Preceptors and Incentive Issues – 1
Chism (2019) describes mentoring as helping others achieve goals and providing support in a nonthreatening manner (Chism, 2019). Moreover, mentoring is not just about teaching but helping one develop and prepare for the responsibilities of a projected role. Thus, the concept of mentoring involves one having a certain level of expert skill or knowledge in a field.
Patricia Benner’s theory of From Novice to Expert identifies five levels of nursing experience that align with the concept of mentoring (Benner, 1982). These five levels consist of the novice, advanced beginner, competent, proficient, and expert. While developing skills, one moves through a group of skill development to build proficiencies and achieve expert status. As mentoring involves a certain level of expertise, the expert nurse is in the best position to serve in a mentorship role. Nurses at this level no longer rely on rules, principles, or guidelines to determine actions. They tend to have a more profound background of experience and an innate grasp of clinical situations. Benner posits that a prerequisite for becoming an expert nurse is based on obtaining nursing skills through experience. The Doctor of Nursing Practice (DNP) graduates are in a position of expertise as most have evolved through the five levels of nursing experience identified by Benner. Therefore, DNP nurses are adequately prepared to serve in the role of a mentor.
In the literature review by Chism (2019), reference was made to the five competencies identified by the Robert Woods Johnson Foundation that are essential for mentoring to occur (Chism, 2019). These five competencies are as follows: the ability to translate a strategic vision into a motivating message; risk-taking and creativity; ability to understand and develop oneself concerning individual motivation; inspire and lead change; and effective communication and interpersonal effectiveness (Chism, 2019). As a mentor, one develops a nurturing relationship with someone less experienced and helps guide them professionally and personally. It is a relationship that is voluntary and ongoing. The reward for being a mentor involves having a sense of professional confidence, pride, satisfaction, and an overall enthusiasm for the profession.
What is the difference between mentorship and preceptorship? According to Chism (2019), precepting is time-limited and evolves into a teaching-learning relationship between a student and a preceptor (Chism, 2019). As was mentioned earlier in the discussion, mentoring is a way of assisting or guiding the development and growth of another. The role of a preceptor is to facilitate the orientation of one to their role responsibilities which in some instances may include exposure to a new job. A preceptor is often viewed as one who teaches, supports, evaluates, and coaches one to a new role. However, the preceptor role can eventually evolve into a mentoring relationship. The focus in the preceptorship capacity is on learning related to knowledge and skill.
The writer of this discussion has had the opportunity to serve in both a preceptor and mentor role. As an adjunct faculty and preceptor for various schools within and outside of Mississippi, I have facilitated the learning of nurses pursuing their advanced degrees as an Advanced Practice Registered Nurse (APRN). As a mentor, I have assisted individuals in their professional development and growth by offering guidance and motivation. I continue to serve as a mentor in my current professional role. Mentoring has transpired while serving as a military officer in the Navy, motivating high school students, and mentoring staff to advance in their careers. At no time was there any compensation for either. During my matriculation as an APRN, I was never asked for compensation by my preceptor or collaborating physician.
The rewards received from serving as a mentor and preceptor to others included having a sense of pride, satisfaction, and an overall enthusiasm for the profession. It was an opportunity for me to share my knowledge and expertise and nurture others in their career choice. In our discussion assignment, the question was posed as to whether we think students should have to pay for preceptors. The answer, from my perspective, is no. Although it is time-consuming, it should be looked upon as a duty to care and loyalty to the profession. The most significant payment is a feeling of self-satisfaction that you have inspired, encouraged, and helped someone become better.
References
Benner, P. (1982). From novice to expert. American journal of nursing, 402-407.
Chism, L. (2019). The doctor of nursing practice: a guidebook for role development and professional issues. Burlington: Jones and Bartlett Learning.
| Discussion Board Responses Rubric | |||||
| Criteria | Ratings | Pts | |||
| This criterion is linked to a Learning Outcome Number of Responses
Students are expected to respond to at least 2 of their peers. |
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30 pts | |||
| This criterion is linked to a Learning Outcome Substance of Responses |
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45 pts | |||
| This criterion is linked to a Learning Outcome Grammar, Punctuation & APA |
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25 pts | |||
| Total Points: 100 | |||||
Preceptors and the Incentive Issue
Nursing institutions widely utilize preceptorship as a strategy to enhance student learning. Therefore, student nurses who also act as faculty in these institutions may find themselves performing preceptorship roles to graduate and diploma-level nursing students. In many states, registered nurses with a minimum of 2 years of working experience qualify to become preceptors (Dube & Rakhudu, 2021). Nurses’ experiences as preceptors give them an opportunity to understand their responsibilities and the roles that they play in the lives of nursing students.
In your discussion post, you have clearly described how serving as a preceptor has enabled you to facilitate the learning of nurses pursuing their advanced degrees in various schools within and outside of Mississippi. As supported by Chism (2019) preceptorship does not only shape the art of nursing but also cultivates practical wisdom in the learners. Therefore, to be able to learn from their preceptors, nursing students must be ready to interact and socialize with their preceptors in a respectful manner that promotes knowledge acquisition. Besides, preceptors need support from their institutions and students to be able to perform their roles effectively.
Offering incentives to preceptors is a good way to reward them for their time and commitment. Bernstein et al. (2021) have highlighted the problem of preceptor shortage as of the challenges faced by many nursing institutions today. The researchers have stated that one way to address preceptor issues is to reward preceptors for their time and commitment. Preceptors feel motivated and believe that their teaching efforts are recognized when they are offered incentives. While preceptor incentives are not a mandatory requirement, preceptors should be allowed to agree with their students on how their teaching efforts will be rewarded.
References
Bernstein, J., Maatman, T., & Kaljo, K. (2021). Leadership views on the barriers and incentives to clinical preceptorship. WMJ, 120(1), 23-28. PMID: 33974761.
Chism, L. (2019). The doctor of nursing practice: a guidebook for role development and professional issues. Burlington: Jones and Bartlett Learning.
Dube, A., & Rakhudu, M. A. (2021). A preceptorship model to facilitate clinical nursing education in health training institutions in Botswana. Curationis, 44(1), e1–e9. https://doi.org/10.4102/curationis.v44i1.2182