Mentors and Partners
Setting Up a Partnership/Apprenticeship, Contract for Preceptor, Preceptors, Mentors, and Partners.
Setting
Up a Partnership/Apprenticeship
how does one go about setting up a partnership and a cognitive apprenticeship?
Critical aspects of setting up a successful partnership/apprenticeship include
trust and mutual respect. Learners must trust that their role model (preceptor)
is proficient in skill and in ability to impart knowledge. Expert educators/preceptors
must trust that their apprentice is willing to work with them and learn from
them while providing a safe environment.
the preceptor who does not expect the student educator to supervise or evaluate
nursing students in an unfamiliar setting or situation. For example, a student
educator should not be expected to be solely responsible for providing feedback
to nursing students who have been known to be defensive when given constructive
criticism.
preceptor/role model and student educator should respect that each has gifts
and talents that they bring to the partnership. Learning is not a one way
street. Instructors can always learn from students whether they be nursing
students or student educators.
roles and student roles are well defined will help to ensure that both parties
are cognizant of the expectations and will foster a climate of trust (A
mechanism should be in place for renegotiating terms of the contract as changes
in learner needs and preceptor abilities arise.
Contract
for Preceptor
preceptor is expected to perform in the role of coach, facilitator, teacher,
resource person, and evaluator. Responsibilities include: Meeting with the
preceptee before the preceptorship to review objectives and planned activities
and reevaluate as needed. Serving as role model, supervisor, and clinical
expert of the preceptee.
timelines, and projects with preceptee to meet learning objectives. Providing
scaffolded support by promoting increased independence and self-direction on
the part of the preceptee in relation to meeting learning objectives. Sharing
stories of personal experience and knowledge with preceptee.
variety of opportunities for the preceptee to experience the real-life lived
experience of a nursing educator. Providing constructive feedback to the
preceptee about their progress and performance.
immediately of any problems/concerns arising during placement. Evaluating
preceptee performance and progress toward meeting learning objectives.
Participating in joint conferences between preceptee and faculty advisor as scheduled.
is essential that both apprentice and expert have mutual goals for the
experience and a willingness to work together to achieve those goals. Setting
the stage with a “How can I help you? How can you help me?” expectation
will provide an opportunity for both preceptor and apprentice to gain from the
experience.
clinician who was responsible for educating and evaluating pregnant women with
diabetes. This student designed her learning experience in such a way that she
not only learned from her preceptor but also shared her knowledge with the
preceptor, and gave something back to the affiliating facility.
experienced in literacy and patient education, redesigned a patient diabetic
education pamphlet to be more visually appealing and linguistically easier for
all patients to read. In this way, both preceptor and student benefited from
the experience.
mentor/preceptor. If a student educator is assigned to a preceptor that she
does not know, there exists the potential for a lack of congruence on
goals/expectations or interaction style.
Preceptors,
Mentors, and Partners
mentors, and partners all differ but each serves a positive role in easing the
transition from clinician to educator. A preceptor is a specialized tutor who
gives practical training to the student. Use of preceptors to coach, role
model, and evaluate in nursing education is becoming increasingly common.
addition, they have become popular in the practice setting where hospital
nursing education departments have been pared down because of a lack of
resources. The roles that a preceptor might be expected to assume include
teacher, coach, facilitator, resource person, and evaluator.
Preceptors ease
the transition from clinician to educator by providing one-on-one instruction.
In this environment, the learner is able to ask questions of his preceptor
without the distraction of other student educators. Preceptors provide the
real-life experience of what it is like to be a nurse educator and how to deal
with a variety of issues or problems that may arise.
For example, in one
preceptor-student educator, the student educator described how much she
learned from this one-on-one experience. She not only learned by watching the
preceptor teach in a variety of environments; she also gained confidence
through the positive comments, coaching, and opportunities for experience
offered by her preceptor.
A mentor differs from a preceptor in that a mentor
relationship may be more informal than a preceptorship and usually is in place
for a longer period of time. Vance (1982) defines a mentor as “someone who
serves as a career role model and who actively advises, guides, and promotes
another’s career and training.” Partnerships differ from mentor relationships
in that partnerships are mutually beneficial to both partners.
Although
preceptoring and mentoring are usually confined to career development,
partnerships can be beneficial in both professional and personal domains.
Partnerships can be short-term, outcome-oriented, or long-term, such as
professional growth-oriented and relationship-oriented partnerships (Heinrich
et al., 2005).
Outcome-oriented partnerships are those that focus on a
specific, predetermined outcome; they have a finite ending or goal that defines
and limits the terms of the partnership. One example of an outcome-oriented
partnership is working with a colleague to develop a presentation.
Partnerships
can be more openended , such as those formed in professional growth-oriented
partnerships and in relationship-oriented partnerships. Professional growth
oriented partnerships are evolving and ongoing in nature and include activities
that foster personal professional growth.
These partnerships might include
activities such as designing innovative clinical education strategies,
expanding the role of academic advisor, enhancing skills and knowledge
surrounding learning styles, and working effectively with students with diverse
abilities. Relationship-oriented partnerships develop and exist for the sole
purpose of building camaraderie.
These types of partnership activities might
include interdisciplinary partnerships with other faculty, networking with
clinical/community partners, and building friendships and support systems.
Partnerships ease the transition from clinician to educator mainly by providing
support and expertise to the novice educator.