Deck 12: Guidelines for Preceptors

Question 1

The preceptor has several roles, including those of

A) coach and mentor
B) teacher and facilitator
C) teacher and mentor
D) researcher and resource person
E) co-evaluator and supervisor

Answer 1

B
teacher and facilitator. Mentor, researcher, and supervisor are not roles of the preceptor.

Question 2

Program goals and course objectives form the framework for planning the practicum experience because these goals and objectives

A) identify the learning activities in which the preceptee will participate
B) can be used as is in any setting without any need for modification
C) establish sequential, progressive performance benchmarks
D) only a and c
E) none of these

Answer 2

E
none of these. The learning activities the preceptee will participate in are determined in collaboration with the preceptor. Program goals and objectives will need to be fine-tuned based on the clinical setting. Program goals and objectives lack the specificity of sequential, progressive performance benchmarks.

Question 3

During the initial week of a practicum, assignments should be based on commonly occurring nursing care demands on the unit in order for the preceptor to

A) evaluate the preceptee's approach to patient care
B) assess the preceptee's ability to set priorities and manage time effectively
C) gain insight into the preceptee's thought processes
D) determine a baseline for establishing specific objectives for the practicum
E) all of these

Answer 3

E
all of these.

Question 4

Characteristics of the novice that interfere with effective time management include the tendency to

A) overestimate the time needed to complete procedures
B) plunge ahead without seeking guidance, requiring her to backtrack later
C) organize activities based on routines rather than priorities
D) gather all needed materials and supplies before beginning patient care
E) all of these

Question 5

Diagnostic reasoning requires the ability to generate multiple hypotheses from observed data. To support and enhance the preceptee's developing diagnostic reasoning skills, the preceptor should

A) encourage the preceptee to commit to a tentative explanation for observations
B) identify data that the preceptee failed to address in developing a tentative explanation
C) correct errors or misinterpretations of observed data
D) all of these
E) only a and c

Question 6

Which of the following statements most accurately describes "scaffolding" as it is used to support the preceptee's clinical decision making?

A) Scaffolding involves the gradual increase in support to the preceptee as she works through clinical problems.
B) Scaffolding involves the gradual removal of support to the preceptee as she works through clinical problems.
C) Scaffolding is the means by which the preceptor structures assignments to challenge the preceptor's clinical decision making.
D) Scaffolding is the means by which the preceptor evaluates the preceptee's ability to make clinical decisions.
E) Scaffolding is another term for critical thinking as applied in the clinical setting.

Question 7

Skill development is enhanced by providing experience frequency. In the context of the clinical practicum, this refers to

A) having the preceptee repeat a procedure often over a period of time in order to master it
B) giving the preceptee similar assignments throughout the practicum experience
C) having the preceptee work on the same day each week throughout the practicum experience
D) clustering or front-loading clinical days to approximate a full-time assignment
E) providing frequent opportunities for off-unit, observational experiences as long as these are in the same specialty area

Question 8

Skill development also is enhanced by providing experience stability. In the context of the clinical practicum, this refers to

A) having the preceptee work during the same shift on days that correspond to the preceptor's schedule
B) clustering or front-loading clinical days to approximate a full-time assignment
C) giving the preceptee similar assignments throughout the practicum
Experience
D) having the preceptee repeat a procedure often over a period of time in order to master it
E) providing frequent opportunities for off-unit, observational experiences
As long as these are in the same specialty area

Question 9

Which of the following is an example of a progressive objective?

A) Mary will perform three sterile dressing changes with 100% accuracy for post-operative patients within five clinical days.
B) Mary will complete documentation on assigned patients with 100% accuracy within the clinical shift.
C) Mary will manage her time effectively in providing care to three patients in the post-operative recovery room within the clinical shift.
D) Mary will describe her rationale for delegating care activities to nursing assistants on a medical-surgical unit for a single clinical shift.
E) Mary will express her frustration with her inability to provide total patient care to five patients on the medical-surgical unit.

Question 10

Providing feedback to the preceptee is essential in shaping her development from a novice to an advanced beginner. Feedback should

A) include both negative and positive feedback
B) include both verbal and written feedback
C) be based entirely on the preceptee's daily log entries
D) focus only on observed behaviors
E) only a and b