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Related Concept Videos

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Critical Thinking I01:24

Critical Thinking I

Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career with...
Nursing Implementation01:15

Nursing Implementation

Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
Impression Management Techniques III: Aligning Actions01:29

Impression Management Techniques III: Aligning Actions

Aligning actions are communicative strategies individuals employ to maintain social harmony and preserve personal identity in the face of potential disruptions to social norms. These actions are particularly important in managing social impressions when one's behavior might be seen as inappropriate, incompetent, or morally questionable.Types of Aligning ActionsThe three principal types of aligning actions are disclaimers, accounts, and apologies.DisclaimersDisclaimers are preventive; they are...

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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Implementation of an educational program to improve precepting skills.

Sarah J Fincham1, Todd Smith2, Janet Purath1

  • 1Washington State University College of Nursing, Spokane, Washington.

Journal of the American Association of Nurse Practitioners
|November 9, 2019
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Summary

Formal training for health care preceptors addresses barriers like time constraints. A one-hour program on clinical evaluation and teaching strategies proved valuable and feasible for improving preceptor support.

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Last Updated: Jul 24, 2026

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The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Nursing Education
  • Clinical Preceptorship
  • Health Professions Education

Background:

  • Developing high-quality clinical preceptors is crucial for health care provider education.
  • Preceptors face challenges including time constraints and lack of formal training.
  • A needs assessment identified formal training as a key intervention to support preceptors.

Purpose of the Study:

  • To assess barriers and incentives for clinical preceptors.
  • To develop and evaluate a formal preceptor training program.
  • To support preceptors in academic nursing programs.

Main Methods:

  • Conducted a needs assessment survey of preceptors.
  • Developed a one-hour training program based on survey data and best practices.
  • Delivered training covering student orientation, RIME framework, One-Minute Preceptor (OMP) methodology, feedback strategies, and university communication.
  • Utilized post-training surveys to measure effectiveness.

Main Results:

  • Training was delivered to 58 health care providers across eight clinics and one NP group.
  • Most participants had no prior training in the RIME framework (86%) or OMP method (80%).
  • Training components, including the orientation checklist, RIME framework, and OMP, were rated highly useful by participants.

Conclusions:

  • Training preceptors on evidence-based, time-efficient strategies is feasible and valuable.
  • This training has the potential to positively impact preceptor retention and recruitment for NP students.
  • The developed training program may be transferable to other settings.