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the transition from theory to practice, making it easier to developing a good relationship. For example, it is im-
to learn” (Campos, 2007, p. 1229). The competency “to portant both to be available to meet with students and to
recognize that theory underlies practice and that both communicate this availability (Myrick & Yonge, 2004).
correlate “with real-life problem-solving” was indicated The preceptor is considered a model for students,
by preceptors as necessary for residents in a multiprofes- someone they can lean on when having difficulties.
sional program (Nascimento & Oliveira, 2010). Therefore, establishing a relationship of trust gives the
Direct contact between preceptors and students was student more opportunities to express anxiety, difficulty,
also valued. The program recommends that students and uncertainty so that the preceptor can help the stu-
should be accompanied by a professional in the same dent to address them.
area during health practice activities (Edital n. 24, 2011). One way to develop good communication with stu-
In the context of undergraduate education in Brazil, this dents and achieve effective learning is to provide written
contact contributes comprehensively to the education of or oral feedback on their performance (Myrick & Yonge,
students, and “decision-making” is a general competen- 2004). Preceptors showed concern about establishing
cy established by the National Curricular Guidelines for clear communication with students, work groups, and
health professional education (Almeida, 2005). clients.
Evaluation is also an important step in education.
Evaluating students can be a challenge. The precep- Domains of Professional Values and Professional
tor must be fair, accurate, and gentle (Myrick & Yonge, Development
2004). Strategies for evaluating students in the clinical Within the professional values domain, health care
setting have been discussed at workshops held in New involves ethics and is based on certain values and prin-
Orleans, Louisiana, to educate hospital nurses about the ciples (Organización Panamericana de la Salud, 2002).
clinical nursing preceptor role (Schaubhut & Gentry, This was reflected in competencies that included values
2010). such as commitment, ethics, and responsibility that are
Communication, whether verbal or written, is im- expected of professionals participating in a health educa-
portant for health professionals and necessary to allow tion public program.
them to establish bonds with clients, individually or col- Commitment to the program is beneficial for health
lectively, and to develop certain group activities (Ruiz, care teams, services, and the community. The precep-
2001). tor should arrange an appropriate environment for the
The communication between preceptors and students preceptorship experience and recognize that it is a criti-
is an essential element of the success of the preceptor- cal factor in the teaching-learning process (Myrick &
ship. Keeping the lines of communication open is key Yonge, 2004).