Feedback on the Preceptor's Experience Post-training: “A Quasi-experimental Design” (original) (raw)
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A critical review of preceptor development for nurses working with undergraduate nursing students
2017
Background: Preceptorship is a clinical teaching model throug h which undergraduate nursing students are facilitated to acquire beginning compe tencies that enable them to function effectively in the complex workplace environment upon graduatio n. Central to this model are preceptors who, although they may be expert clinicians, require spe cific educational support in order to carry out their student supervision role effectively. Objectives: The aim of this study was to explore the outcomes of preceptor development activities for preceptors of undergraduate nursing students. Methods: A comprehensive literature search was undertaken. Thirty-five studies of qualitative, quantitative and mixed method design were retrieved for analysis. Findings were analysed using a modified version of Kirkpatrick’s model for educati onal interventions. Results: Following development interventions, changes in k nowledge, skills and attitudes in precepting were the most commonly reported outcomes . Conc...
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.
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 ...
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.
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.
Nurses' lived experience of being a preceptor
Journal of Professional Nursing, 2000
Registered nurses' lived experience of preceptorship was studied in this phenomenological study. To illuminate the meaning of registered nurses' experience of being a preceptor for student nurses, individual taperecorded interviews were conducted with 17 regIstered nurses. They narrated their experience of being a personal preceptor for student nurses during practical training on a hospital unit, and the interviews transcribed verbatim were analyzed phenomenological-hermeneutically. The analysis revealed two main themes (1) Including the student in their dally work and (2) Increasing awareness of the process of learn-Ing, as well as six other themes, which contributed to a new comprehension of the meaning of being a preceptor. All the themes were related to the ongoing preceptor-preceptee relationship. The preceptors' thinking on past experiences and their ideas of nursing care in the future were present simultaneously. Nurses acting as preceptors were perceived as conscious individuals, demanding a balance of their dally work responsibility with increased awareness of the professional demands of nursing care. Preceptors gained Increased awareness of and a desire to fulfill the student nurses' varied learning needs and increased awareness of their own learning process. (
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.
Nurse Education Today, 2010
Preceptorship influences Registered Nurses&amp;amp;amp;amp;amp;#39; (RNs) daily work to different degrees depending on nursing students&amp;amp;amp;amp;amp;#39; knowledge, and willingness to learn. Consequently, it is of the utmost importance to investigate how RNs assess nursing students in clinical education. The aim of this study was to describe RNs&amp;amp;amp;amp;amp;#39; perceptions of nursing students&amp;amp;amp;amp;amp;#39; preparation and study approaches at hospital workplaces, and to explore relationships between RNs&amp;amp;amp;amp;amp;#39; perceptions and their personal/clinical characteristics. A cross-sectional design was used. In 2006, 142 of 196 RNs at a Swedish hospital answered a questionnaire (response rate 72.5%). The majority of RNs (63-84%) rated students&amp;amp;amp;amp;amp;#39; study approaches highly and thought students comprehended the outcomes of learning. Fewer (45-49%), rated students as having adequate theoretical knowledge highly and were of the opinion that they had acquired knowledge about the unit. Statistically, non specialist nurses rated significantly higher compared with specialist nurses. Significant positive correlations were found between the RNs&amp;amp;amp;amp;amp;#39; perceptions of nursing students and their interest in preceptoring. The extent to which preparation programmes, established in collaboration between a university and a hospital, had improved preceptors and nursing students was not graded. Further descriptive and intervention studies are therefore needed.
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.