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MEASUREMENT VS. The preceptor is continuously assessing the student's current knowledge by observing him and providing ongoing feedback. Evaluation, on the other hand, is collecting information and placing a value on it.

Here are 10 feedback tips to help you…help your preceptee Seek agreement to meet. “Kim, can we talk?” This conveys respect. ... Introduce the topic. Don't beat around the bush. ... Provide specifics. ... Ask for clarification. ... 5.Be credible. ... State your concern. ... List the potential consequences. ... Use “loaded” words sparingly.

Feedback is any response regarding a student's performance or behavior. It can be verbal, written or gestural. The purpose of feedback in the assessment and learning process is to improve a student's performance - not put a damper on it.

One of the most important qualities of a good preceptor is the ability to give feedback, second only to clinical competence. Feedback is an ONGOING process that helps the learner to build on a foundation of skills and behaviours.

Ende et al has distinguished between the two, explaining that feedback conveys information, whereas the evaluation process confers judgment. In addition, 4 dimensions of feedback have been identified and described for clinical preceptors in a structured clinical setting.

I really appreciate the knowledge and expertise of my preceptor. wealth of knowledge, she responded to questions promptly and had excellent leadership skills. Always available to answer questions and receptive to helping me in finding quality clinical experiences.

Preceptors bridge the gap between theoretical learning and clinical practice. They guide students in meeting clinical objectives and delivering safe and quality patient care. Preceptors educate nursing students through observation and direct instruction.

Cited from the Narrative Evaluation Study Group: The transcript evaluation should be a succinct statement that makes judgments about what the student has accomplished. It should give a picture of the student and his or her work from a specific narrative angle.

Focus on competencies and skill 2. Provide specific information about student's clinical skills (history taking, physical exam, oral presentation, clinical reasoning, etc.). 3. Comment on student's level of initiative, enthusiasm, and ability to self-start.