3.2 Clinical Professional Practice 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.
Even though the term preceptor does not refer to a Clinical Instructor, they are, in many ways, preceptoring/mentoring the student.
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).
Clinical supervision is a structured and supportive professional development process that helps practitioners build their knowledge and skills, take ownership of their practice, and ensure safe, high-quality care, especially in complex clinical environments (Department of Health, 1993).
Let’s Review: Precepting in Action – Long-Term Care Setting
Keira is a seasoned Personal Support Worker (PSW) at a long-term care home. 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 in the staff lounge for a coffee. They sit in a quiet corner, away from the business of the resident area.
Keira begins by reviewing the placement curriculum, the core competencies Karinpreet has been working on in her program, and the competency requirements for the consolidation clinical 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 laid. 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.
Activity
The videos below will spark conversation and reflection about what traits and dispositions to look for as a preceptor and mentor for a PSW student. The videos will also provide thoughts and ideas on what a positive mentor relationship will look like in the day-to-day work of a Personal Support Worker.
Watch the video:
Watch the video:
After watching the videos, what dispositions and messages resonate with you as you embark on mentoring PSW students in the clinical professional practice setting?
The Initial Introduction
Introduction: Preceptor, Student
Coffee: Safe 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 |
