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Teaching Preceptors Using the Affective Domain (Part 1)

‘‘We would like you to be a preceptor.’’ These eight little words evoke feelings of inadequacy, self-doubt, and lackof self-confidence in many nurses. Educating preceptors has traditionally focused on didactic instruction emphasizing the cognitive domain. Although the information gleaned from the cognitive domain is valuable, learners fail to put the theory into practice (Hayes, 2016). This gap between theory and practice leads to an unsatisfactory onboarding experience and a higher turnover rate for new employees. This begs the question of how to create buy-in and improve implementation of the new concepts among preceptors. The answer is to teach using the affective domain. Creating an emotional response and personal experience enables learners to formulate a frame of reference that reshapes their understanding, guides their future actions, and enhances their self-confidence (Mezirow, 2009). This column, the first of a two-part series, presents teaching strategies emphasizing the affective domain that were successfully integrated into a preceptor development class.