ABSTRACT
Nursing preceptors initiate new staff to the professional environment. To be successful, preceptors must be willing and knowledgeable in their role, both clinically and as an instructor. This study evaluated the effects of a 4-hour preceptor class to change preceptor behavior. Twenty-seven class participants commented on the class and their goals, and 18 completed a follow-up survey 2 months later. Among those 18, 90% had achieved at least one of their goals. One barrier to achieving planned changes was having the opportunity to precept over the time period. Participants indicated that improved listening skills, application of content, and team building all supported their improvement as a preceptor.
ABSTRACT
The Board of Nurse Examiners and the Board of Vocational Nurse Examiners for the State of Texas updated the state's competency-based education model in collaboration with stakeholders in nursing service, state nursing organizations, and the deans and directors of the state's 82 board-accredited professional nursing programs. Based on this collaborative effort, 14 differentiated entry-level competencies with associated knowledge and clinical behaviors/judgments were identified that set standards for graduates of vocational, diploma, associate, and baccalaureate degree programs.
