LAUSR

Traditional methods of preceptor education have had minimal engagement of learners and decreased retention of content. A new program was designed where learners are asked for input beforehand in order to tailor each educational offering to their identified needs. This proved to be successful, as participants have reported an increased confidence in various precepting skills. Clinical nurses in all care areas are responsible for precepting new nurses and nursing students. Effective preceptor methods enhance the transition of new graduate nurses to fully functioning, competent nurses (Powers, Herron, & Pagel, 2019). Preceptors need to develop skills that include providing feedback, evaluating competency, and monitoring progress. Nurses at our large academic medical center have expressed a need for formalized education on the preceptor role. In addition, a need for preceptor education that is tailored to the learners’ identified needs was determined through evaluation data from previous programming. Formal preceptor development programs have traditionally applied conventional teachingmethodologieswith minimal engagement of learners, resulting in dissatisfaction and decreased retention of content. In order for education to be effective, nurses require an educational forum that is interactive with input from the target audience. In our preceptor development program, the curriculum has been updated to be more learner-driven and interactive to ensure increased confidence in skills. Before each program, learners are asked for input in order to tailor each educational offering to their identified needs.