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Arnaert A, Di Feo M, Wagner M, Primeau G, Aubé T, Constantinescu A, Lavoie-Tremblay M. Nurse Preceptors' Experiences of an Online Strength-Based Nursing Course in Clinical Teaching. Can J Nurs Res 2023; 55:91-99. [PMID: 35023385 PMCID: PMC9936431 DOI: 10.1177/08445621211073439] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Background: Online educational programs for nurse preceptors have been created based on various theoretical frameworks; however, no programs using a Strengths-Based Nursing (SBN) approach could be located. Purpose: This qualitative descriptive study explored the nurse preceptors' experiences in using a SBN approach to provide clinical teaching to nursing students after completing an online SBN clinical teaching course. Methods: Semi-structured interviews were conducted with six nurses. Data was thematically analyzed. Findings: Although their levels of familiarity with SBN varied, all preceptors acknowledged that using a SBN approach in clinical teaching benefits both students and educators. They reported that it empowered students and that it allowed them to discover their strengths. Getting to know their students helped the preceptors provide tailored learning experiences and feedback. Using the SBN approach simultaneously enhanced the preceptors' self-confidence and created opportunities for shared learning. Conclusion: Using a strengths' approach offers nurse preceptors a powerful tool to facilitate student learning and skills development in clinical practice.
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Affiliation(s)
- A. Arnaert
- Ingram School of Nursing, McGill University, Montreal, QC, Canada,Antonia Arnaert, N, MPH, MPA, PhD, Associate Professor, Ingram School of Nursing, 680 Sherbrooke West, 18th floor, Office 1803, Montreal, QC, Canada H3A 2M7.
| | - M. Di Feo
- Ingram School of Nursing, McGill University, Montreal, QC, Canada
| | - M. Wagner
- Institute of Health Sciences Education, McGill University, Montreal, QC, Canada
| | - G. Primeau
- Ingram School of Nursing, McGill University, Montreal, QC, Canada
| | - T. Aubé
- Ingram School of Nursing, McGill University, Montreal, QC, Canada
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Mukhalalati B, Elshami S, Awaisu A, Al-Jayyousi G, Abu-Hijleh M, Paravattil B, Almahasneh R, Bawadi H, Al-Amri K, Al-Khal A. Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University. Int J Health Plann Manage 2022; 37:3126-3147. [PMID: 35861383 DOI: 10.1002/hpm.3544] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2021] [Revised: 06/25/2022] [Accepted: 07/06/2022] [Indexed: 11/08/2022] Open
Abstract
BACKGROUND 'The Practice Educators' Academy Programme' is an innovative educational intervention developed following a preceptor-focussed needs assessment. The primary aim of this study was to evaluate the programme's effect on self-efficacy and knowledge amongst multi-disciplinary clinical preceptors who precept students across the Health Cluster in Qatar University. The secondary aim was to assess the preceptors' satisfaction with the programme's comprehensiveness, appropriateness, and relevance. METHODS This is a longitudinal study, with the same participants followed at different time points (i.e., pretest-posttest interventional design). The sample size was calculated to represent 10% of the sample expected for the main study, utilising a stratified convenience sampling technique. Preceptor self-efficacy was assessed using the Preceptor Self-Efficacy Questionnaire, a validated 21-item questionnaire. Preceptor knowledge was assessed through a 25-item multiple-choice question test. Satisfaction with programme content and delivery was assessed through a 14-item questionnaire with open comments. RESULTS Thirty pretest-posttest respondents for the PSEQ assessment, and 26 pretest-posttest respondents for the knowledge assessment were appropriately matched and analysed. Participation in the self-efficacy questionnaire resulted in a statistically significant increase in their posttest median score (pretest-to-posttest: 3.3-to-3.6, p = 0.001). Participation in the knowledge assessment resulted in a statistically significant increased posttest mean score (pretest-to-posttest: 10.2-to-15.7, p < 0.001). Participants indicated high levels of satisfaction with the programme (average score = 4.42/5). CONCLUSIONS Our findings suggest the programme is effective as demonstrated through a significant improvement in preceptors' self-efficacy and knowledge. Recommendations for future iterations include placing greater focus on active learning strategies, and inter-disciplinary interactions.
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Affiliation(s)
- Banan Mukhalalati
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU-Health, Qatar University, Doha, Qatar
| | - Sara Elshami
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU-Health, Qatar University, Doha, Qatar
| | - Ahmed Awaisu
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU-Health, Qatar University, Doha, Qatar
| | - Ghadir Al-Jayyousi
- Department of Public Health, College of Health Sciences, QU-Health, Qatar University, Doha, Qatar
| | - Marwan Abu-Hijleh
- Basic Medical Science Department, College of Medicine, QU-Health, Qatar University, Doha, Qatar
| | - Bridget Paravattil
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU-Health, Qatar University, Doha, Qatar
| | - Randa Almahasneh
- Department of Psychological Sciences, College of Education Qatar University, Doha, Qatar
| | - Hiba Bawadi
- Strategy Program Development Office, Medical and Health Sciences Office, Doha, Qatar
| | - Kristen Al-Amri
- Medical Education Office, Hamad Medical Corporation, Doha, Qatar
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Wu XV, Selvam UP, Wang W, Ang ENK, Devi KM, Chan YS, Wee FC, Zhao S, Sehgal V, Chi Y. A web-based clinical pedagogy program to promote professional development for nurse preceptors: A quasi-experimental study. Nurse Educ Pract 2022; 59:103288. [DOI: 10.1016/j.nepr.2022.103288] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 01/05/2022] [Accepted: 01/06/2022] [Indexed: 10/19/2022]
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Utami IQ, Ramdani F. GEMAR: web-based GIS for emergency management and ambulance routing. Inform Health Soc Care 2021; 47:123-131. [PMID: 34379038 DOI: 10.1080/17538157.2021.1948856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
In this study, we developed a web-based emergency management system to provide timely treatments to patients in emergency conditions. With the integration of geospatial information and technologies, a global positioning system, and optimization technique, we designed a system consisting of two subsystems, emergency reporting and ambulance routing. The reporting subsystem helps in collecting emergency information in urban areas using geocoding and geolocation function, while the routing subsystem generates the optimal route for pick-up operation and selects the nearest hospital for patient delivery process. A committee of 10 experts comprising of seven medical experts and three GIS experts are invited to use the system. We performed system evaluation in terms of technology acceptance and usability issues. The technology acceptance's mean score ranged from 3.70 to 4.40, while the usability means score ranged from 4.00 to 4.50. The results indicated that the system provided user-friendliness features so that they are willing to use the system in the near future. The medical experts also perceived that the system was easy to operate and navigate. They stated that the two subsystems are helpful for clinical operators to understand a common situation in emergency handling. We used their feedback to further improve and refine the program.
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Affiliation(s)
- Ika Qutsiati Utami
- Faculty of Advanced Technology and Multidiscipline, Universitas Airlangga, Surabaya, Indonesia
| | - Fatwa Ramdani
- Faculty of Computer Science, Brawijaya University, Malang, Indonesia
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Heusinkvelt SE, Tracy M. Improving Nurse Practitioner and Physician Assistant Preceptor Knowledge, Self-Efficacy, and Willingness in a Hospital Medicine Practice: An Online Experience. J Contin Educ Nurs 2020; 51:275-279. [PMID: 32463901 DOI: 10.3928/00220124-20200514-07] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2019] [Accepted: 11/25/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND A hospital medicine practice experienced an increased demand for additional nurse practitioner (NP) and physician assistant (PA) preceptors. METHOD An online preceptor education course was developed that included eight modules: communication and feedback, expectations for assessment and evaluation, pedagogy, time management and efficiency, goal setting and coaching, working with struggling or at-risk students, legal and ethical considerations, and teaching procedures. Knowledge, self-efficacy, and willingness to precept were examined in a precourse and postcourse format. RESULTS Postcourse, knowledge improved from 69.4% to 90.6%. Self-efficacy improved by 35.2%, and willingness to precept also improved. Qualitative themes emerged, including excitement to precept, helpful course, and time constraints. CONCLUSION An online NP and PA preceptor training program increased preceptor knowledge, self-efficacy, and willingness to serve as a preceptor. Additional research is needed to explore the time constraints to serving as an NP or a PA preceptor in the inpatient environment. [J Contin Educ Nurs. 2020;51(6):275-279.].
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Meeting preceptor expectations to facilitate optimal nurse practitioner student clinical rotations. J Am Assoc Nurse Pract 2020; 32:400-407. [DOI: 10.1097/jxx.0000000000000304] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Wu XV, Chi Y, Chan YS, Wang W, Ang ENK, Zhao S, Sehgal V, Wee FC, Selvam UP, Devi MK. A web-based clinical pedagogy program to enhance registered nurse preceptors' teaching competencies - An innovative process of development and pilot program evaluation. NURSE EDUCATION TODAY 2020; 84:104215. [PMID: 31683138 DOI: 10.1016/j.nedt.2019.104215] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Revised: 07/08/2019] [Accepted: 09/13/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Registered Nurse Preceptors guide students to integrate theory into practice, assess clinical competencies, and enhance problem-solving skills. Researches have indicated that the teaching competencies of nurse preceptors can be transferred to students' clinical learning. OBJECTIVES The aims of the study are to develop a web-based clinical pedagogy (WCP) program for Registered Nurse Preceptors and conduct pilot program evaluation. DESIGN A three-step process was applied to integrate the theoretical framework, evidence from the systematic review, and content validity by the experts and pilot test with the Registered Nurse Preceptors in the content and technical development of the program. The WCP program has unique features including use of dashboard, interactive videos, consultation with experts, discussion forum and backend data analysis. RESULTS A committee of six content experts evaluated the comprehensiveness, appropriateness, and relevancy of the program. The item-Content Validity Index (CVI) score ranged from 0.83 to 1.00 and the scale-CVI score was 0.87, which indicated that the WCP program had a strong content validity. Ten nurse preceptors were invited to use the WCP program. Preceptors shared that the website was easy to use and navigate. They commented that the videos in each module are beneficial for nurses to understand the real situation in the clinical setting. This feature also makes the website more interactive. Feedback from preceptors was subsequently used to further refine the program. DISCUSSION AND CONCLUSION The WCP program is an evidence-based program that provides a comprehensive coverage on clinical teaching pedagogy and assessment strategies. The unique web-based technology and interactive features provide a platform for nurse preceptors to discuss clinical encounters with peers and consult experts. The flexible and resource-rich nature of web-based learning encourages nurses to use it for continuing education.
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Affiliation(s)
- Xi Vivien Wu
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Yuchen Chi
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Yah Shih Chan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Wenru Wang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Emily Neo Kim Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Shengdong Zhao
- School of Computing, National University of Singapore, 117417, Singapore.
| | - Vibhor Sehgal
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
| | - Fong Chi Wee
- Tan Tock Seng Hospital, 11 Jln Tan Tock Seng, 308433, Singapore.
| | | | - M Kamala Devi
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, 117597, Singapore.
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Sidhu NS, Edwards M. Deliberate teaching tools for clinical teaching encounters: A critical scoping review and thematic analysis to establish definitional clarity. MEDICAL TEACHER 2019; 41:282-296. [PMID: 29703088 DOI: 10.1080/0142159x.2018.1463087] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE AND METHOD We conducted a scoping review of tools designed to add structure to clinical teaching, with a thematic analysis to establish definitional clarity. RESULTS Six thousand and forty nine citations were screened, 434 reviewed for eligibility, and 230 identified as meeting study inclusion criteria. Eighty-nine names and 51 definitions were identified. Based on a post facto thematic analysis, we propose that these tools be named "deliberate teaching tools" (DTTs) and defined as "frameworks that enable clinicians to have a purposeful and considered approach to teaching encounters by incorporating elements identified with good teaching practice." We identified 46 DTTs in the literature, with 38 (82.6%) originally described for the medical setting. Forty justification articles consisted of 16 feedback surveys, 13 controlled trials, seven pre-post intervention studies with no control group, and four observation studies. Current evidence of efficacy is not entirely conclusive, and many studies contain methodology flaws. Forty-nine clarification articles comprised 12 systematic reviews and 37 narrative reviews. The most number of DTTs described by any review was four. A common design theme was identified in approximately three-quarters of DTTs. CONCLUSIONS Applicability of DTTs to specific alternate settings should be considered in context, and appropriately designed justification studies are warranted to demonstrate efficacy.
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Affiliation(s)
- Navdeep S Sidhu
- a Department of Anaesthesia and Perioperative Medicine , North Shore Hospital , Auckland , New Zealand
- b Department of Anaesthesiology , University of Auckland , Auckland , New Zealand
| | - Morgan Edwards
- a Department of Anaesthesia and Perioperative Medicine , North Shore Hospital , Auckland , New Zealand
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Wu XV, Chan YS, Tan KHS, Wang W. A systematic review of online learning programs for nurse preceptors. NURSE EDUCATION TODAY 2018; 60:11-22. [PMID: 28987893 DOI: 10.1016/j.nedt.2017.09.010] [Citation(s) in RCA: 46] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2017] [Revised: 08/25/2017] [Accepted: 09/19/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competency, and enhance problem solving skills. Managing the dual roles of a registered nurse and preceptor poses tremendous challenges to many preceptors. Online learning is recognized as an effective learning approach for enhancing nursing knowledge and skills. OBJECTIVE The systematic review aims to review and synthesise the online learning programs for preceptors. DESIGN A systematic review was designed based on the Cochrane Handbook for Systematic Reviews of Programs. DATA SOURCES Articles published between January 2000 and June 2016 were sought from six electronic databases: CINAHL, Medline OVID, PubMed, Science Direct, Scopus, and Web of Science. METHODS All papers were reviewed and quality assessment was performed. Nine studies were finally selected. Data were extracted, organized and analysed using a narrative synthesis. RESULTS The review identified five overarching themes: development of the online learning programs for nurse preceptors, major contents of the programs, uniqueness of each program, modes of delivery, and outcomes of the programs. CONCLUSION The systematic review provides insightful information on educational programs for preceptors. At this information age, online learning offers accessibility, convenience, flexibility, which could of great advantage for the working adults. In addition, the online platform provides an alternative for preceptors who face challenges of workload, time, and support system. Therefore, it is paramount that continuing education courses need to be integrated with technology, increase the flexibility and responsiveness of the nursing workforce, and offer alternative means to take up courses.
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Affiliation(s)
- Xi Vivien Wu
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11, 10 Medical Drive, 117597, Singapore.
| | - Yah Shih Chan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11, 10 Medical Drive, 117597, Singapore.
| | | | - Wenru Wang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD 11, 10 Medical Drive, 117597, Singapore.
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