Preceptorship during health personnel students’ clinical studies in nursing homes-An institutional perspective on an intervention (original) (raw)

Preceptorship: Exploring the experiences of final year student nurses in acute hospital setting

Journal of Hospital Administration, 2012

Background: Preceptors play a pivotal role in inducting, supporting, teaching and assessing students on clinical placement. This research sought to examine student nurses' experiences of preceptorship during their clinical placement in their final year of studies in order to further illuminate what is known about preceptorship in Ireland. Method: A qualitative research design was adopted for this study. Forty-seven final year nursing students were questioned using a structured enquiry schedule about their experiences of preceptorship during clinical placement. All participants were female. The data were analyzed thematically according to Smith, Flowers and Larkin's (2009) framework. Results: The results indicate that while a small minority found the experience of preceptors enhanced their learning while on clinical placement, the majority has a less than optimal experience. Reasons for this included: busy workloads of preceptors, difficulty in the accessibility of the preceptor and lack of preceptor training. Conclusions: The results highlight a number of challenges facing students and preceptors in the study. The authors advocate for a more systematic national study into preceptorship implementation in Ireland. This is necessary in order to inform a more coherent framework with national standards for preceptor training and implementation.

Preceptorship Model for Nursing Undergraduate Students: A Systematic Review

Indian Journal of Forensic Medicine & Toxicology, 2021

Objectives: To find out the effectiveness of clinical education models for nursing undergraduate programs. Methods: From the PubMed, Science direct, Wiley online, and Secondary Search databases, 7 articles were obtained consisting of qualitative research that discussed the model of implementing preceptorship for nurses and undergraduate nursing students. The selection of research articles to be reviewed by establishing the inclusion and exclusion criteria then the process of searching for articles is synthesized into PRISMA flow diagram. Journal criticisms have been carried out using Qualitative CASP tools and Case-control. Results: Researches from 8 countries that have been published and can be generalized to where the average participant is described as a student undergraduate nursing, nursing staff and clinical facilitators / supervisors. This type of intervention is focused on various clinical education models for undergraduate nursing programs. The findings obtained regarding the effectiveness of the clinical education model for undergraduate nursing programs. This review literature proves that the clinical facilitator model (preceptrorship) is better than the educator model based on student perception and learning outcomes. Conclusion: This review literature proves that the clinical facilitator model (preceptrorship) is better than the standard educator model based on student perceptions and student learning outcomes themselves, it is proven that the preceptorship model provides greater involvement and learning environment compared to the standard facilitator model. All clinical education models show the advantages or disadvantages and limitations of each, however the potential student learning outcomes can be maximized if the model used is the results evaluated using systematic research.

Perception of nursing students to two models of preceptorship in clinical training

Nurse Education in Practice, 2013

Purpose: This descriptive survey aimed at exploring nursing students' perception of two models of preceptorship: Model A requires intensive mentorship while Model B requires increasing students' independence and self directed learning. Methods: Convenience sample of 110 nursing students were recruited for this study. Fifty seven who were in courses of adult I and adult II were engaged in Preceptorship Model A, while 53 who were in courses of maternity and pediatric nursing were engaged in Preceptorship model B. Moore's (2009) reliable "Preceptorship Evaluation Survey" was used for data collection. It consists of three dimensions: preceptor's performance, preceptorship support at the practice site, and preceptee satisfaction with the clinical training experience. t-test, independent samples, was used for data analysis. Results: The findings showed that participants' mean scores on each dimension: preceptee satisfaction, program support, as well as preceptor's performance domains (teacher, facilitator, role model, provider of feedback, adept with adult learning, advocate, and socializer) were significantly (p < .05) in favor of Model A. Conclusions: Participants perceived the preceptorship model which incorporates intensive mentoring as more satisfactory than the preceptorship model where increasing students' independence and self directed learning is required.

A Critique of the Undergraduate Nursing Preceptorship Model

Nursing Research and Practice, 2012

The preceptorship model is a cornerstone of clinical undergraduate nursing education in Canadian nursing programs. Their extensive use means that nursing programs depend heavily on the availability and willingness of Registered Nurses to take on the preceptor role. However, both the health service and education industries are faced with challenges that seem to undermine the effectiveness of the preceptorship clinical model. Indeed, the unstable nature of the clinical setting as a learning environment in conjunction with faculty shortages and inadequate preparation for preceptors and supervising faculty calls us to question if the preceptorship model is able to meet student learning needs and program outcomes. In a critical analysis of preceptorship, we offer a deconstruction of the model to advance clinical nursing education discourse.

PRECEPTORSHIP IN NURSING EDUCATION: IS IT A VIABLE ALTERNATIVE METHOD FOR CLINICAL TEACHING

Education is challenged nowadays with the important for survival goal of facilitating change and learning. New meanings are now attributed to education such as learning how to learn rather than acquiring new knowledge (Rogers, 1983). In a constantly changing situation, where reliance on static knowledge does not make sense anymore, it is important to help students to develop autonomous ways of learning, which will be of vital value through their careers (Slevin & Lavery, 1991). Preceptorship has the potential to facilitate the clinical experience of the students by encouraging reflection and enhancing their ability of critical thinking. In this paper, the author will examine the available data in literature with regard to the principles, roles and appropriate preparations for the preceptors. Moreover, the available research data concerning its effectiveness will be reviewed and evaluated. Finally, an alternative hermeneutic approach will be presented for a more extended understanding of preceptorship as an educational process.

Supporting bachelor of nursing students within the clinical environment: Perspectives of preceptors

Nurse Education in Practice, 2014

Student learning in the clinical environment is a cornerstone of pedagogy for students undertaking a Bachelor of Nursing in Australia. Method: This paper presents the results of a survey that was conducted with registered nurses who preceptor students for universities in Australia. Findings: Findings reveal that some preceptors do not hold the qualification they are preceptoring students to obtain, that university involvement in preparation of preceptors is scant and that resource provision and communication from universities to preceptors is considered problematic. Registered nurses choose to act as preceptors for reasons that are both altruistic and professional. They are often employed in senior positions and as such find it difficult to manage time and resolve role conflict. Conclusion: This paper concludes that the registered nurses who preceptor students generally have a positive experience but require greater involvement by universities in their preparation, particularly when they are responsible for the direct assessment of students. The paper posits this may be best achieved by universities creating effective lines of communication and ongoing support. This will sustain collaborative and meaningful engagement with registered nurses who preceptor undergraduate students.

The professional practice knowledge of nurse preceptors

The Journal of nursing education, 2010

Significant research has been conducted and disseminated on preceptorship as an essential component in teaching and evaluating student learning in the final clinical practicum. The preceptorship triad-formally defined as an equilateral relationship among a nurse preceptor, faculty member, and undergraduate nursing student-overlooks the contextual challenges preceptors encounter. Preceptors develop relationships in the clinical setting to enhance teaching, and more importantly, to ensure student practice reflects the depth of clinical reasoning and skill acquisition necessary for safe and competent practice. Using descriptive surveys and qualitative focus groups, a research collaborative among academia, practice, and professional regulating bodies was established in southern Alberta, Canada, to research the types of knowledge nurses acquire and integrate to successfully assess, evaluate, and teach undergraduate nursing students in the clinical environment. This article describes the ...

Perception of Preceptor and Student Nurse Partnership on Clinical Teaching and Learning

American Journal of Nursing Science, 2016

Preceptorship is a model of clinical training in which a qualified nurse, referred to as a preceptor, is assigned to one or a group of nursing students, for the purpose of facilitating learning in the clinical setting. This study was done in Maua Methodist {M. M. H (Meru County, Kenya)} and Preyspeterian Churches East Africa (P. C. E. A) Chogoria (Tharaka-Nthi County, Kenya) hospitals in Meru, Kenya and its main objective was to determine the perceived need for preceptor-student nurse partnership in nursing training institution. A sample size of one hundred (100) respondents was randomly selected from a target population of one hundred and eighty (180) preceptees, by use of convenient sampling method. Ten (10) preceptors were also selected conveniently to participate in the study. One hundred and ten (110) questionnaires were distributed out of which ninety nine (99) were received back {(ninety-one-91) from preceptees and eight (8) from preceptors)}. Both, qualitative and quantitative descriptive survey designs was utilized. Descriptive statistics were used to analyse the resultant data. Regarding to the importance of having preceptors, results showed that eighty five out of ninety {85/90 (94.44%)} of the student nurses agreed that they are important while three (33.33%) disagreed. Eight out of nine {8/9 (88.88%)} of the preceptors agreed on the importance of preceptorship while one {1/9 (11.11%)} was not sure. The reasons according to students why they need these preceptors included; provision of directions and guidelines (90%), supervision (79%), resolve clinical conflicts between them and staff nurses (76%) and to have a role model to emulate (83%). For the preceptors-to have a good working environment (78%) and to act as role model (56%). Hence the need for the student-preceptor partnership during students nurses training period.

Preceptorship vs. clinical models of learning: The experiences of Bahraini nursing students

Clinical nursing studies, 2017

Background: Different models of teaching and learning are used to produce competent skilled clinical nurses. Some are traditional clinical teaching methods while others are grounded in preceptorship principles of mentoring. Knowledge regarding student nurses' experiences of preceptorship and its meaning for them can enhance the understanding of stakeholders in academia and practice to the needs of senior nursing students' and can offer them guidance to construct a more efficient approach to clinical teaching. Objective: The aim of the study was to explore the lived experiences of senior student nurses of preceptorship, while on clinical placements , with the objectives of describing their experiences and their relations with preceptors and also to illustrate the factors that facilitated or hindered the clinical learning process. Methods: A phenomenological hermeneutical inquiry was utilized. Data collection was conducted using semi-structured interviews with ten purposively chosen senior nursing students. Smith's Interpretative Phenomenological Analysis (IPA) was used as a framework for data analysis. Results: Students' lived experiences of preceptorship were mainly positive. Three main themes were identified: (1) Role Model Identification; (2) Team Integration; (3) Interpersonal Professional and Structural Challenges. The findings showed that preceptor relationships shaped the acquisition of skills and knowledge of student nurses' during their clinical placements. Conclusions: The findings illustrate the importance of collaboration between the academy and practice in providing support for student nurses and their preceptors. In addition, careful selection, comprehensive training and rewards for preceptors can enhance and facilitate student nurses' learning.