Dodatkowe przykłady dopasowywane są do haseł w zautomatyzowany sposób - nie gwarantujemy ich poprawności.
Continuity of nursing practice provides the preceptee with a consolidation of knowledge.
It is important to remember that no two preceptors teach the same way, as each individual preceptee is different.
A Practice Educator is available to support staff going through this programme of development and openly encourages the preceptee to plan their own learning.
Greater emphasis needs to be placed on effective rostering of preceptor and preceptee, as continuity is important for the development of trust between the two.
In situations of conflict the educator can take the role of mediator, providing the preceptee with reinforcement of appropriate nursing practice.
An initial 4-hour orientation to Preceptorship is followed by a 4-hour supernumerary period available for the preceptor to familiarize their preceptee (student) with the unit.
It also provides the preceptor with methods of effectively communicating with the preceptee whilst demonstrating the importance of constructive criticism and feedback.
Pelletier and Duffield (1994) stated "preceptorship has been proven to increase satisfaction and foster the sharing of knowledge and wisdom between preceptor and the preceptee".
Constructive and positive feedback is offered to both the preceptee and the preceptor and performance of both reviewed by the NUM and Educator.
A well informed preceptee benefits the ward as the individual is better orientated to the ward setting and feels part of the team quicker and therefore will provide better patient care.
For example the use of more than one preceptor whilst at times convenient to the manager and staff, can cause confusion to the preceptee as it has the potential to introduce conflict of nursing practice.