Teaching Preceptors Using the Cognitive and Affective Domains
Jennifer Bodine, DNP, RN, CEN; Darlene Listopad, MSN, RN, CNE
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The organization experienced a lack of standardization of training for preceptors, and a lack of resources for the orientation of new hires. Numerous conversations with new hires throughout the organization indicated that they were dissatisfied with their preceptors and onboarding experience. In response, upper-level management mandated the creation of a preceptor development program to customize the orientation experience while utilizing standardized resources and skills.
The theory used for this class was transformational learning, which assumes that people use personal experiences as a frame of reference to shape their beliefs and actions (Mezirow, 2009). The dialogue that occurs during the class allows preceptors to discuss past experiences, which can lead to transformative learning (Mezirow, 2009).
The Preceptor Development Program was developed with the intention of utilizing the cognitive and affective learning domains. The use of both domains focuses on employing the preceptor’s motivations to learn specific preceptor competencies in order to acquire knowledge and attitudes to react to complicated situations (Savic & Kashef, 2013). Nursing, in particular, needs to have knowledge of all three domains to successfully fulfill their role within their profession (Miller, 2010). Therefore, an interactive and engaging curriculum was created that emphasizes the affective domain through the use of humor, activities, videos, and role-playing while integrating the cognitive domain by imparting adult learning principles and a variety of learning styles and modalities. This increased the perceived knowledge for application of these skills and resources by the preceptors as demonstrated by preceptor satisfaction surveys.
|Review Type||Abstract Review Only: Reviewed by Event Host|
|Keywords||Cognitive and Affective Domains;
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