ld use. Direct observation of the preceptee when performing a task and the use of themselves as a role model. The preceptor and preceptee should have regular discussions to talk about progress made and any problems encountered. During these discussions the preceptor could assess the student by asking questions and gaining feedback from them. Written questions, projects and assignments could also be carried out, as well as 'role-play' situations. There are different types of assessment such as formative. This is on going throughout the learning process Summative assessment is the type of assessment used at the end of a period of instruction. This is more appropriate to student nurses rather than preceptorship programmes however. Critical Incident Analysis can be used as a method of developing reflection in nursing practice. Incidents can be chosen as discussion between preceptor and preceptee. Thoughts, feelings and behaviour can be analysed and new approaches to problems reflected on with the outcome of improving or changing learning and behaviour. This can be used as part of the assessment process and the preceptee could keep a reflective journal. As well as the chosen form of assessment the preceptor must be able to evaluate what, if any, progess is made.'Evaluation is the process by which educational experiences and the course overall is judged to be of value, and it's purpose is to provide information that can be utilised to effect development and improvement of the educational experience or course' (Bradshaw 1989). Formative evaluation is on going throughout the learning experience whilst summative evaluation is at the end of a learning experience. The reason for evaluation is to develop and improve learning experiences. Planned, systematic and focused evaluation serves to enhance the educational experiences and to promote the professional development of preceptees. It is essential to ensure...
