This episode gives a summary and synthesis of the Preceptor Philosophies you wrote (in a deidentified way). In general the group has a good intuitive understanding of Mind, Brain, and Education Science concepts. However, variations in practice may be counterproductive for orientees. A suggested next step is to verify ideal preceptor practice within the group and create a pacing guide for preceptors so that the group style is more cohesive. 

Week 6: Neuromyth Review summarizes common misunderstandings about how the brain learns and highlights evidence-based principles that matter for precepting. Key points include the roles of sleep, neuroplasticity, and distributed memory networks, and why the 10% brain and left/right brain myths are misleading.The episode explains how memory is built and lost, why rehearsal, spaced retrieval, and reflection (metacognition) improve learning, and why repeated check-ins and low-stakes testing help orientees retain skills.Practical takeaways stress that forgetting is normal, practice plus reflection builds expertise, and Universal Design for Learning is a better teaching approach than catering to learning styles. Links to the full Betz et al. 2019 report are provided for further reading.

Preceptor Study Week 6 covers effective questioning strategies and introduces the One-Minute Preceptor (OMP) model. The episode explains types of questions, emphasizes guiding learners to reason rather than giving answers, and walks through the five OMP micro-skills: get a commitment, probe for understanding, teach general rules, reinforce what was done right, and correct errors. A clinical example involving hemodynamics demonstrates the approach, and listeners are directed to additional resources and follow-up sessions.

This episode explains how different types of questions and low-stakes quizzes can improve learning during clinical orientation. It covers the testing effect and recommends unit-based, low-stakes retrieval practice to standardize learning and reduce preceptor burden.It reviews Socratic questioning, open vs closed questions, and the risks of "hot seat" questioning—emphasizing psychological safety and knowing when to ask versus when to tell. Socratic methods build metacognition only when learners have enough baseline knowledge.Key takeaways: use low-stakes quizzes, combine closed and open questions to assess knowledge and reasoning, avoid high-stress questioning, and be transparent about why you ask questions. The next session introduces the one-minute preceptor model.

In this episode we review cognitive load theory and share three practical strategies for preceptors: structure information and control the environment to avoid distractions, use worked examples (checklists, flow sheets, visuals) to model tasks, and scaffold responsibilities so learners take on complexity gradually.These simple changes reduce unnecessary mental effort, free working memory for core learning, and make orientation more effective and efficient.

This episode introduces Cognitive Load Theory and explains how working memory, long-term memory, intrinsic load, and extraneous load affect learning in the preceptor-orientee relationship. It highlights why new information sometimes doesn’t stick and how preceptors can reduce unnecessary load to improve knowledge transfer.Next week’s episode will present specific, practical strategies preceptors can use at the bedside to optimize cognitive load and support effective learning.

This episode explains the major types of memory—sensory, short-term, working, and long-term (explicit and implicit)—and how they operate during clinical shifts.Using practical examples from orientation, it explores why orientees get overwhelmed, how working memory limits affect performance, and how procedural and emotional memory influence learning and confidence.The episode also previews a follow-up on cognitive load theory and offers strategies preceptors can use to reduce overload and improve retention.

This episode introduces Mind, Brain, and Education (MBE) Science and explains how it integrates neuroscience, psychology, and education into practical teaching strategies for nurse preceptors.It covers why MBE matters in nursing—teaching in high-stress clinical settings—and highlights common neuromyths to discard and the six universal principles of learning.The episode also outlines five steps for applying MBE: eliminate neuromyths, learn universal learning principles, consider individual learner factors, reflect on learning culture, and develop instructional guidelines to improve precepting.

This episode explains what action research is and shares early findings from unit surveys about the preceptor and orientation program. It highlights strengths (joy in teaching, pride in specialized knowledge) and stressors (feedback challenges, knowledge gaps, group communication, and resource limits).It proposes practical next steps — a unit-based preceptor course, vetting and remediation tools, standardized materials for orientees, better systems for communication and feedback, and recognition for preceptors — and invites confidential or anonymous input. Upcoming sessions will cover cognitive load, memory, and learning strategies to improve teaching.

This episode explains metacognition — thinking about one’s own thinking — and why it separates easy orientees from difficult ones in precepting. It outlines metacognitive knowledge and regulation (planning, monitoring, debugging, and evaluation) and shows how preceptors can encourage these skills through questioning and reflection.Listeners will learn practical ways to identify metacognitive needs, support orientees in developing learning plans, and use reflection to improve orientation outcomes. Next week covers study action research and mind, brain, and education science.

This episode tackles the fear of giving feedback—especially concerns about generational sensitivity—and explains why the core elements of effective feedback apply to everyone.It offers four practical tips: prioritize frequent formative feedback, "feed forward" with future-focused guidance, be clear and concise, and write feedback down so orientee and leadership stay aligned.

This episode discusses the concept of learning styles and why they are not a valid educational concept. It challenges the belief that people learn better when taught using their preferred learning style and provides evidence that learning styles have no bearing on how well someone learns.

This episode outlines a seven-week long Preceptor Study focused on applying knowledge of human learning to precepting. It discusses the importance of pattern recognition in learning and precepting, posting questions for participants to consider and inviting further discussion on the topic. 

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.