Preceptor Pre-Course Survey

 

There are two sections in the preceptor survey.  Please complete both sections; when you have completed the survey please choose the submit option at the bottom of the page.  Thank you for your participation in this study!

 

Part 1: Pre-Course Survey

 

Preceptor Name 

  1. Age
  2. Gender   M   F
  3. Ethnicity (check all that apply)
     

    Hispanic/Latino  

     

    Not Hispanic or Latino

     

    American Indian or Alaskan Native 

     

    Asian     (which Asian ethnicity) 

     

    Black or African American 

     

    Native Hawaiian or Other Pacific Islander 

     

    White

     

    More Than One Race

     

    None 

  4. Years as a preceptor for:  (Please designate as whole and fractions of years; for example, if you have been a preceptor for 3 months, this is considered 0.25 years, if you have been a preceptor for 1 year and 3 months, this is considered 1.25 years)
      1. Baccalaureate nursing students
      2. Associate degree nursing students  
      3. Licensed practical nursing students  
      4. Students from other disciplines    
      5. Total number of years as a preceptor  

     *Note: a preceptor is an experienced nurse who provides one-to-one clinical education for a designated student

  5. Have you had prior experience as a clinical instructor or course professor for nursing students No Yes    If yes, please describe your previous experience
  6. Years as a nurse
  7. How many years in total have you practiced as a public health nurse? (years)
  8. Current place of employment
  9. How many years have you been employed in this agency?  (years)
  10. How would you characterize your current nursing position? (please check the best answer)
    1. Staff nurse
    2. Supervisor
    3. Director
    4. Other: Please describe
  11. Previous formal preceptor education Yes  No
    1. If yes, approximate length of preceptor program (hours)
    2. If yes, how long ago did you take the program (years)
    3. If yes, please check all the topics that were covered in previous education programs:

Learning styles

Evaluation of students

Teaching strategies

Conflict management

Communication strategies

Cultural Competency

Preceptor roles and responsibilities

Student objectives/expectations

Other (please list)

  1. Are you currently precepting a nursing student? Yes  No
  2. If you are currently precepting a nursing student, estimate the number of hours you have precepted your current nursing student? (hours)
  3. Please list current nursing certifications you hold (example: Public health nurse, licensed school nurse, registered nurse-board certified)

  4. Highest level of nursing education completed:

Associate degree  Baccalaureate degree  Masters degree  Doctoral degree

 

 

 Please check the most appropriate response for each item below using the following scale:

          

            1 = Completely lacking in confidence

            2 = Somewhat lacking in confidence

            3 = Somewhat confident

            4 = Very confident

 

HOW CONFIDENT ARE YOU THAT:
  1 2 3 4

1.       

You have the ability to carry out your role as preceptor.

2.       

You have the necessary knowledge to work with a baccalaureate nursing student.

3.       

You have the necessary knowledge of the preceptor role to perform effectively as a preceptor.

4.       

You can maintain effective communication with students.

5.       

You can balance the multiple demands of students and your workload simultaneously.

6.       

You can assume a facilitative rather than a directive role with students.

7.       

You can effectively assess students' learning needs.

8.       

You can adapt your clinical teaching to meet a student’s learning style.

9.        

You can select learning experiences that are congruent with course objectives.

10.   

You can promote the integration of skills learned in the classroom to the practice setting.

11.   

You can assist students to develop problem-solving skills.

12.   

You can assist students to develop critical thinking skills.

13.   

You can challenge students to use critical thinking skills.

14.   

You can deal effectively with unexpected events or unforeseen problems.

15.   

You can deal effectively with a challenging student.

16.   

You can deal effectively with conflict in the student/preceptor relationship.

17.   

You can support student ideas even when they are incongruent with your own.

18.   

You can provide verbal feedback to students about their performance.

19.   

You can provide a written final evaluation of student performance.

20.   

You can provide constructive feedback.

21.   

Rate your overall level of confidence in precepting a baccalaureate nursing student.

 

Adapted with permission from Laforet-Fliesser, Y., Ward-Griffin, C. & Beynon, C. (1999).  Self-efficacy of preceptors in the community: A partnership between service and education.  Nurse Education Today, 19(1), 41-52.

 

 

Part 2:  Preceptor Quiz

Select the best answer for each question.

1.  The preceptor experience allows students to learn

a.  “knowing how”

b.  “knowing that”

c.  “knowing why”

d.  “knowing that”

 
2.  All of the following are functions of a preceptor except:

a.  Selecting opportunities for students to become directly involved in patient care and department activities

b.  Assist students in defining learning goals and structuring their clinical experiences

c.  Provide the student with feedback regarding their clinical progress

d.  Define for students the meaning of Public Health Nursing

 
3.  The most important element of pre-planning for a student should include:

a.  Telling the staff the student is coming

b.  Reading the learning objectives for the student experience

c.  Pre-planning for the student from two weeks before the arrival to the day of the arrival

d.  Meeting the student on arrival day

 
4.  Important characteristic of successful preceptors as defined by students are all of the following except:

a.  Take charge attitude

b.  A caring attitude

c.  An enthusiasm for their job

d.  Willingness to listen

 
  1. Which of the following is the best reason for being familiar with the course syllabus?

a.  To learn what courses that student has had to prepare them for the community health clinical experience.

b.  To understand the expectations the course faculty has for activities the student must complete in order to accomplish the learning objectives for the course.

c.  To learn the dress code for nursing students while in your agency.

d.  To learn about your role as a preceptor for the course.

 
  1. Legal liability for the actions of nursing students while engaged in formal clinical learning activities in community agencies generally  rests with which of the following:

a.  The individual nurse preceptor

b.  The nursing student

c.  The educational institution

d.  All of the above

 
  1. Before a nursing student arrives at your community health agency for the clinical learning experience, you can generally expect that which of the following has been completed:

a.  A criminal background check

b.  Assessment of immunization and tuberculosis status

c.  CPR training

d.  All of the above

 
  1. The nursing student you have been working with sends an email message to you with a question about a home visit planned for the next clinical day. The message includes the name and address of the client. What actions would you take?

a.  Plan to talk with the student about violation of HIPAA evidenced by the information in the email.

b.  Report the violation of HIPAA to the course faculty.

c.  Meet the student nurse at the address she listed in the email for the home visit.

d.  a and b

 
  1. Examples of population-focused learning opportunities for nursing students include which of the following:

a.  A visit to a home of a child identified as having an elevated blood lead level

b.  Providing wound care to a frail elder living at home

c.  Conducting a needs and assets assessment for a small rural community

d.  a and c

e.  All of the above

 
  1. Which of the following are characteristics of population-based public health nursing?

a.  Nursing care that occurs in settings other than acute care

b.  Activities that are based on systematic community health status assessment

c.  Implementation of interventions at more than one level

d.  b and c

e.  All of the above

 
  1. Which of the following is an example of an "Essential public health service"?

a.  Healthy People in Healthy Communities

b.  Inform, educate, and empower people about health issues

c.  Promote physical and mental health and prevent disease, injury, and disability

d.  Community-focused nursing practice

 
  1. Public health nursing interventions defined in the "PHN Intervention Wheel" include:

a.  Surveillance, outreach, and screening

b.  Assuring a competent public health and personal care workforce

c.  Interventions at the community, system, and individual levels

d.  a and c

 
  1. What are good teaching strategies to use with students who prefer to perceive information through concrete experience or feeling, and process knowledge by active experimentation?

a.  Journal writing

b.  Student presentations

c.  Lectures

d.  Textbook reading

 
  1. Which of the following is a teaching strategy specifically designed to provide information to students?

a.  Having students observe you advocating for the needs of a client group in front of the county board

b.  Telling stories of your experiences and sharing tips you have learned over time

c.  Using encouraging words that tell a student he/she is doing well

d.  Meeting with a student after you observed he/she conduct a class with day care providers

e.  Refer questions about a client to the nursing student rather than answer yourself

 
  1. Which of the following statements is true?

a.  Everyone has a preferred learning style

b.  Nursing students will learn best if you teach them the way you were taught

c.  The only way to assess a student’s learning style is to have them take a “learning style inventory”

d.  Choosing a teaching strategy that is the opposite from a student’s learning style is the best way to encourage learning

e.  All of the above

 
  1. Some students are practical and like structure, facts and specific solutions to problems. Good strategies to use with students like this include:

a.  Lectures

b.  Demonstrations and return demonstrations

c.  Group projects

d.  Journal writing

e.  All of the above

 
  1. Proactive steps can be taken to overcome student resistance to critical thinking. Which of the following are examples of proactive steps?

a.  Communicate your credibility and expertise to the student

b.  Establish a supportive relationship with the student

c.  Ask factual questions

d.  Talk to the student about why they resist answering your questions

e.  a and b

 
  1. Which of the following questions would be least likely to stimulate critical thinking?

a.  What are the immunizations required of students when they enter school?

b.  Consider the goals of the county’s “Vaccinate Infants Promptly” program.  Which of the goals do you think will be       easiest to meet?

c.  Why is it important to check the immunization registry before giving immunizations to a child?

d.  Why do some families refuse to immunize their children?

e.  If you were the director of this agency and only had sufficient funds to do immunization or lead screening, which would you choose to do and why?

 
  1. Which of the following is FALSE?

a.  Critical thinking is a purposeful process

b.  Critical thinking skills develop over time

c.  The ability to think critically is a personality trait

d.  The ability to think critically can be learned

 
  1. Which of the following are incidental strategies for stimulating critical thinking?

a.  Asking high level questions

b.  Role modeling and creating a supportive environment for learning

c.  Using the right teaching style for a student’s learning style

d.  Asking questions that test knowledge and comprehension
 
  1. Being an effective interdisciplinary team member requires which of the following?

a.  Knowledge of other discipline's expertise and perspectives

b.  Skill in customizing care to individual needs

c.  Basic group skills including communication, negotiation, delegation, time management, and assessment of group dynamics

d.  All of the above
 
  1. Which of the following statements describe teaching strategies that are most helpful to students' learning interdisciplinary practice skills?

a.  Include job descriptions for other disciplines in orientation materials

b.  Support active participation by the student in interdisciplinary team meetings

c.  Use three-way calling to verify that students give and receive accurate information when communicating with physicians

d.  Arrange for students to shadow other professionals that work in your practice setting
 
  23.  Which of the following is not a characteristic of effective interdisciplinary teams?

a.  A collaborative climate

b.  Consistent leadership from the primary discipline

c.  External support and recognition

d.  A focus on patients, families, or communities
 
  24.    Which of the following statements is not true?

a.  Preceptors select interdisciplinary opportunities for students

b.  Preceptors provide a socialization experience for nursing students

c.  Preceptors are solely responsible for educating students on the interdisciplinary aspects of care

d.  Preceptors serve as role models for interdisciplinary practice
 
  25.  Which of the following is an example of a foreground question?

a.  What types of interventions are effective for encouraging smoking cessation?

b.  How many calories should a woman who is breastfeeding consume on a daily basis?

c.  In children under five, does the use of validated developmental screening tools by primary care providers at well child check-ups increase the rate at which development delays are identified?

d.  What blood pressure levels signal hypertension in children?
 
 

26.  Systematic reviews, meta-analyses, guidelines, and clinical studies are examples of evidence that can be used to answer which kinds  of questions?

a.  Foreground questions

b.  Background questions

c. Foreground and background questions

d.  Neither background nor foreground questions
 

27.   PICO is a mnemonic that is helpful for remembering the elements of a searchable question. What are these elements?

a.  Patient, intervention, control group, and opportunity

b.  Population, investigation, comparison, and outcome

c.  Planning, intervention, collaboration, and output

d.  Population, intervention, comparison, and outcome
 

28.  If you wanted to find evidence related to effective programs for improving immunization rates in a community, where might you look?

a. CDC Website

b.  PubMed

c.  The Community Guide

d.  All of the above

 
29.  Nurses become culturally competent practitioners through which of the following activities?

a.  Becoming conscious of one’s own cultural beliefs and practices

b.  Learning about the cultural beliefs of major ethnic groups in the community

c.  Treating everyone they serve exactly alike according to “best practices”

d.  Having experiences with communicating with clients through interpreters

e.  a, b, and d

 
30.  Which of the following are components of cultural competence?

a.  The ability to effectively communicate across cultures

b.  Understanding the influence of your own culture

c.  A process of developing skills that result in culturally competent care

d.  Increasing knowledge of different cultures and worldviews

e.  All of the above

 
  1. Educating students about predominant cultural groups in your community, coaching students on respectful behavior with individuals and groups, and supporting student development of culturally appropriate educational materials are examples of which of the following?

a.  Raising cultural awareness

b.  Role modeling cultural competence

c.  Supporting student development of cultural knowledge

d.  a and b

e.  None of the above

 
32.  Which of the following behaviors is supported by the National Code of Ethics for Interpreters?

a. Convey the literal content of the message without regard to the spirit of the message.

b.  Draw upon personal beliefs when advising patients.

c.  Interact with patients on a personal as well as professional level.

d.  Advocate for patients when their health, well-being, or dignity are at risk.
 
33.  Including information that is not true in the clinical journal that the nursing student writes is an example of which of the following:

a.  Non-academic misconduct

b.  Academic misconduct

c.  Malpractice

d.  Negligence

e.  All of the above

 
34.  To prevent interpersonal conflict with a student from developing, preceptors should:

a.  Discuss student and preceptor expectations for the clinical experience at the beginning of the semester

b.  Meet regularly with the student

c.  Give clear and prompt feedback, whether it is negative or positive

d.  Make sure they understand the expectations of the course instructor for the class

e.  All of the above

 
  1. The student you are working with this semester, has been clear about her plans to become a nurse anesthetist. She seems to have only one thing on her mind...grades. She is so anxious to receive an A in this course so that she can get into graduate school. When you give her feedback on a first (and not very good) draft of a brochure she is developing for the prenatal care coordination program, she appears very angry. Later, you overhear her telling another student, "She just has it in for me because I don’t like community health." Which of the following responses are most appropriate?

a.  Tell the student that she needs to talk to her course instructor because clearly she has a bad attitude

b.  Ask to speak to the student privately; explain what you overheard and review that your role is to help her learn about community health nursing.  Suggest she talk with her course instructor about her experience in the practicum

c.  Call the course instructor to problem-solve the situation

d.  Swear off ever taking a nursing student again

e.  b and c

 
  1. Your student went on a home visit to a pregnant client you have known for some time. You expected the student to complete a prenatal care coordination assessment. Later, in reviewing the student’s documentation of the visit, you see that all of the spaces are completed perfectly. You are initially impressed but then realize that the student was only gone for a half-hour. You doubt that he/she could have gone through all the information on the form in that short a time period. If you are correct in your assessment, this is an example of which of the following?

a.  Effective work that should be commended

b.  Plagiarism

c.  Academic misconduct

d.  Non-academic misconduct

 
  1. Effective feedback supports student learning and professional development. Which of the following are strategies for providing effective feedback?

a.  Give feedback as close to the learning situation as possible

b.  Continuously link progress and learning to the clinical objectives—the basis for evaluating student performance

c.  Provide feedback about specific, objective behaviors the student can do something about

d.  All of the above

 
38.  The benefit(s) of the clinical journal entry assignment is/are:

a.  limited to the student

b.  to improve critical thinking skills

c.  to serve as a substitute for pre- and post-clinical conferences

d.  to develop verbal communication skills of students

 
39.  Which of the following is not a useful suggestion for providing feedback to students?

a.  Provide real-time feedback that is useable and realistic

b.  Use a tone of respect when providing feedback

c.  Give feedback at regular intervals even if you haven’t been able to observe the student’s performance since the last time

d.  Encourage the student to consider feedback as a step on the road to learning

 
40.  Which of the following approaches to student performance evaluation is the least appropriate for preceptors?

a.  Leave performance evaluation entirely up to the clinical faculty

b.  Conduct structured mid-term and final evaluations using guidelines provided by the school of nursing

c.  Collaborate with clinical faculty on assignment of a student grade

d.  Discuss performance evaluation with the student nurse