Web-Based Training Modules for Nurse Practitioner Preceptors

Clinical Preceptor Development and the Benefit of Structured Teaching Techniques: A Scoping Review

INTRODUCTION

Physician assistant (PA) education in the clinical year is dependent on clinical preceptors. Recruitment of preceptors has been identified as a significant barrier for programs. As a result of the preceptor shortage, evaluation of the barriers to recruitment and retention has been considered. The lack of development and training was identified as a barrier to recruitment and retention of preceptors.The aim of this scoping review article was to identify structured teaching strategies to reduce the development and training barrier and improve preceptor efficacy and efficiency. Structured teaching techniques, such as the One-Minute Preceptor and Summarize, Analyze, Narrow, Probe, Plan, and Select (SNAPPS), are proven to be effective and efficient ways to train learners.

METHODS

Online databases were used to identify articles published from 2014 to 2022 using the following terms: "physician assistant" or "nurse practitioner," "preceptor development," "preceptorship," "teaching methods," "pedagogy," "clinical teaching," and "medical education." Seventeen articles formed the basis of the scoping review of the literature. A singular author reviewed the articles.

RESULTS

Training resources help ease student instruction burden that preceptors experience. Many preceptors rely on clinical experience to guide their teaching methods. Introducing formal, structured teaching strategies can improve preceptors' effectiveness. By implementing preceptor training using structured teaching strategies, PA programs can decrease barriers for preceptors and potentially increase preceptor effectiveness and efficiency.

CONCLUSIONS

Training preceptors on using structured teaching strategies through workshops, asynchronous learning modules, and podcasts could provide preceptors with the support needed to educate clinical phase PA students. Physician assistant programs must explore best practices in clinical teaching and the associated education and operational outcomes.

Changing the trajectory of clinical precepting for nurse practitioner students with the development of a preceptor resource network

ABSTRACT

Preceptors of nurse practitioner students can be difficult to recruit and retain. Schools of nursing have deployed incentives that aim to support preceptors; however, these incentives, such as conferences, webinars, and workshops, do not always entice preceptors. The purpose of this project was to enhance the overall clinical experience for both the preceptor and the Doctor of Nursing Practice primary care nurse practitioner students through the development of an innovative preceptor resource network (PRN). The PRN was designed and developed to support preceptors in rural and/or underserved areas. The network consists of informal monthly meetings with rotating content as well as an online repository that houses resources. More than half of the invited preceptors attend the meetings each month. Preceptors' feedback indicated that the meetings assist them in their precepting and/or clinical practice, and the discussions were engaging and interesting. Schools of nursing need to deploy creative, relationship-based strategies to recruit and retain preceptors for nurse practitioner students. The development of a PRN, which facilitates discussions from a preceptor-driven agenda, rather than a top-down educational method, is an innovative approach that is worthy of further exploration and replication. The PRN is a sustainable model for preceptor support that could be used by universities across the United States and abroad.

Nurse practitioner preceptor education to increase role preparedness

BACKGROUND

The public has become aware of the need for nurses and nurse practitioners in primary care with the widespread public health crisis. As the need for nurses and nurse practitioners grows, there is a need for the clinical educator and preceptor. However, preceptors have noted barriers to precepting such as time constraints, lack of preceptor role education, and role preparedness.

LOCAL PROBLEM

Currently, neither preceptor role development nor education has been implemented within a local institution. Preceptor vocalization led the charge for preceptor role development education within the institution.

METHODS

This quality improvement project focused on the preceptor role preparedness and education. A convenience sample was recruited from a large, diverse academic institution. The modified Clinical Supervision Self-Assessment Tool-Skills was utilized to determine the effectiveness of online education in preceptor role preparedness.

INTERVENTIONS

An online, self-directed, evidence-based preceptor education webpage with easily reproducible information related to collaborating with students and faculty situations. Literature, such as the One Minute Preceptor, Ask, Tell, Ask, and engaging student scenarios, was included from the literature review. A voice-recorded PowerPoint summarizing the webpage was included with a transcript for accessibility.

RESULTS

A paired t-test was used to assess the mean differences between the preintervention and postintervention periods. The results indicated the online preceptor education was effective.

CONCLUSIONS

Preparing nurse practitioner preceptors for their roles benefits the health care system. An online, self-directed, evidence-based preceptor education webpage can be beneficial in future preceptor education planning.