Student Nurse Preceptors
- Student Nurse Preceptors
- Roles & Responsibilities
- Practicum Do's and Don'ts
- Student Experience Suggestions
- Required Forms
Student Experience Suggestions
How to organize your student assignments
Client assignments, responsibilities, and expectations for independent functioning should be gradually increased during the practicum experience based on this recommended progression:
Day 1:
Orient student to facility, unit, policies and procedures
Student should shadow preceptor and assist with basic skills and procedures
Day 2:
Assign student two of low acuity clients (critical care students should be assigned one)
Allow student to assume all care of the clients, perform full documentation, and give hand-off report
Days 3-10:
Gradually increase the complexity and number of clients assigned to the student each shift
Days 11 -12:
Student should be assigned the preceptor’s full client assignment
By midway through the experience (around day 6), the student should be caring for an assignment that represents 50% of a typical assignment for the preceptor’s unit. By the end of the practicum the student should have a full client assignment expected for a New Graduate Nurse on the unit.
Teaching Tips
Remember that everyone learns differently, so it is important to use teaching-learning approaches that are specific to your student.
Many times your personal style of learning may be different than your student’s. It will help to understand how your student learns best so that you can adapt your teaching style to one that is best suited for them. Flexibility is important!
Offer information upfront.
Establish and share what you expect from the student and determine what their expectations of you and the experience are as well. Determine goals, both short and long-term, and discuss how the student can best prepare to obtain those goals. This will help you to assess the student’s learning needs and plan activities that will ensure a safe, valuable experience.
Don’t wait until the end to give feedback; this should be done throughout the experience.
Focus on the student’s performance and allow them to be a part of the evaluation process. Don’t just offer information; ask for feedback on how they feel they are doing. Sometimes there are concerns that the student may have that you as the preceptor are not able to see.
If a task is complex, break it into a step-by-step process.
Give the student rationales for each step of the process (they have been taught that the “why” is usually more important than the “what”). Offer guidance and feedback as they demonstrate each step.
Get to know your student.
Knowing the student’s current knowledge base and readiness to learn helps both of you to identify where they are and where they need to be. Make sure that the student feels welcome. This will make them more comfortable to ask questions, communicate openly, and be fully engaged in the experience.
Discuss how and why you are making your patient-care decisions.
Share your thought processes and what led to your decisions. Encourage the student to make decisions on their own and then share them with you so that you can evaluate their critical thinking and decision-making skills. These are both critical skills that should be worked on continually throughout this experience.
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