Masterful precepting: using the BECOME method to enhance clinical teaching

Abstract

Staff development educators are actively engaged in the mentoring of preceptors and the orientation of new nursing staff. They are consulted by preceptors to assist in reconciling orientation conflicts. This assistance can range from diagnosing performance problems to resolving intrapersonal conflicts between preceptor and orientee. This article describes the development of a framework, known by the acronym BECOME. The purpose of this framework is to provide educators with a repertoire of strategies for educating and mentoring preceptors.