Pharmacy residents’ perception of preceptors as role models

The cognitive apprenticeship model as a framework for desired precepting qualities to inform preceptor development

INTRODUCTION

Positive learner perceptions of learning experiences have been linked to better learning outcomes. More information is needed on learners' desired qualities of preceptors and learning experiences to inform preceptor development. Aligning learners' perceptions with a teaching framework, such as the Cognitive Apprenticeship (CA) framework, may be useful to guide preceptor self-assessment and development. However, information is lacking regarding whether the CA framework is consistent with learners' expectations. The purpose of this study was to determine pharmacy learner perspectives on desired preceptor behaviors and qualities and to evaluate their alignment with the CA framework to inform preceptor development.

METHODS

Twenty-two learners (nine residents and 13 introductory and advanced pharmacy practice students) participated in nine focus group interviews. Data were analyzed qualitatively by inductive coding and pattern coding and then condensed into themes. After initial analysis, the CA framework was adapted into codes and applied to the data to explore the alignment of quality preceptor characteristics with CA.

RESULTS

Learners identified desired general preceptor characteristics, teaching behaviors, and qualities of sites and experience structure in their discussion. All four CA dimensions (Methods, Sociology, Sequencing, and Content) were represented in the described desired preceptor qualities. Most comments were connected to the Methods dimension.

CONCLUSIONS

This study supports the use of CA as a framework to guide preceptor development and assessment for desired precepting qualities, preceptor behaviors, and learning environments. Additional research is needed for best practices in implementing CA in preceptor assessment and professional development.

Pharmacy Student Perceptions of the Roles and Attributes of Pharmacist Preceptors in Australia

The pharmacist preceptor is key to the success of pharmacy student experiential placements with a recent focus being placed on the quality of preceptors. This study sought to investigate student perceptions of the ideal roles and attributes of pharmacist preceptors to inform the development of a preceptor training program. This was a mixed methods study using an online survey of pharmacy students from levels two to four of an undergraduate pharmacy honours program at a regional Australian university followed by qualitative, semi-structured focus group interviews. Surveys were analysed using descriptive statistics and content analysis while interviews were thematically analysed. Thirty-seven complete survey responses were received, and three student focus groups were conducted. Students identified the key role of preceptors in linking theory to practice and felt that the role of the preceptor in student assessment should focus on practical skills, such as communication and professionalism. There was overall strong agreement between the quantitative and qualitative findings on the ideal preceptor attributes with good communication, enthusiasm for the profession and the provision of clear and honest student feedback thought to be most important. Students regarded these attributes as essential for a good preceptor-student relationship to promote learning in the practice environment.

A transition programme to enhance ICU new graduate nurses' professional identity and intention to remain employed: A pre- and postevaluation

AIMS

To investigate the effect of a transition programme including cognitive-behaviour-based preceptorship intervention on ICU new graduate nurses' (NGNs)' professional identity and their intention to remain employed.

DESIGN

One-arm pre- and post-test design followed the TREND Statement.

METHODS

NGNs' professional identity and intention to remain employed were measured at baseline (T1), postintervention (1 month, T2) and 6-month follow-up (T3).

RESULTS

Fifty-three NGNs completed the programme, and their professional identity score significantly increased postintervention [from 111.5 (SD = 16.72) at T1 to 114.2 (SD = 9.12) at T2, p < 0.05], but decreased at T3 [105.8 (SD = 9.44) compared with T1 and T2, p < 0.05]. There was no significant difference in ICU NGNs' intention of remain employed outcomes at three time points (p > 0.05). The transition programme was effective to improve ICU NGNs' professional identity immediately after the intervention, but the increment did not maintain at the 6-month follow-up.

Professional Identity Formation in Pharmacy Students During an Early Preregistration Training Placement

Objective. To explore the lived experiences of pharmacy students undertaking an early preregistration training placement in the United Kingdom, particularly with respect to the development of different aspects of their professionalism. Methods. Fourteen students returning from an early preregistration placement (during the third year of their pharmacy degree) were interviewed, using a semi-structured approach. Grounded theory methods were used to analyze the transcripts and a theory was developed. Results. Developing a professional identity was the core process that occurred during the placement. This included four stages: reflection, selection of attributes, professional socialization, and perception of role. As a consequence of developing a professional identity, participants had a strong vision of the kind of pharmacist they wanted to be when qualified. They articulated an increased responsibility as students, and began to see themselves as a "trainee professional." Conclusion. The findings of this study strongly support having an early preregistration period for pharmacy students to develop a sense of professional identity and strengthen their motivation to learn.

Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review

BACKGROUND

In healthcare, preceptors act as a role model and supervisor, thereby facilitating the socialisation and development of the preceptee into a professional fit to practice. To ensure a consistent approach to every preceptorship experience, preceptor competencies should be measured or assessed to ensure that the desired outcomes are achieved. Defining these would ensure quality management and could inform development of an preceptor competency framework. This review aimed to evaluate the evidence for preceptor competencies and assessment in health professions.

METHODS

This study followed the PRISMA ScR scoping review guidelines. A database search was conducted in Embase, Medline, CINAHL and IPA in 2019. Articles were included if they defined criteria for competency, measured or assessed competency, or described performance indicators of preceptors. A modified GRADE CERQual approach and CASP quality assessment were used to appraise identified competencies, performance indicators and confidence in evidence.

RESULTS

Forty one studies identified 17 evidence-based competencies, of which 11 had an associated performance indicator. The competency of preceptors was most commonly measured using a preceptee completed survey (moderate to high confidence as per CERQual), followed by preceptor self-assessment, and peer-assessment. Preceptee outcomes as a measure of preceptor performance had good but limited evidence.

CONCLUSIONS

Competencies with defined performance indicators allow for effective measurement and may be modifiable with training. To measure preceptor competency, the preceptor perspective, as well as peer and preceptee assessment is recommended. These findings can provide the basis for a common preceptor competency framework in health professions.

A Job Analysis to Define the Role of the Pharmacy Preceptor

Objective. To use a comprehensive job analysis to identify and describe the roles and responsibilities of pharmacist preceptors. Methods. After gathering input from local pharmacist preceptors, a task inventory questionnaire was created that included 92 tasks divided among nine domains related to the job of preceptors. The task inventory questionnaire was distributed to expert pharmacist preceptors in the United States, which were those who had been recognized for excellence in precepting by a national organization. Participants evaluated each task and determined whether they were responsible for the task, as well as the importance, difficulty, and frequency of each task. A composite score for each task was calculated based on a unique combination of these ratings. Descriptive statistics summarized the findings for each task and across the domains. Results. Nineteen pharmacist preceptors completed the task inventory questionnaire. The three most salient domains were professionalism (M=41.9, SD=12.9), communication (M=37.0, SD=11.7), and interpersonal skills (M=37.0, SD=10.3). The three most critical tasks related to professionalism were maintaining professional composure in stressful situations, demonstrating a commitment to service and the profession, and engaging in sound ethical and moral decision-making. Conclusion. This study represents the first attempt of using a job analysis to define pharmacist preceptor roles and responsibilities. More research is needed to fully understand the implications of these results, to understand how the relative significance of tasks may vary based on the population assessed (eg, learners and less experienced pharmacists), and to improve and validate the findings of the task inventory questionnaire developed in this study.

Residents as preceptors and educators: What we can learn from a national survey to improve our residency programs

INTRODUCTION

Developing pharmacy residents into effective preceptors is essential to meet the demands of pharmacy education. A survey was created to assess the availability of resident precepting educational opportunities, identify common barriers associated with developing preceptors' skills, and discover strategies to optimize programming.

METHODS

An online survey focused on the development of residents as preceptors was e-mailed to all residency program directors (RPD) for American Society of Health-System Pharmacists accredited residencies in the United States. Information was collected on program demographics, level of support and precepting activities offered and resident employment outcomes.

RESULTS

Five hundred thirty-eight responses were received. The majority were postgraduate year one RPDs and had less than six residents. Sixty-one percent of programs were affiliated with a college of pharmacy. Seventy-eight percent devoted 10hours or less per month in developing residents as preceptors with 33% providing less than five hours. Seventy-one percent of the residency programs did not offer a formal precepting rotation. However, 59% of respondents indicated that their residency graduates frequently accepted positions, which required teaching/precepting. The most common barriers to developing residents as preceptors included: lack of time for residents to precept within the residency structure (41%), availability of preceptors to mentor residents throughout experience (33%) and lack of preceptors' availability to mentor residents' precepting abilities over time (30%).

DISCUSSION AND CONCLUSIONS

RPDs should prioritize training of residents as preceptors. Requiring residents to serve as primary preceptors in rotations dedicated to teaching is important to prepare for future job responsibilities.