3.2 PSW Student, Instructor, Advisor, & Preceptor Relationship
A partnership in the Clinical Professional Practice setting is between the student and a Clinical Instructor, the student and the Clinical Advisor, and the student and the PSW Preceptor.
A preceptorship is a partnership defined over a short period to facilitate students’ learning goals and focus on building on previously learned knowledge and skills. The aim is for the Preceptor to act as a role model to guide and mentor the student in their learning. This focus is essential for safe, competent, and ethical practice (RNAO, 2017).
Let’s Review: Preceptorship in Action – Long-Term Care Setting
Keira is an experienced Personal Support Worker (PSW) at a Long-Term Care agency. She has taken on the Preceptor role for Karinpreet, a PSW student beginning her second clinical placement (Consolidation). Having mentored students before, Keira knows the value of starting with a clear and supportive conversation.
Before Karinpreet’s first shift, Keira invites her to meet for coffee in a quiet space to ensure confidentiality.
Keira begins by reviewing the placement curriculum, the core competencies Karinpreet has been working on in her program, and the competency requirements for the Clinical Consolidation experience. Karinpreet shares her learning goals, including building confidence in assisting with mobility and improving her communication with the residents who have dementia.
With a better understanding of Karinpreet’s strengths and areas for growth, Keira outlines a plan for the first week. They agree that Karinpreet will begin by shadowing and assisting Keira during morning care routines, gradually taking on more responsibility as she becomes comfortable. Keira emphasizes the importance of checking in before trying new tasks and encourages Karinpreet to ask questions freely.
They also agree to set aside 10 minutes at the end of each shift to reflect on what went well, what was challenging, and what Karinpreet would like to focus on next.
By the end of their coffee, a foundation of trust and mutual respect has been formed. Karinpreet feels reassured by Keira’s warmth and clarity, and Keira is reminded of the vital role she plays in shaping the next generation of compassionate caregivers.
The Initial Introduction
The below chart can be used (and further completed) by the PSW Instructor/Preceptor in preparation of partnering with a PSW student.
Review Appendix B: Sample of Weekly Schedule of Student Learning for further ideas.
Introduction: Preceptor, Student
Coffee: Private setting, support, approachability
Expectations: Clinical course review & expectations, competencies
Ongoing Relationship: Check-ins, reviews, encouragement, feedback, communication
| Introduction – supportive & informative | Ongoing Guidance & Feedback | Midterm Progress Update | Final Evaluation |
|---|---|---|---|
| Discuss learning objectives and review clinical professional practice domains and competencies | Observe student performance with resident care, provide constructive feedback as needed | ||
| Discuss method of feedback and evaluation | |||
| Discuss client assignment | |||
| Student complete “Let me get to know you” reflection | |||
| Exchange contact information | |||
| Establish a trusting and open communication style for the student to express concerns and ask questions | |||
| Tour the facility, review client assignments, discuss the progression of a “typical” clinical shift. | |||
| Introduce the concept of Post-Conference and student expectations |
OpenAI. (2025, June 9). ChatGPT. [Large language model]. https://chat.openai.com/chat
Prompt: Create an image of the above case scenario.
