A synthesis of preceptor philosophies and the key themes that emerged from the study so far.

This episode provides a summary of the major concepts in precepting, with the top six takeaways for effective precepting. It covers topics such as evaluating learning methods, giving feedback, metacognitive awareness, asking questions, memory and cognitive load, and the importance of the preceptor-orientee relationship.

Review and summary of the neuromyth quiz as part of the preceptor survey, with explanations of various myths and misconceptions about how the brain works and its relation to learning and memory.

This episode explains the use of the One Minute Preceptor model and how it uses concepts like assessing for prior experience and using Socratic questioning to develop critical thinking and assess for understanding. This model can be used when precepting nurses in the clinical setting. 

The episode discusses the use of different types of questions to develop critical thinking in orientees. It covers the benefits of frequent low stakes tests, Socratic questioning, and the challenges of crafting effective questions.

The episode provides examples of how to apply cognitive load theory in precepting and orientation practices, with a focus on reducing unnecessary overload and helping learners be more effective. It covers the concepts of intrinsic and extraneous load, as well as guidelines for reducing extraneous load in precepting situations.

This episode discusses cognitive load theory and its relation to teaching during a preceptor or orientation experience. It covers the different types of memory, working memory, and intrinsic and extraneous cognitive load, emphasizing the importance of understanding how new information is processed and retained.

This episode discusses different types of memory - sensory memory, short term memory, working memory, and long term memory - as well as the impact of cognitive load theory on memory retention and learning. The presenter also provides examples of each type of memory and its relevance in clinical practice.

This episode discusses the concept of action research and its application in a preceptor program for nurses. It also highlights areas for potential action research based on survey findings.

This episode discusses the importance of giving effective feedback in the precepting process, emphasizing the need for frequent, explicit, and formative feedback. It also provides tips on how to frame feedback in a positive manner and stresses the importance of being sensitive in delivering feedback. Additionally, it encourages preceptors to document important feedback and provides resources for further learning on the topic.

The episode explains the field of Mind, Brain and Education Science and its application in precepting practices for nurses. It also summarizes the work of Dr. Tracy Tokuhama Espinoza in MBE science.

This episode discusses metacognitive awareness in precepting and how it affects the ability of orientees to learn and be precepted. It also explores the concept of metacognition and its role in nursing education.

This episode discusses the concept of learning styles and explains why they are not a valid educational concept. The presenter provides evidence-based arguments against the idea of learning styles and discusses more effective methods for personalizing the learning experience for students.

The audio discusses Phase Two of the Preceptor Study, focusing on pattern recognition in learning and precepting. It includes information on the study schedule, topics, aspect recognition, and the importance of patterns in reducing stress and improving learning.