This Scholarly Project reflects an in depth exploration of the RN preceptor role in the clinical setting and how it can enhance experiential learning at the bedside. The results and recommendations from peer-reviewed literature, standards informing nursing practice, and expert opinion will guide the development of an educational program for preceptor preparation and will be reflected in a preceptor preparation handbook accompanied by a series of on-line learning modules for RN preceptors. The preceptor handbook will present the mission and vision of the academic institution and nursing program. It will also provide a description of student learning outcomes at each level in the program, and offer insight into what is being taught in the classroom. The modules will address topics such as: quality and safety in nursing, clinical reasoning, ethics, and inclusivity. They will also cover effective communication, adult learning strategies, leadership skills, and the best way to facilitate these skills in nursing students and evaluate their progress (see appendix A for a sample Table of Contents for a preceptor handbook). Maintaining the integrity of nursing curriculum at the bedside

can be a challenge for nursing faculty. Finding properly prepared preceptors adds to this challenge. This project aims to improve the efficacy of the RN preceptor role in teaching at the bedside to facilitate student achievement of course learning outcomes. Nursing students that participate in precepted clinical experiences have shown improvement in nursing performance, clinical competence, critical thinking, and NCLEX pass rates (Udlis, 2008). Nursing students that have exemplary experiential learning encounters will be better prepared to begin their nursing career and will help ameliorate the wellbeing of the healthcare system. Following the implementation of a preceptor preparation program, the learner will be able to:

1. Describe questioning techniques that can enhance clinical reasoning skills in the student nurse.
2. Utilize appropriate methods of communication with nursing leadership, nursing students, and clinical faculty.
3. Demonstrate practices that are evidence-based and congruent with the American Nurses Association’s (ANA’s) Code of Ethics and the QSEN competencies.