Health Systems Management Preceptor Manual
This project was supported by funds from the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under grant numbers 1 D09HP00305-01 (Ida Androwich, PhD, RN BC, FAAN and Anne Porter, PhD, RN, Co-PIs) and 2 D09HP00305-04-00 (Ida Androwich, PhD, RN, BC, FAAN, Anne Porter, PhD, RN and Janet Krejci, PhD, RN, Co-PIs), Advanced Practice Nursing: Health Systems Management – Promoting Access to Healthcare (PATH) , Title VIII, from July 2001 to June 2006. The information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by the Division of Nursing, BHPr, DHHS or the U.S. Government.
Table of Contents
Introduction: A Timely Resources for Nurse Manager Preceptors
1. Preceptor Role in Health Systems Management
A. Preceptor competencies
B. Health systems management knowledge/skills to be taught and modeled
C. Is this the right time and place for precepting?
D. Relationship with faculty
2. Applying Principles of Adult Learning
A. Domains of learning
B. Principles of adult learning
C. Learning styles
3. Precepting in Action: Getting Started
A. Assessing student's strengths and limitations
B. Setting realistic objectives
C. The planning meeting
D. Identifying projects for students to undertake
E. Negotiating the agency's environment
F. Role modeling opportunities
G. Fostering critical thinking
H. Teaching as reflection in action
I. Strategies for keeping on track with objectives
4. Precepting in Action: Evaluation of Progress
A. The evaluation role
B. Formative versus summative evaluation
C. Providing constructive feedback during formative evaluation
D. Strategies for managing problem learners
E. "Tightening the Reins": Formulating a collaborative plan for improvement
F. Strategies for handling complex problems
G. "Loosening the Reins": Strategies for letting go
H. Collecting data for summative evaluation
I. Preceptor evaluation
5. Precepting Culturally Diverse Students
A. Why this chapter?
B. Creating conditions for creative interchange
6. Taking a Coach Approach to Precepting
A. Definitions and distinctions
B. Coaching skills
C. The coaching conversation
D. Satisfaction wheels: A tool to facilitate conversation and assess satisfaction
7. Making Precepting a "Win-Win" Experience
A. Challenges to the role
B. Survival skills
C. Preceptor recognition
8. References
9. Appendices
A. Levels of Domains of Learning
B. Thumbnail sketch of the Myers-Briggs Type Inventory
