Tim Kurikulum

PSIK FK UGM
LO:
Setelah mendapatkan materi ini, peserta dapat
 Memahami konsep precetorship dan mentorship
 Mengaplikasikan konsep precetorship dalam praktek
bimbingan klinik
History
1950’s: nursing
Nightingale education had
school: been transfeered
1st year student into general Ward
nurses education system sister 
supervised in and separated mentor &
hospital by from service perceptor
nurses who clinical
were ‘trained instruction
to train’
1: 10-15
Emergence & evolution
preceptorship
15th century: 1985: 1st used as
the term a method of
preceptor was clinical teaching
first used in nursing

Adopted as a way for preparing

clinicaly competent graduates
who would be able to assume
full patient care as soon as the
are employed
Preceptoship or mentorship?
 The Englisih National Board (1987) Mentorship
 Post Registration Education and Practice Project
(PREPP 1990): preceptors
 Preceptoship = mentorship
 Preceptoship ≠ mentorship
 Common agreement:
 mentorship focuses on the interpersonal elements of
relationship
 precertorship focuses onthe teaching and instruction
issues
 Mentor= penasehat dan pembantu (seseorang yang
belum berpengalaman)
 Precept= ajaran, petunjuk, pedoman

(Kamus Inggris-Indonesia)
Definition
 Preceptorship: an individualized one to one learning
and teaching interchange between a student and a
staff nurse who supervise the student and acts as a role
model and a resourse person who is availabel anya
atime during the clinical instruction (Chickerella &
Lutz, 1981 cit. Mantzorou, 2004)
preceptor
 Experienced and competent staff nurses who may have
receives formal training to function in this capacity
and who serves as role models and resource people to
newllly employed staff nurses, student nurses or nes
graduate nurses
Definisi
“A mentor is an appropriately qualified and
experienced first level nurse/midwife/health visitor
who, by example and facilitation, guides, assists
and supports the student in learning new skills,
adopting new behaviour and acquiring new
attitudes. An individual must not function as a
mentor and an assessor to the same student during
the same placement”.(ENB (19951)
Preceptorship - mentorship
 preceptorship adalah bentuk perjanjian formal antara
individu (sekelompok individu) dalam waktu tertentu
utuk belajar

 preceptorship:
- bertujuan
- individual
- membrikan ilham/semangat/doraongan
- transformational (mengubah bentuk/sifat)

 jika melibatkan pengalaman formal atau pengembangan

karier dalam jangka waktu lama, maka berubah jadi
mentorship
Perceptor Role
Role model
Teacher
Facilitator
Guide
Evaluator
Guardian
 Resposibilities of a preceptor
• Orientate your student to the facility anda clinical area
• serve as a role model. Share your knowlwdge, skill and
expertice

• Help your student set their personal objectives for this

learning experience and provide her with proffesional
development ideaas
• Make an initial competency assessment

• Facilitate the learning experience through guiding,

directing, teaching and communicating
• Facilitate clinical questionin, problem solving and decision
making
 Resposibilities of a preceptor...
Cont...
• Facilitate your student’s scheduling: adding, changing, identifying
others to work with and other learning opportunities
• Gradually increase your student;s responsibilitu for patient care

• Provide timely feedback regarding all aspects of clinical practice

• Keep daily notes and comments, including examples, of how your
student is meeting the ouurse objective: (> for evaluation)

• Provide midterm and final performance evaluation of nursing

pracatice
• Notify the CI inthe event of a crisis that involves your students
personal or clinical practice
(Walker, Burk & Tarka, 2011)
Mentor role
Advantages for preceptee

A prefessional nutrurance

Less physiological and psychological strses

Increase of confidence in professional role, in

performing the nursing procedur

The student feel that preceptorship gives them

independence and they expand their knowlwdge
with someone experience enough to steer them in
the right direction
Advantages for preceptee
Offer profesional maturing and competency in their
responsibilities

Opportunities to be exposed to the everyday

pracatice and frustration of nursing bereaucratic
conflicts of an organization

The preceptor experience is generally flexibel and

help students pregress in their own rate so that ehey
can bulid upon their knowlwdge and gradually
assume increasing responssibilities
Advantages for preceptors
The role constitutes a professional challenge

Offers stimulation and motivation

Help develop their skills in monitoring students

Improve their professional and

leadership role

Statisfaction
Advantages for institution

Potientional recruitment tool

Cost effective

Assist in personal development and staff appraisal,

encourage a learning climate and lead to higer
standards of care

Enhance patient care

Disadvantages
extra responsibilities and time required form
preceptor

Preceptors it some times difficults to cope

with the demands of their own position 
frustation and fatigue and unfullfilled
experience to preceptors

Student become dependent

Evaluation in preceptorship*)
 Disesuaikan dengan tujuan pembelajaran
 Sesuai dengan program institusi
EBN
EBN
 Mentorship pada bimbingan klinik KMB (Huriani &
Malini, tidak bertahun)- di IRNA B Bedah dan IRNA C
Penyakit Dalam RS Dr M Djamil Padang.

 1 mentor digandengkan dengan 3 menti

 Menti menyusun kontrak belajar berisikan tujuan belajar
indivudual diketahui dan disetujui mentor
 Bentuk bimbingan dilakukan sesuai kesepakatan mentor dan
menti
 4 minggu
 Evaluasi proses: observasi dan penllaian saat dskusi dari
mentor
 Evaluasi hasil: ujian praktek pada akhir masa paraktek
EBN-systematic review
Lanjutan...ebn
 Hasil: Penerapan metode mentorship mampu
 meningkatkan pencapaian kompetensi klinik
 kepercayaan diri
 harga diri
 kesadaran diri peserta didik.
Selection of preceptor
 Personal qualities:
 being helpful,
 empatizing, human,
 humorous,
 flexibel,
 dependable,
 enthusiastic.
 Respectful
 Shoeing commitment to
the student
 Silling to work with novice
 Enjoying teaching
 Have self confidence
 Leadership skill
 Peer respect
 Knowlwdge of own
strengths and weaknessess
 Able to demonstrate
analyses, critique
 Able to realate to patient
especially ini educatice
service
 Decision making ability
 Interest in professional
growth
Selection of preceptor
 Clinical & teaching skills
 Motivation

Diploma prepared preceptors teach baccalaureate

prepared students does not advance the nursing
practie but preserves the status quo (Myrick & Barret,
1994 cit. Mantzorou, 2004) basic element:
application of critical thinking, nursing theory and
researces based pracatice) ≠
Selection of preceptor
The UKCC (1993) states that:
“the preceptor should be a first level nurse who has
at least 12 months experience within the same or
associated clinical field as the practitioner requiring
support.
The preceptor should be seen as guide and supporter
and as a colleague who can act as a valuable source of
help both professionally and personally.”
Persiapan implementasi
Preceptorship
 Selection of preceptors
 Description of the role and expectation of preceptors
 Introduction of adult learning
 Learning theory
 Teaching theories
 The art of giving and receiving feedback
 Evaluation
(Shamian & Inhaber, 1985 cit. Mantzorou, 2004)
Fase Mentorship
 Initiation
 Planning
 Development
 Termination
Initiation
 Memahami tentang mentoring dan hubungan
dalam mentoring
 Informasi tentang mentor dan mentee untuk
menyelaraskan dan menyeimbangkan
 Klarifikasi peran
 Mengidentifikasi tujuan pembelajaran
 Meningkatkan komitmen dan harapan
 Menyelaraskan atau menyeimbangkan antar
mentor dan mentee
Planning
 Menetapkan kebutuhan dan keinginan antara mentor
dan mentee
 Membantu mentee menetapkan tujuan
 Menjalin hubungan (frequensi, waktu, tempat, acara)
 Menetapkan strategi komunikasi
 Mengatur kesempatan pembelajaran
Development
 Memastikan komunikasi yang sedang berjalan
 Menyediakan umpan balik
 Membuat rujukan bimbingan
 Menemukan sumber-sumber
 Meningkatkan pemahaman mentee tentang : organisasi,
stakeholders, penelitian, kemampuan dalam strategi
mengajar, meningkatkan rasa percaya diri, memperluas
jaringan, dan memberikan kesempatan
Termination
 Mereview pencapaian
 Menilai aktivitas dan kemungkinan selanjutnya
 Mendefinisikan kembali hubungan yang mungkin
dapat berupa hubungan informal diluar hubungan
formal
 Mendiskusikan kemungkinan projek selanjutnya
Daftar pustaka
 Hornby & Parnwell. 1977. Kamus Inggris-Indonesia. Oxford university
press: Kuala Lumpur
 Huriani, E. & Malini, H. (2008). Mentorship sebagai suatu inovasi
metode bimbingan klinik dalam keperawatan. Working Paper. Fakultas
Kedokteran. (Unpublished). Diaskses dari
http://repository.unand.ac.id/795/, tanggal 8 September 2013.
 Mantzorou, M. 2004. Preceptorship in nursing education: is it a viable
alternative for clinical teaching. Icus nurs webj. 19:1-10
 Robinson, S. (....) Are preceptorship programmes effective in retention
of newly qualiefied.registered nurses entering their first empleyment
position?: A systemetic review of the literature.
 Walker,N. Burk, A., & Tarka, E. 2011. Preparing to be a Preceptor: A
hannnnndook for preceptors BScN program. Rural Intructur Preceptor
Project Red Deer College/Alberta health services.