Preceptorship for Nurses

Subject NURS90010 (2011)

Note: This is an archived Handbook entry from 2011.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2011:

September, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours lectures
Total Time Commitment: In addition to the subject contact hours, students are expected to devote approximately 6 hours a week to this subject.


Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements: It is University policy to take all reasonable steps to minimise the impact of disability upon academic study and reasonable adjustments will be made to enhance a student’s participation in the University’s courses. Students who think their disability will impact on meeting this requirement are encouraged to discuss this matter with the Course Coordinator and the Disability Liaison Unit.


Ms Finbar Hopkins


Melbourne School of Health Sciences
The University of Melbourne
Level 5, 234 Queensberry St
Carlton Victoria 3010 AUSTRALIA
T: +61 3 8344 9401
F: +61 3 9347 4375

Subject Overview:

This subject will provide the learner with the skills and knowledge to provide and apply learning support systems in the clinical workplace. Whilst a variety of learning support models are explored and discussed, particular emphasis is placed on the preceptorship model of clinical support. The major themes of the subject are the learning organisation, principles and practices of teaching, learning and assessing in clinical practice with particular importance on providing learner feedback, the preceptor-preceptee relationship, and creating a supportive learning environment.


Upon completion of this subject, it is expected that the student will be able to:

  • identify and evaluate the conceptual underpinnings of the learning organisation;
  • appreciate the key disciplinary, organisational, personal and contextual issues impacting on workplace learning;
  • understand the various models of teaching, learning and assessing relevant to preceptorship;
  • use a flexible approach to apply their knowledge and skills in supporting learners which is based on principles of adult learning, intercultural sensitivity and understanding;
  • facilitate the development of learners'/preceptees' critical thinking and problem-solving abilities.

There are 2 assessments for this subject:

  1. One written assignment equivalent to 2800 words (70%) - Due week 8
  2. Student presentation of 10 minutes and five minutes question time (30%) - Due end of semester
Prescribed Texts:


Recommended Texts:

Bond, M and Holland, S. (1998). Skills of clinical supervision for nurses. London: Buckingham Oxford University Press.

Levett-Jones, T. & Bourgeois, S. (2007) The Clinical Placement. London Elsevier.

Driscoll, J. (2000). Practising clinical supervision: A reflective approach. Edinburgh RCN: Bailliere Tindall.

Morton-Cooper, A., and Palmer, A. (2003). Mentoring, preceptorship and clinical supervision: A guide to professional support roles in clinical practice (2nd ed). London: Blackwell Scientific.

Nicklus, P, and Kenworthy, N. (2004). Teaching & assessing in nursing practice: An experiential approach. Edinburgh RCN: Bailliere Tindell.

Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills: On completion of the subject students should have developed the following generic skills of the Melbourne graduate and postgraduate coursework student:
  • problem-solving skills by involvement in classroom discussions and activities;
  • analytic skills by your critical appraisal of the literature and development of arguments within the set assignment;
  • ability to work as a team member by your involvement in discussions and activities with your fellow students;
  • writing skills by completion of the assessment tasks;
  • time management skills by planning your work and submitting information by the required deadlines.
Links to further information:

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