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|Discipline and Nbr:
Preceptorship Theory for Leadership in Part Time VN
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||1.00||Lecture Scheduled||9.00||2 max.||Lecture Scheduled||18.00
|Minimum||1.00||Lab Scheduled||0||1 min.||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||9.00|| ||Contact Total||18.00
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 36.00||Total Student Learning Hours: 54.00||
This is the final theory course of the part time vocational nursing program. This course offers the final preparation for leadership and critical thinking skills and conflict resolution required for the entry level graduate nurse. Objectives for the individualized preceptorship clinical rotations are reviewed and theory relative to adult learning, leadership and organizational principles. Entry level concerns and issues including interview skills, resumes and professional organizations are presented.
Course Completion of NRV 61 and Course Completion of NRV 62
Limits on Enrollment:
Schedule of Classes Information
Final leadership theory course in the part time vocational nursing program for the preparation of individualized clinical preceptorship. Critical thinking, prioritizing, conflict resolution, interview skills, and organizational skills are presented in seminar format including a teacher/learner planning meeting with assigned mentors.
Prerequisites:Course Completion of NRV 61 and Course Completion of NRV 62
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Certificate Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
Upon completion of this course, students will be able to:
1. Analyze their dominant leadership/"followership" style.
2. Examine and evaluate care planning and conflict resolution skills.
3. Construct and critique clinical scenarios in advanced care settings.
4. Articulate the communication channels between preceptee/preceptor and
faculty liaisons for their individualized preceptorship.
5. Self-evaluate skill strengths and weaknesses for the development of
learning objectives to be completed in their individualized preceptorship.
6. Formulate a work schedule with their preceptor according to guidelines.
7. Demonstrate clear and effective communication skills with the preceptor
and faculty liaison.
8. Compose and set up an orientation plan for their individual agencies
including an organizational plan for accomplishing their objectives.
9. Develop the ability to write clear, concise behavioral objectives to be
validated by their preceptor in the clinical setting.
10. Articulate the preceptorship guidelines both in general and for their
specifically assigned clinical settings.
11. Determine learning styles and adult learner characteristics that will
enhance and/or inhibit the preceptorship experience.
12. Examine a plan of action to prevent conflict and/or deal with conflict
constructively as it arises.
13. Articulate the meanings of reality shock and role identity issues for
new graduates (including a plan of action for successfully transitioning
into the new role of entry level nursing).
Topics and Scope
1. Preceptorship guidelines.
2. Nursing care plans: prioritizing care for advanced level functioning
in a variety of clinical simulated case scenarios.
3. Differences between clinical settings (especially related to the care
of patients with chronic versus acute illnesses).
4. Advanced communication skills related to preceptor relationships and
nurse/doctor interactions for transcribing orders.
5. Conflict resolution theory and hypothetical scenarios.
6. Adult learning theory and writing of clinical objectives for the
preceptee role with clearly defined outcomes.
7. Case studies: Triage, 5 minute assessments, delegating tasks to the
8. Leadership/"followership" survey: identifying leadership styles.
9. Reality shock and burnout: causes, identification and prevention.
Reading: instructor prepared handbook with 10-25 pages per week.
Writing: samples of behavioral objectives (3-6 per week)
Group seminar: weekly group responses to hypothetical case studies,
conflict resolution scenarios, and critical thinking scenarios.
Learning style inventory: one individual to be compared with preceptor's.
Conflict style inventory: one individual to be compared with preceptor's.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
25 - 45%
|Written homework, Reading reports, Learning and conflict inventories||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
25 - 45%
|Field work, Case study and critical thinking scenarios||
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
0 - 0%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
0 - 0%
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
20 - 30%
NRV 63 Preceptorship Handbook of instructor prepared materials.
NURSING LEADERSHIP, MANAGEMENT, & PROFESSIONAL PRACTICE FOR THE LPN/LVN.
by M.A. Anderson, 2nd ed., F.A. Davis, Philadelphia (2001).
CRITICAL THINKING IN NURSING, by R.Alfaro-Lefevre, W.B. Saunders