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The aim of this article is to identify the competences of nursing student’s preceptors in the clinical teaching. The clinical teaching is one of the components of the nursing degree course, that ensure the acquisition of knowledge, skills and attitudes necessary for autonomous and interdependent interventions of professional practice. The legal framework points to the contribution of the nurse as a preceptor of students, assuming the role of preceptor, sharing responsibility for the teaching-learning process with the teacher. The capacities, characteristics, responsibilities and even the desirable skills of preceptors, in the clinical teaching, are described in the literature in a dispersed way. We performed a systematic review, using the PICo method, applied to the CINAHL, MEDLINE, and SCIELO electronic databases. We analyzed 9 articles that were published between 2008 and 2018. We identified 6 categories of competence of the preceptor: relational, analysis, reflective, pedagogical, learning and professional. The evidence points to relational skills as predictors of pedagogical competencies. These, in turn, are anchored in a harmonious way to the analytical and reflexive competences that are mediators of the acquisition of effective learning skills and of support for the professional competences in the performance of the preceptor. |
