Teaching Preceptors Using the

Cognitive and Affective Domains

Presented by

Jenn Bodine, DNP, RN, RN-BC, CEN Darlene Listopad, MSN, RN, CNE

Learning Outcomes

1. Discuss the necessary components of a

successful Preceptor Development Program

2. Analyze various methods for teaching to the

cognitive and affective learning domains

3. Perform several activities that demonstrate

learning within the cognitive and affective

domains.

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Community Medical Centers

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Clovis Community Medical Center

Community Regional Medical Center

Fresno Heart & Surgical Hospital

Background

• 2½ year lapse of preceptor training

• Organization was challenged to provide

consistent practices amongst preceptors

• System leadership mandated corporate

preceptor program

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Framework

Transformational Learning Theory

Strategy:

• Emphasize cognitive and affective domains

• Humor, activities, videos and role playing

while integrating the cognitive domain

• Increase knowledge, skills and confidence

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Outline of Class Content

• Mission, Vision &

Nursing Philosophy

• Definitions

• Roles, Responsibilities

& Characteristics

• Personality Styles

• Learning Styles

• Building a relationship

• Communication

• Conflict Resolution

• Adult Learning

• Learning Needs

• Learning Plans

• Implementation &

Teaching Modalities

• Coaching

• Critical Thinking

• Evaluation

• Competency Validation

• Feedback Methods 6

Learning Activities

• Preceptor “Do Not Do” list

• Communication Drawing

• Learning Style Questionnaire

• Personality Type Questionnaire

• Video Critiques

• Self-Assessment Test for Conflict

Management

• Conflict Resolution Role Playing

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Learning Activities

• Learning Plans

• Teaching Modalities and Tools

• Critical Thinking Statements

• Teambuilding Towers

• Dance-Off

• Shout-Out Brainstorming Activities

• B.E.E.R. Feedback Role Playing

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Do’s & Do Not’s

• Use negative feedback when correcting

preceptee performance.

• Embarrass the new hire in front of

coworkers, other staff, or patients.

• Take over situations or do for preceptees

what they can do for themselves.

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Conflict Resolution

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Feedback

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Coaching

1. Instructions only

2. Demonstration/Return Demonstration

3. Interactive Coaching

Blind-folded Bean Bag Toss

changed to Dance-Off

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Dance-Off

ARM PUNCH

GRAPEVINE

CHEERLEADER

FLICK

CONFUSION

HAPPY DANCE

PONY

COWBOY

PUSH

Statistics

• 24 sessions

3/2015 - 3/2017

• 550 participants

system-wide

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• 522 RNs

• 3 Surgical Technicians

• 5 Social Workers

• 6 Medical Office Administrators

• 2 Medical Assistants

• 4 Patient Care Assistants

• 3 Radiology Technicians

• 3 Dialysis Technicians

• 1 Pharmacist

• 1 Physical Therapist

Evaluation Scores

• Usability of Information = 93.6%

• Teaching Methods = 93.5%

• Effectiveness of Instructors =

Average 95.7% between six instructors

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Positive Comments

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The course made me reflect on how I

precept and gave me specific tools

This course built my confidence as a preceptor,

and made me think Very hands-on and interactive class made it useful and memorable I came out of this class

with hope and confidence

The class was SUPER fun and I really enjoyed it

Interactive portions of the class helped to cement the information

Classroom involvement was dynamic!

The interactive exercises reinforced

the learning process

The class had creative learning

opportunities which enhanced the

learning objectives.

Constructive Comments

• Too many group activities

• Activities are repetitive or irrelevant

• Too long; make it shorter

• Condense to 4 hours

• Losing interest near the end

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Lessons Learned

• Decrease theory and increase practical

application

• Increase how to foster critical thinking

with orientee

• Improved the explanation of the activities

and connection to content

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Future Plans

• Revise class for future applications:

• EHR documentation proficiency

• Orientation Skills List

• Conflict Resolution

• Unit-specific specialty classes

• Create tiered classes—beginner,

intermediate and advanced

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Questions?

Thank you!

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References

Britiller, M.C., Ramirez, L.Q., Ramos, F.M.C., Reyes, D.M.C., Salazar, K.D., & Sandoval, J.A.M. (2014). Nurse Educator’s affective teaching strategies. Asia Pacific Journal of Multidisciplinary Research, 2(1), 6-13.

Hans, O., & Solomon, P. (2014). Role-playing as a tool for hiring, training, and supervising peer providers. The Journal of Behavioral Health Services & Research, 41(2), 216-229.

Hayes, C. (2016). Approaches to continuing professional development: Putting theory into practice. British Journal of Nursing, 25(15), 860-864.

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References

Lashari, T.A., Kescot, M.J., & Akasah, Z.A. (2014). The effect of an integrated affective-cognitive teaching and learning approach on academic achievement, self-efficacy, locus of control and attitudes towards engineering. Journal of Technical Education and Training, 6(11), 113-131.

Marrocco, G.F., Kazer, M.W., & Neal-Boylan, L. (2014). Transformational learning in graduate nurse education through podcasting. Nursing Education Perspectives, 35(1) 49-53. http://dx.doi.org/10.5480/10-421.1

Mezirow, J. (2009). An overview on transformative learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists...in their own words (pp. 90-105). Abingdon, Oxon, England: Routledge. Retrieved from http://www.pgce.soton.ac.uk

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References

Miller, C. (2010). Literature review: Improving and enhancing performance in the affective domain of nursing students: Insights from the literature for clinical educators. Contemporary Nurse, 35(1), 2-17.

Savic, M. & Kashef, M. (2013). Learning outcomes in affective domain within contemporary architectural curricula. International Journal of Technology and Design Education, 23, 987-1004. doi: 10.1007/s10798-013-9238-8

Ward, T.D. (2015). Do you hear what I hear? The impact of a hearing voices simulation on affective domain attributes in nursing students. Nursing Education Perspectives, 36(5), 329-331. doi: 10.5480/14-1448

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