A newly assigned practical nursing preceptor begins by addressing which step to improve a student's performance?

A newly assigned practical nursing preceptor begins by addressing which step to improve a student's performance?

• A. Discuss with the student her learning goals, present performance, and past experience.
• B. Consult with the faculty advisor concerning the expected level of performance.
• C. Discuss the student's performance with the unit nurse educator.
• D. Refer to written material, provided by the nursing school, concerning student and preceptor expectations.

Answer: (A)

Starting with a collaborative, learner-centered conversation sets the stage for meaningful improvement. When the preceptor discusses the student’s learning goals, reviews current performance, and talks about past experiences, they establish a shared understanding of where the student wants to grow, what they can already do, and what experiences have shaped their learning. This creates a foundation for tailored coaching, clear expectations, and focused feedback, and it motivates the student by making the plan relevant and achievable. Other steps can support the process, but they don’t initiate that personalized planning. Consulting the faculty advisor or the unit nurse educator is important for broader guidance and support, and referring to written materials helps with expectations, but neither by itself builds the individual, goal-directed plan the student needs first.

Starting with a collaborative, learner-centered conversation sets the stage for meaningful improvement. When the preceptor discusses the student’s learning goals, reviews current performance, and talks about past experiences, they establish a shared understanding of where the student wants to grow, what they can already do, and what experiences have shaped their learning. This creates a foundation for tailored coaching, clear expectations, and focused feedback, and it motivates the student by making the plan relevant and achievable.

Other steps can support the process, but they don’t initiate that personalized planning. Consulting the faculty advisor or the unit nurse educator is important for broader guidance and support, and referring to written materials helps with expectations, but neither by itself builds the individual, goal-directed plan the student needs first.