well, the areas they need to work
on, and their progress toward orientation and competency assessment goals. Continuous feedback allows
preceptors to

 motivate and positively reinforce learning
 diagnose the nature and extent of any problem areas
 offer constructive criticism when needed
 identify areas for remediation
 determine the effectiveness of the learning activities

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