preceptee

preceptee

A fully qualified, accountable practitioner (e.g., a nurse, midwife or health visitor) entering practice for the first time or a different field of practice for the first time who, because he or she is inexperienced, has been “adopted” by a preceptor (see there).
References in periodicals archive ?
Having an action plan defined by a learning contract will enable the preceptee to take ownership of their development.
The relationship generally has either a predetermined length or associated with the preceptee fulfilling pre-set assessed criteria.
Coaching needs to be adjusted to accommodate each preceptee.
BARRETT, C & MYRICK, F 1998: Job satisfaction in preceptorship and its effects on the clinical performance of the preceptee.
The preceptor facilitator was able to support one preceptee in managing a difficult situation with her preceptor.
The book discusses the value of developing a concrete plan involving goals, objectives, and proposed outcomes for the precepting experience; skills needed for effective communication and coaching; and methods for assessing and intervening for various preceptee traits.
Kaviani and Stillwell (2000) evaluated the relationship between preceptor, preceptee and the manager within the clinical setting.
The preceptee was a student and needed the chance to learn, however patient safety was still the most critical issues for the preceptors.
The preceptee may also provide inspiration to the preceptor.
A major theme that emerged regarding the role of the preceptee was students felt their goal for the experience was to achieve independence, they were responsible for learning as much as possible and they often had to pursue learning opportunities proactively.
Initially, students did not seem to trust faculty members and gave the impression that they were confused about their role as preceptee.