A Literature Review of Preceptorship: A Model for the Medical Radiation Sciences?

An investigation into the current perceptions of Irish Radiographers regarding patient-practitioner communication

INTRODUCTION

Many of the tasks performed by radiographers rely on effective communication with patients. This study aims to evaluate radiographers' experiences communicating with patients to determine what communication skills they believe they have, challenges they encounter and any familiarity with communication tools. It also assesses their willingness to accept further training and utilise recognised scripted communication tools, such as AIDET (Acknowledge, Introduce, Duration, Explanation and Thank you).

METHODS

Data were collected using an online survey deployed using the MS Forms platform. The survey consisted of 42 questions: 12 qualitative 'open-ended' questions and 30 'close-ended' quantitative questions. The survey remained open between March and May 2022. Quantitative data were analysed using descriptive statistics and qualitative responses using thematic content analysis. Cross distribution analysis, basic percentages, and graphic bar charts were used for quantitative data analysis.

RESULTS

One hundred and nine radiographers completed the questionnaire. Quantitative analysis found that 84 % (n = 87) of radiographers had not received additional post-qualification training in patient communication. Five communication themes emerged from the thematic analysis; (1) Expectations, (2) Education, (3) Improvements, (4) Errors, and (5) Communication Tools. The scripted communication tool AIDET, according to 86 % (n = 89) of respondents, was perceived to be potential helpful in improving radiographer-patient interactions.

CONCLUSION

Radiographers do not believe they have received adequate training for communicating with patients and would like to receive additional training and education. AIDET could be a useful communication tool as a starting guide for less experienced radiographers. There is a need for further studies that explore the use and effectiveness of scripted communication tools in radiographers' communications skills. In addition, additional post-registration training opportunities need to be available for radiographers in patient communication.

Preceptor's experience in supervising undergraduate nursing students in mental health: A qualitative study

Preceptorship is considered an essential component in undergraduate nursing student's clinical placement, especially those in speciality units such as mental health. During the preceptorship relationship students are granted the opportunity to work alongside experienced nurses in the ward observing their interactions with patients and other professionals. In addition, students are able to build clinical confidence and competence. There is currently a gap in the literature around the preceptorship experience in the mental health clinical environment which warrants further exploration. The aim of this study was to explore the experiences of Registered Nurses precepting undergraduate nursing students during mental health clinical placements. A qualitative, exploratory approach was performed. A total of eight registered nurses working in an acute in-patient mental health unit in a large regional hospital, were recruited and interviewed using a semi-structured interview technique. Thematic analysis was utilised to analyse the data resulting in the development of four overarching themes; (1) Time consuming and additional workload, (2) creating a safe environment, (3) providing and receiving feedback and (4) precepting is not a choice, it is an expectation. The results highlighted that preceptoring students was considered to be an extra workload that required significant time and effort. Preceptors also expressed concerns about student safety, emphasised the importance of feedback and acknowledged preceptorship as an expectation of registered nurses working in mental health. These findings underscore the necessity for further research to delve deeper into the experience of preceptors in mental health settings.

The Effect of the Application of the Team-STEPPS-Based Preceptorship Guidance Model on the Competence of Nursing Students

Objective

Student competence is an important topic of discussion during the implementation of counseling in the clinic. The purpose of this study was to analyze the effect of the Team-STEPPS-based preceptorship guidance model on student competency.

Methods

A comparative study was used to analyze the quantitative data. Participants were clinical practice students at "Ngudi Waluyo" Public Hospital with a total of 92 registered students divided into treatment and control groups. The Wilcoxon Signed Rank Test and the Mann-Whitney U-Test were used to assess differences between the intervention and control groups.

Results

There were post-test differences between the intervention group and the control group, namely clinical competence p-value (0.003), nursing management p (0.000), technical competence p (0.008), self-management p (0.000), and care-oriented patients p (0.000).

Conclusion

The Team-STEPPS-based preceptorship guidance model is very important in increasing student competency, not only in mastering clinical competence, but also in mastering technical skill competencies, nursing management, self-management, and patient-oriented care skills, and therefore, can increase student independence.

Engagement in radiation therapy research: What happens after graduation?

BACKGROUND

To prepare undergraduate radiation therapy (RT) students for the professional role of Scholarly Practitioner the University of Alberta's Radiation Therapy Program (RADTH) provides research education, and students conduct novel research studies during their final practicum year with the final result being a publishable paper. A curriculum evaluation project was carried out to examine the impact of the RADTH undergraduate research education by examining the final outcomes of these research projects and whether the learners carried out further research after graduation.

METHODS

Alumni who graduated from 2017 to 2020 were surveyed to seek information on the dissemination of their research projects, whether the projects resulted in a change to practice, policy, or patient care, if subsequent research has been performed by the graduates, and the motivators or barriers to conducting research post-graduation. A subsequent manual search of publication databases was conducted to fill in data gaps pertaining to publications.

RESULTS

All RADTH research projects have been disseminated by conference presentation and/or publication. One project was reported to have had an impact on practice, with no impact reported for five projects and two respondents not sure about any impact. All respondents reported they have not participated in any new research projects since graduation. Barriers listed included: limited local opportunity, lack of topic ideas, other professional development, no interest in research, COVID impact, and lack of research knowledge.

CONCLUSIONS

RADTH's research education curriculum successfully enables the RT students to conduct and disseminate research. All RADTH projects have been successfully disseminated by the graduates. However, participation in research post-graduation is not occurring due to a variety of factors. While MRT education programs are required to develop research skills, this education alone may not alter motivation nor ensure research participation post-graduation. Exploring other avenues of professional scholarship may be key to ensuring contribution to evidence-informed practice.

A preceptorship model to facilitate clinical nursing education in health training institutions in Botswana

Background

Despite the wide use of preceptorship, there is evidence that preceptorship and the role of preceptor in clinical nursing education are not clearly understood or supported.

Objectives

To develop a preceptorship model to facilitate clinical nursing education in Botswana.

Method

The model development in this study followed the steps of theory generation as described by Chinn and Kramer. These four steps are concept analysis, relationship statements, description and critical reflection of the model.

Results

Four main themes emerged from the empirical study that formed the basis for key concepts and model development. The model has six components, namely, agent, recipient, context, procedure, dynamics and terminus. The description of the model is based on Chinn and Kramer.

Conclusion

The need for a preceptorship model to facilitate preceptorship cannot be overemphasised in this regard. This model will guide the planning and implementation of preceptorship procedures by different stakeholders to improve its effectiveness in clinical nursing education.

Improving medical students' competencies: using longitudinal ambulatory setting preceptorship

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