Registered nurses' perceptions of nursing student preceptorship: Content analysis of open-ended survey questions

Nursing preceptors play a crucial role in supporting and educating clinical students. Understanding the perceptions and needs of nurse preceptors is essential to enhance their role as preceptors and to improve their teaching practices. This study aimed to explore preceptorship in diverse settings and specific contexts. Content analysis was performed to analyze open-ended responses from a questionnaire based on nurses' perceptions of preceptorship with undergraduate nursing students. Data were collected from two university hospitals, with different healthcare provision levels. Of the 370 responses, 295 (96%) were those of women, and 34.5% were in the age group of 41-50 years. Three main themes were identified: (1) the role of preceptorship as a key component in learning, (2) challenges in student preceptorship, and (3) personal recognition and compensation for teaching work. This study highlights the positive experiences and provides valuable insights into the challenges and opportunities faced by nurse preceptors in their teaching roles, and emphasizes the need for institutional support and educational programs to enhance their teaching responsibilities. Improving communication and collaboration among stakeholders is crucial for improving learning outcomes and satisfaction.

The impact of preceptorship on the newly qualified nurse and preceptors working in a critical care environment: An integrative literature review

BACKGROUND

Preceptorship has been found to be effective in supporting Newly Qualified Nurses (NQNs) during their transition into challenging environments, particularly in addressing issues related to confidence and anxiety. Effective preceptorship is an element of best practice and essential to support NQNs' transition into the critical care setting. However, the impact of preceptorship on NQNs and their preceptors in critical care units is yet to be completely understood.

AIM

To review the impact of preceptorship on NQNs and preceptors working in a critical care environment.

STUDY DESIGN

An integrative literature review of the literature. The review employed Whittemore and Knafl's (2005) five-stage integrative review approach.

METHODS

Three databases (MEDLINE, CINAHL and PsycINFO) were searched for papers published between January 2010 and May 2022. The PRISMA framework was used to guide the search and screening. Thematic analysis was used to extract, organize and analyse the data.

RESULTS

Nine studies were included in this review. Reflective thematic analysis revealed three themes, with four related subthemes. Preceptorship has an impact on the development of the NQNs and preceptors' 'nurturing' relationship. NQNs develop their knowledge, competence and confidence when experiencing supportive preceptorship. Meanwhile, preceptors experience a combination of increased workload and opportunities for learning and professional development as a result of preceptorship.

CONCLUSION

There is evidence of the impact of preceptorship on learning and professional development for both NQNs and preceptors, but this is a complex phenomenon and further research is required to understand this area more fully.

RELEVANCE TO CLINICAL PRACTICE

In nursing practice, it is well-established that Newly Qualified Nurses (NQNs) often face heightened levels of anxiety and a lack of confidence when embarking on their careers, particularly in the demanding and stressful environment of critical care units. This review holds particular significance in the realm of clinical practice as it delves into the pivotal role of preceptorship in nurturing the professional growth and development of NQNs within the challenging domain of critical care. Effective preceptorship, as an essential component of best practice, plays a pivotal role in aiding NQNs' transition into critical care settings.

Experiences of preceptorship in Singapore: A qualitative exploratory study of preceptors' experience in precepting nursing students during pre-registration of clinical placement in an acute hospital

BACKGROUND

Preceptors play an important role in teaching and guiding nursing students to transit to the role of registered nurses. Nursing students are trained to acquire the skills and knowledge in providing good quality care to patients. However, the preceptors in the clinical area may face challenges in providing care to their patients in addition to their preceptor role. It is vital to explore and gain insights on the preceptorship experience to better understand their challenges and facilitate their preceptorships and the learning experience of the nursing students.

AIMS

This study explored the preceptors' experience to understand their challenges and support received in the facilitation of the preceptorship and learning experience of the nursing students in an acute care hospital in Singapore.

METHODS

Semi-structured interviews were conducted from June to October 2021 with ten registered nurses working in an acute hospital. Thematic analysis was conducted.

RESULTS

Three main themes emerged from the thematic analysis: (1) preceptor-student relationship; (2) barriers and challenges to successful preceptorship; and (3) outcomes of successful preceptorship.

CONCLUSIONS

This study provided valuable insights in the experience of the preceptors in Singapore. Recommendation for nursing management and leaders to establish support system in promoting recognition of preceptors, establish dialog sessions between stakeholders. Nursing education to provide support and to review the efficacy of the current preceptorship program to identify correlation with successful precepting experience for both preceptors and nursing students. Despite challenges faced by the preceptors, their experience had been positive and they are committed in precepting the nursing students.

Nurses' perceptions of preceptorship of undergraduate students in clinical context

BACKGROUND

Nurses' perceptions of preceptorships for undergraduate nursing students are crucial for designing effective and tailor-made strategies to improve nurses' involvement, motivation, commitment, and satisfaction in preceptorships.

OBJECTIVES

The aim of this study was to determine nurses' perceptions of preceptorships for nursing students in two hospitals located in northern Spain.

SETTINGS

This study was conducted in two highly specialized, medium-large, university tertiary care hospitals, including one public and one private hospital, located in northern Spain.

PARTICIPANTS

The participants of this study were clinical nurses in private and public health centers who had been preceptors for at least one year.

METHODS

A descriptive cross-sectional study was carried out between October 2021 and April 2022, with a total sample of 307. The validated "Involvement, Motivation, Satisfaction, Obstacles and Commitment" (IMSOC) questionnaire was used. Descriptive statistics and bivariate analysis were carried out. The variables included sex, age, educational level, preceptorship training, professional experience, work sector, work setting, and type of contract.

RESULTS

The mean global questionnaire score was 115.25 ± 33.86 (95 % CI: 111.62-123), with the highest score obtained for the "Involvement" dimension (29.96; SD: 9.23; 95 % CI: 29.01-34.87). Age showed statistically significant negative correlations with the overall and dimension scores (p < 0.05). Comparisons by work sector and type of contract reflected that nurses working in the private sector and those with permanent contracts had higher motivation and commitment scores.

CONCLUSIONS

Preceptors had positive perceptions of their role in undergraduate nursing students' education. Age, work sector, type of contract and time allocation should be considered when designing strategies to enhance the involvement, motivation, commitment, and satisfaction of nurses in their experiences as preceptors for undergraduate nursing students. Improving the preceptorship experience will benefit both nurses and students by improving preparation, satisfaction, and retention.

Effectiveness of clinical mentorship program for students of long-term aged care: A mixed-methods study

BACKGROUND

Internationally, the population is rapidly aging with a strong demand for aged care services. In Taiwan, both recruiting and retaining staff to aged care poses difficulties. Good clinical role models can positively impact students' confidence and professional development and influence their willingness to enter the long-term aged care workforce.

OBJECTIVES

To clarify clinical mentors' roles and competencies and assess the effectiveness of a mentorship program for improving students' professional commitment and self-efficacy in long-term aged care.

DESIGN

A mixed-methods study with a quasi-experimental research design and qualitative interviews.

SETTINGS

Purposive sampling was used to recruit long-term aged care professional clinical mentors with preceptor qualifications and nursing and aged care students enrolled in a two-year technical program in a Taiwanese university's gerontology care department.

PARTICIPANTS

Fourteen mentors and 48 students participated. The student control group received regular education; the experimental group received mentorship guidance.

METHODS

This study included three phases. Phase one involved qualitative interviews to identify clinical mentors' roles and competencies. Phase two involved expert panel meetings to establish the clinical mentorship program's content and implementation. Phase three involved the program's evaluation. Quantitative questionnaires were administered before the program and subsequently at 6, 12, and 18 months to assess mentors' effectiveness and students' professional commitment and self-efficacy in long-term aged care. Qualitative focus groups solicited participants' feelings and suggestions for the program.

RESULTS

Clinical mentors' roles and competencies centered on two themes: professional role model and establishing good rapport. Quantitative analysis showed that mentoring effectiveness initially recorded a decline, followed by a subsequent increase. Both groups' professional self-efficacy and commitment followed an increasing trend. While the experimental group's professional commitment score was significantly higher than the control groups, their professional self-efficacy scores did not differ significantly.

CONCLUSIONS

The clinical mentorship program improved students' long-term aged care professional commitment and self-efficacy.

Critical thinking abilities among newly graduated nurses: A cross-sectional survey study in China

AIM

The aim of this study is to describe critical thinking dispositions among newly graduated nurses with different educational background in China and to explore related factors.

DESIGN

A cross-sectional questionnaire survey.

METHODS

The data were collected using the Chinese Version of Critical Thinking Dispositions Inventory (CTDI-CV). Overall, 588 newly graduated nurses finally completed the survey. Spearman and Pearson's correlation coefficients were used to examine the correlation between the CDTI-CV and nurses' general characteristics.

RESULTS

In terms of open-mindedness, analysis and inquisitiveness subscales, significant differences were found among nurses based on three educational level. When dichotomizing total CTDI scores into high and low, nearly 80% of the respondents fell into low score group. Pressure from workplace was high for 68.4% of them. Significant correlation was found among the new graduated nurses' critical thinking ability and their age, education level, reading habit and attitude towards nursing profession.

Evidence-based practices in developing and maintaining clinical nurse preceptors: An integrative review

OBJECTIVES

This integrative review of literature explores the best practice for establishing and maintaining a hospital-based nurse preceptor program. The intent is to provide nurse leadership and educators with guidance for optimizing preceptor programs in order to improve patient, staff, and organizational outcomes.

DESIGN

The project team conducted an integrative review of literature to inform best practice using the Johns Hopkins Evidence-Based Practice Model and Guidelines.

DATA SOURCES

Data sources included the PubMed, CINAHL, and Cochrane databases.

REVIEW METHODS

Each applicable article underwent a rigorous review and appraisal by the project team. The team used the Johns Hopkins Evidence-Based Practice Model to guide the appraisal process and to synthesize results to generate a comprehensive list of recommendations.

RESULTS

The search yielded 115 unique articles that answered the evidence-based practice question. What are best practices for establishing and maintaining a hospital-based nursing preceptor program? Due to the abundance of data, the practice question was divided into three separate sub questions that explored preceptor development, continuous preceptor support, and essential competencies of preceptors. Relevant evidence included one level I article, seven level II articles, and one level IV article. Most of the evidence was found in articles ranking as level III (n = 54) and level V (n = 52).

CONCLUSIONS

Many preceptorship themes and recommendations resonate throughout multiple levels of evidence. Recommendations include implementing an evidence-based, standardized curriculum that features diverse teaching modalities, critical thinking, and clinical reasoning. Common themes in the literature echo that preceptors need ongoing education, training, and support to improve nursing satisfaction, retention, and the quality of nursing care.

Preceptors' perceptions of support, commitment to the preceptor role, and preferred incentives: A cross-sectional study

AIM

This study aimed to explore the perceptions of preceptors regarding the support they receive in the preceptorship role, their commitment to the role, and the incentives that are important to them.

BACKGROUND

Nurse preceptors in Ghana face numerous challenges in performing their roles as preceptors. Preceptors require support from hospitals and nursing schools to make the preceptorship experience more rewarding for both students and preceptors. However, the type of support that preceptors require and their commitment to the preceptor role have been scarcely investigated in Ghana.

DESIGN

This was a quantitative descriptive cross-sectional study.

METHODS

An online survey that incorporated three questionnaires and a demographic information section was used to collect data from 154 preceptors in four hospitals in the northern part of Ghana. Data was analyzed using the Statistical Package for Social Sciences (SPSS) for Windows, version 26. Descriptive statistics, correlations, and multiple linear regression were used to analyze the data.

RESULTS

Preceptors reported high levels of support in the preceptor role and perceived themselves to be highly committed to the role. Preceptors identified preceptor training, continuing education opportunities, and textbooks on effective preceptorship as the three most important incentives to them. No associations were found between perceived commitment and demographic characteristics of participants.

CONCLUSIONS

Although many preceptors in Ghana feel satisfied with the support they receive to perform their role as preceptors, a significant number of preceptors do not feel adequately supported. Preceptor support should be geared more towards the professional development of preceptors.

Nurse preceptors' orientation competence and associated factors-A cross-sectional study

AIMS

To identify distinct orientation competence profiles amongst nurse preceptors and explain the associated factors.

DESIGN

A cross-sectional study design.

METHODS

The data were collected during the winter of 2020-2021 from registered nurses (N = 8279, n = 844) at one university hospital in Finland through an online questionnaire that included a self-administered electronic version of the Preceptors' Orientation Competence Instrument. K-means clustering was then used to identify nurse preceptor profiles. Chi-square, Fisher's exact test, Kruskal-Wallis and Mann-Whitney tests were used to analyse factors associated with competence profiles. The results were reported as frequencies, percentages, mean and standard deviation.

RESULTS

A total of three distinct orientation competence profiles (A, B, C) were identified. Profile A nurses evaluated their orientation competence at the highest level, whereas profile C nurses evaluated their competence at the lowest level. Sufficient clinical and theoretical experience, a motivation to work, willingness to orient new employees and participation in orientation and/or mentoring education were found to be associated with competence profiles.

CONCLUSION

The findings expand the current knowledge base of nurse preceptors' orientation competence. Health care organizations should recognize different orientation competence profiles amongst the nursing staff since the selection of a preceptor should always be based on possessing the necessary orientation competence rather than availability. The results indicate that preceptors (who reported taking on various tasks and covering multiple roles) need support from co-workers to sufficiently concentrate on employee orientation tasks. The results also indicate that preceptors need further orientation education, which should-for example-outline the learning goals for new employees and how preceptors can assess employee performance.

IMPACT

What problem did the study address? Prior research has not applied a robust theoretical framework covering all aspects relevant to a preceptor's competence. What were the main findings? A nurse's clinical and theoretical experience, motivation to work, willingness to orient new employees, and prior participation in orientation and/or student mentoring education were found to influence their level of orientation competence. Where and on whom will the research have an impact? Healthcare organizations can use the results of this study to make the selection of preceptors competency-based rather than their availability. Nurse leaders can use the results of this study to pinpoint which areas of nurses' orientation competence and associated factors need to be improved. Increased orientation competence will enable clinical nurses to provide high-quality orientation to new employees, which is crucial to the retention of nursing staff and the quality of patient care.

Newly graduated Nurses' experiences of the intervention graduate guidance nurses: A qualitative interview study

AIMS

Describing newly graduated nurses' experiences of the intervention graduate guidance nurses.

BACKGROUND

Newly graduated nurses need support to become established in the profession. The intervention was initiated to empower and support in the professional role.

METHODS

A qualitative case study conducted with semi-structured interviews, using a thematic content analysis.

RESULTS

One overarching theme "Organizational prerequisites, consisting of three themes occurred: "Activator" involved that the graduate guidance nurse was the activator creating a clear structure and the wards became more attractive workplaces. "Supportive nursing" meant that the graduate guidance nurse constituted an important support function which ensured patient safety. "Professional development" created the opportunity for professional growth.

CONCLUSION

Newly graduated nurses' experiences shows that the creation of an organizational structure enabled the graduate guidance nurses to be an important support and contributed to professional development.

IMPLICATIONS FOR NURSING MANAGEMENT

In healthcare organizations, strategic decisions, management support, and clear goals are important to create the organizational conditions to improve safer care. Support from experienced nurses is a large enabler in supporting newly graduated nurses developing in their profession. The results of the current study can be transferred to other similar healthcare organizations and can be supporting managers who plan to initiate support to newly graduated nurses.

Perspectives of Nurse Preceptors on a Web-based Clinical Pedagogy Program and Clinical Teaching: A Descriptive Qualitative Study

Nurse preceptors are key stakeholders in providing quality clinical education. The study aims to explore the perspectives of nurse preceptors on a Web-based clinical pedagogy program and clinical teaching. A descriptive qualitative design was adopted. The program was made accessible to the nurse preceptors who were assigned nursing students from July 2019 to June 2020. Upon completion of clinical teaching, focus group discussions were conducted and transcribed into verbatim. Thematic analysis was used for data analysis. A total of 19 nurse preceptors participated in four focus group discussions. Five themes and 11 sub-themes emerged: 1) Undergoing the process of self-awareness and development; 2) Mastering newly acquired skills to refine own teaching approach; 3) Implementing consistent evaluation and constructive feedback; 4) Dual roles and responsibilities of preceptor; 5) Benefits and barriers of the program. This study highlighted the knowledge and skills preceptors gained through the program which gave them newfound confidence and facilitated their clinical teaching and evaluation. As the shift towards online learning becomes more apparent, web-based learning can be a useful platform for professional development of nurse preceptors. This article is protected by copyright. All rights reserved.

Preceptorship as part of the recruitment and retention strategy for nurses? A qualitative interview study

AIM

To explore aspects that are important for the integration of preceptorship and processes for recruitment and retention of nurses.

BACKGROUND

The shortage of nurses is a global concern that has a major impact on health care systems around the world. However, earlier research has not considered whether preceptorship of nursing students can be an integral part of recruitment and retention of nurses.

METHOD

A descriptive design with a qualitative approach was used. Semi-structured interviews were conducted with ten preceptors and six ward managers in different health care specialties in Sweden.

RESULTS

Three aspects were found central for integrating preceptorship with recruitment and retention: perceptions of preceptorship, the organisation of preceptorship and the way preceptorship operates in relation to recruitment and retention strategies.

CONCLUSION

The findings suggest that preceptorship and recruitment strategies could both benefit from being integrated.

IMPLICATIONS FOR NURSING MANAGEMENT

It is central for nursing managers to develop organisational practices that enable the integration of preceptorship with recruitment and retention of nurses. This could increase the quality of both preceptorship and the work environment in general.

Transition to Practice for New Nurse Graduates: Barriers and Mitigating Strategies

Inadequate transition to practice increases stress for new health care providers and threatens employment longevity. This integrative review aimed to synthesize the evidence on transition process for newly graduated registered nurses and advanced practice nurses in hospital settings and to identify enablers/barriers and mitigating strategies. Two databases were systematically searched for articles that described the process, strategies, participant perceptions, and implications of role transition with a final yield of 23 articles. Synthesis of the evidence revealed three major themes: (a) achieving competence for safe practice, (b) addressing stress during transition, and (c) reducing turnover. Emotional support for new graduates was instrumental to achieving clinical competence. Role transition adaptation was linked to anxiety, while emotional health was positively associated with retention. Developing best practices that address skill proficiency, attending to the emotional needs of new nurse graduates, and providing structured transition programs to improve clinical competence are the strategies of choice.

ICU nurse preceptors' perceptions of benefits, rewards, supports and commitment to the preceptor role: A mixed-methods study

This paper explores Intensive Care nurses' perceptions of benefits, rewards, supports and their commitment to the role of preceptor. A questionnaire, consisting of Likert-scales and open-ended questions was used to collect data during October 2018. Preceptors were committed to their role. Correlations were found between preceptors' perceptions of benefits or rewards and commitment to the role (p = 0.003, r² = 0.39) and perceptions of support and commitment to the role (p = .001, r² = 0.46). Altruistic benefits were perceived to be of the greatest importance. Participants who recognised the importance of preceptorship for the organisation were more likely to be committed to the role. Eighty-three percent of respondents reported a lack of consistency in allocation to work with their preceptee. Qualitative results elucidated themes of helping, personal professional development, the opportunity to teach, and organisational improvement. Supports as barriers and enablers to successful preceptorship were discussed in terms of peer and leadership support, role preparation, the logistics of the environment, role conflict, and consistency of allocation to work in a preceptorship dyad. Commitment to the preceptor role may be increased by highlighting organisational benefits of preceptorship, increasing consistency of contact between preceptorship dyads, and increasing access to supports and preparation.

Understanding nurse preceptors' experiences in a primary health care setting: A descriptive qualitative study

AIM

This study sought to understand primary health care nurse preceptors' experiences of precepting junior nurses.

BACKGROUND

Nurse preceptors provide clinical teaching to nurses and pre-registration nurses and play a supervisory role in their work. The demand for preceptors in the primary health care setting is on the rise, and there is a huge responsibility placed on them on top of their routine workload.

METHODS

A descriptive qualitative approach was adopted, and purposive sampling was used to select the participants. 14 nursing preceptors across six polyclinics were interviewed. Thematic analysis was used to analyse the data.

RESULTS

The analysis revealed three themes: (1) a vessel for transferring knowledge; (2) building a therapeutic relationship; and (3) overcoming organisational barriers.

CONCLUSION

In light of the study's findings, strategies to address the insufficient knowledge of nurse preceptors, lack of recognition and preceptorship opportunities must be developed.

IMPLICATIONS FOR NURSING MANAGEMENT

More attention and opportunities for nurse preceptors' professional development such as courses to enhance their knowledge on educational and research developments as well as teaching seminars to maintain and build effective relationships with their preceptees. In addition, recognizing the role of nurse preceptors as a pillar of guiding the future generation of nurses and research to support nurse preceptors in their training cannot be undermined.

Development of the Preceptor Self-Assessment Tool and Use of the Content Validity Index

BACKGROUND

Competency of staff nurse preceptors is an essential factor that determines the success of preceptorship experiences. Competency assessment is complex, and no self-assessment tool exists.

METHOD

This article describes phase two of the development of the Preceptor Self-Assessment Tool (PSAT). A content validity index (CVI) survey was completed by 11 subject matter experts to determine relevance of items on the PSAT.

RESULTS

The Scale-Level CVI (S-CVI) for the instrument was 0.91, and the items CVI ranged from 0.45 to 1.0; most were above 0.78. One item was dropped and three were collapsed, leaving the final number of items at 64.

CONCLUSION

The items on the PSAT have undergone content validity and have been found to be highly relevant. Pilot testing in a large sample of preceptors is warranted to further refine the items on the tool. [J Contin Educ Nurs. 2020;51(10):469-476.].

Preceptor Criteria Revisited

BACKGROUND

Preceptor selection criteria based on demographic data has been shown to yield inconsistent degrees of success in the role. The purpose of this mixed-methods study was to determine if preceptors with different levels of innovativeness identified different benefits and challenges when implementing the preceptor role.

METHOD

A mixed-methods study was conducted using online surveys to determine each participants' individual level of innovativeness. Interviews were conducted with preceptors from each innovator category to identify benefits and challenges in implementing the preceptor role.

RESULTS

Preceptors who scored lower in innovativeness identified challenges that were not discussed by preceptors who scored higher in innovativeness. Conversely, preceptors who scored higher in innovativeness identified benefits that were not common to preceptors with lower levels of innovativeness.

CONCLUSION

Opportunities for nurse educators and facility nurse leaders were presented to meet the diverse needs of the preceptor and provide for more consistent implementation of the preceptor role. [J Contin Educ Nurs. 2020;51(9):425-432.].

Changing preceptorship to achieve better quality training and less attrition in newly qualified nurses

The preceptorship period is of great importance in the career of a nurse, as he or she moves from being a student to a competent, accountable professional. Problems with the current preceptorship system for preceptors include not receiving adequate training—particularly in providing constructive feedback to preceptees. In addition, when a small number of nurses are repeatedly assigned preceptees to mentor, this can lead to burnout. Preceptees can feel overwhelmed by their first months as a newly qualified nurse (NQN) and can feel unsupported if a preceptor's teaching style or personality is unsuited to them. This can lead to attrition in the nursing workforce, a current problem. This article suggests a new way of organising preceptorship, by allowing preceptors to opt in to the scheme, providing a pool of energised and enthusiastic preceptors. In turn, NQNs could initially work with the pool of nurses before being given the choice of which preceptor to work with individually.

Living With Moral Distress: The Perspectives and Experiences of Iranian Nurse Preceptors

Background and Purpose: Preceptors play a key role in the transition experience of new nurses. Preceptorship is a stressful role and is influenced by contextual factors. There is a lack of sufficient understandings of the perspectives and lived experiences of Iranian nurse preceptors of preceptorship. The aim of this study was to explore the perspective and lived experiences of Iranian nurse preceptors of preceptorship. Methods: A qualitative design using a hermeneutic phenomenological approach was used. Six Iranian nurse preceptors were chosen using a purposeful sampling method from a large paediatric teaching hospital in an urban area of Iran. Data was collected using in-depth semi-structured interviews and was analysed using the Diekelmann et al.'s method of hermeneutic phenomenological analysis. Results: The data analysis resulted in the development of a constitutive pattern of 'living with moral distress', which was constituted of two major themes: 'asking for and being unable' and 'the experience of conflict'. Implications for Practice: The findings of this study can improve nurses' understandings of the preceptor's role and associated factors influencing the implementation of the preceptorship programme. 'Moral distress' caused by the preceptor role can influence nurse preceptors' mental health and also the patient care outcomes. More studies are required to explore this phenomenon in different contexts and cultures and design strategies for reducing the burden of taking this role on nurse preceptors. Also, policies are needed for developing a formal preceptor support system to help preceptors take this stressful and demanding role in healthcare settings.

Benefits and Challenges of Partner Site Engagement with Community-Based Dental Education Programs: The Partner Sites' Perspectives

The aim of this qualitative study was to examine the perspectives of key personnel at partner sites providing community learning experiences to dental students to gain more understanding of the effects that community-based programs have on the sites themselves. Fourteen semi-structured interviews were conducted in 2015 with individuals from nine extramural sites. Interviewees had a range of roles from clinicians to CEOs, with six also reporting they were faculty preceptors. Three of the researchers developed a coding scheme focused on the benefits and challenges that community sites experience from participating in a community-based dental education (CBDE) program. Each coder then reviewed the interview transcripts independently before final group discussions and recoding to agreement. The main themes related to benefits were recruiting future dentists, staying current with clinical developments, sites' indirectly improving their missions by exposing students to broader roles of oral health providers, raising awareness regarding the need for dentistry in community settings, and nurturing a positive workplace environment. The main themes related to challenges were balancing education and training for students with clinical demands, communication with the university, and managing distinctive clinical and professional characteristics of students. This study's participants reported that the main benefit of CBDE for partner sites was dentist recruitment. The study also provided insights for both partner sites and dental schools to consider when developing and maintaining these partnerships.

Experiences of registered nurses in a general practice-based new graduate program: a qualitative study

Nurses are increasingly needed in primary healthcare settings to support community-based healthcare delivery. Programs to facilitate transition of new graduate nurses are well established in acute care; however, there are few similar programs reported in settings like general practice. This paper sought to explore the experiences of new graduate registered nurses and their registered nurse mentors in a new graduate program within Australian general practice. New graduates (n = 9) and their mentors participated in interviews before, during and at the conclusion of a 12-month new graduate program. Interviews were digitally audio-recorded and professionally transcribed verbatim before being analysed using thematic analysis. Eighteen new graduate and 10 mentor interviews were conducted, revealing four themes. Preparation and Opportunities describes the influence that pre-registration education had on preparing nurses for general practice employment. Exceeding Expectations highlights the positive experiences within the program. Program Challenges draws attention to the difficulties experienced by participants, and Future Career Intentions explores future career plans. This study highlights that a general practice new graduate nurse program has the potential to build the workforce. However, strengthening undergraduate preparation of nurses around primary health care and addressing funding issues in general practice, are important to promote the success of such programs.

Review of State Boards of Nursing Rules and Regulations for Nurse Preceptors

BACKGROUND

The clinical education of undergraduate nursing students relies heavily on the use of staff nurses who assume the preceptor role. The best and most efficient utilization of preceptors is unknown.

METHOD

This study reviewed Board of Nursing rules and regulations for all 50 states, the District of Columbia, and the U.S. territories for their published requirements regarding preceptors. Specifically, this review focused on preceptor-student and faculty-student ratios, role responsibilities, and requirements of preceptors and faculty in undergraduate precepted clinical experiences.

RESULTS

Although some commonalities were noted, such as eligibility (RN licensure), degree requirements (baccalaureate), and years of experience (1 to 3), 11 states had no documented regulations. The existing documents appear to lack depth, specificity, and consistency.

CONCLUSION

Because preceptors are utilized to such a great extent, the eligibility, selection, preparation, and expectations of preceptors and faculty who work with them should be more explicit. [J Nurs Educ. 2018;57(3):134-141.].

Evaluating a nurse scholarship programme: realising potential

Evaluation is an integral component of any nurse education programme and ideally requires a multi-method approach. This article describes both the formative and summative evaluation of the St Mark's Burdett nurse scholarship from the perspective of the health professionals involved. During the nursing scholar's specialty placements, their achievements were recorded alongside a more detailed insight into their ongoing development during weekly supervision sessions. The summative evaluation comprised recording their attendance at taught study days, progress in academic modules and one-to-one interviews. A survey was also conducted to gather feedback about the scholarship. The evaluation indicated that this programme helped the nursing scholars gain exposure to a broad range of gastrointestinal nursing clinical environments, provided them with the resources needed to continue to develop academically and professionally, and helped them to achieve career progression in specialist nursing.

Military preceptees' journey in the emergency department

This article is an account of the experiences of two newly qualified military graduates who became preceptees in an emergency department (ED). It considers the emotions felt, the benefits of previous nursing experience, and the importance of reflection and support from colleagues. The article also suggests that ED experience can shape nurses' ability to undertake operational and non-operational military nursing roles.

Married State Preceptorship Model: Crossing the State Line in New Graduate Nurse Transition to Practice

BACKGROUND

The transition to practice for new graduate nurses poses distinct challenges at the point of care. The complicated work environment necessitates a preceptorship model that maintains safety at all times.

METHOD

This study used survey, focus groups, and interviews to assess the effects of the married state preceptorship model (MSPM) on the experiences and perceptions of the new nurses and preceptors in a hospital setting.

RESULTS

The result validated the original findings from the new nurses' survey, indicating all (N = 28, 100%) of the new nurses found the MSPM to be beneficial, promote safety, and lessen anxiety, and 27 (96%) thought it helped them to assume a full patient load. The preceptors' survey revealed that 29 (97%) of the preceptors thought the MSPM promoted safety, 30 (100%) thought it boosted confidence, and 30 (100%) believed it meet the needs of the new nurses.

CONCLUSION

The study showed same thematic saturation on partnership, critical thinking, learning, and transition. The change in culture has been strengthened in the replicate study referring to their acclimatization in the unit through the MSPM. J Contin Educ Nurs. 2016;47(11):511-517.

Multiprofissionalidade e interprofissionalidade em uma residência hospitalar: o olhar de residentes e preceptores

Buscou-se compreender a percepção de residentes e preceptores sobre a multiprofissionalidade e a interprofissionalidade de uma Residência Integrada Multiprofissional em Saúde Hospitalar. Foi realizado um estudo com abordagem qualitativa, envolvendo o Grupo Focal como estratégia de produção de dados, apreciados por meio da análise de conteúdo de Bardin. Na prática, os conceitos sobre multiprofissionalidade e interprofissionalidade ainda são fragilizados. Contudo, foram elencadas ferramentas que podem auxiliar nessa efetivação, inclusive, com vistas ao fomento do trabalho colaborativo. Há confusão e dualidade quanto ao (re)conhecimento do papel dos residentes nos cenários de prática. O preceptor consiste em um importante ator nas Residências Multiprofissionais em Saúde. Apesar dos avanços percebidos, a viabilização da interprofissionalidade ainda se configura como um desafio do setor saúde. Nesse contexto, os processos formativos contínuos, com base na educação interprofissional, constituem ferramentas estratégicas.