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Yeng Lau K, Keng Chan S, Le Cheah L, Abdul Jabbar AB, Hoon Lim S. 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. Nurse Educ Pract 2024; 75:103875. [PMID: 38277800 DOI: 10.1016/j.nepr.2024.103875] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Revised: 01/01/2024] [Accepted: 01/03/2024] [Indexed: 01/28/2024]
Abstract
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.
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Affiliation(s)
- Keat Yeng Lau
- Division of Nursing, Singapore General Hospital, Singapore
| | - Sook Keng Chan
- Division of Nursing, Singapore General Hospital, Singapore
| | - Le Le Cheah
- Division of Nursing, Singapore General Hospital, Singapore
| | | | - Siew Hoon Lim
- Division of Nursing, Singapore General Hospital, Singapore.
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Gcawu SN, van Rooyen D. Clinical teaching practices of nurse educators: An integrative literature review. Health SA 2022; 27:1728. [PMID: 36262921 PMCID: PMC9575343 DOI: 10.4102/hsag.v27i0.1728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Accepted: 03/09/2022] [Indexed: 11/10/2022] Open
Abstract
Clinical teaching practice of nurse educators is important in the development of clinical competence of undergraduate nursing students, but it is often not done according to best practice standards. This study aimed to summarise the best clinical teaching practices of nurse educators teaching undergraduate nursing programmes. An integrative literature review was conducted according to Whittemore and Knafl’s adapted stages. A systematic search of electronic databases, including EBSCOhost and ScienceDirect, for applicable papers from January 2001 to June 2021, was followed by a manual search. The review resulted in selection of 67 papers, and critical appraisal had been completed by two independent reviewers using relevant critical appraisal tools. Papers that were selected revealed six main themes, with sub-themes, outlining best practices for clinical teaching, namely: (1) planning for clinical teaching practice: self-preparation and planning for clinical placement; (2) facilitation of students’ clinical learning: orientation of students, planning for clinical teaching and the clinical teaching process; (3) evaluation of students’ clinical skills: reflection by the nursing student and feedback; (4) modelling professional clinical teaching practice: emotional intelligence, self-evaluation, role modelling and continuous professional development; (5) work-based assessment in the clinical environment: clinical assessment process and clinical assessment tools and (6) clinical teaching in the simulation laboratory. The six identified best practices could assist nurse educators to provide comprehensive clinical teaching.
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Affiliation(s)
- Sybil N. Gcawu
- Department of Nursing Science, Faculty of Health Sciences, Nelson Mandela University, Port Elizabeth, South Africa
| | - Dalena van Rooyen
- Faculty of Health Sciences, Nelson Mandela University, Port Elizabeth, South Africa
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Mafinejad MK, Sarani H, Sayarifard A, Rostami D, Shahbazi F, Gruppen L. Insights on my future job: implementing near-peer shadowing program for operating room freshmen. BMC MEDICAL EDUCATION 2022; 22:72. [PMID: 35093038 PMCID: PMC8801118 DOI: 10.1186/s12909-021-03071-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Accepted: 12/09/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND As a main challenge in paramedical faculties of medical sciences, freshmen lose interest in their academic field of study and then job motivation. Lack of developed knowledge about their academic field and unfamiliarity with their future job's tasks and roles contribute to freshmen's job motivation loss. Various interventional programs have been implemented to improve students' job motivation by familiarizing them with their future job's duties and responsibilities. METHODS This was one-group pretest-posttest design study in 2019-2020. Students grouped into pairs of a freshman (shadowee) with a senior (shadower) in a clinical setting during shadowing program. This program helps freshmen to comprehend and discover realities of their academic field and can help them change their perspectives regarding their future job's duties and responsibilities. The shadowees' main task was reflective observation on operating room events and interactions and to be active in the program, several tasks e.g., how to wear gloves, guns, and disinfect equipment were assigned to them exclusively under the supervision of senior students. The Hackman and Oldham's Job Diagnostic Survey (JDS) questionnaire and a novel Job Motivation Survey (JMS) questionnaire were distributed among participants. RESULTS Fifty freshmen majoring in operating room participated in the shadowing program from November 2019 to January 2020. Before and after the program, they completed Hackman and Oldham's job diagnostic survey and researcher-made job motivation survey questionnaires. Results were indicative of a significant difference in job diagnostic survey questionnaire score, where overall pre-test and post-test scores before and after the intervention were 57.78 (±9.78) and 68.58 (±5.02), respectively; the score difference was statistically significant (P < 0.001). Moreover, the overall pre-test and post-test scores of the job motivation survey questionnaire were 25.16 (± 9.75) and 39.80 (±5.18), respectively; this score difference was statistically significant (P < 0.001). CONCLUSION Shadowing program improved freshmen's realistic perception of their future job's duties and responsibility, and hence enhancing their job motivation and job recognition. As future work, in various disciplines, further studies need to evaluate the impact of such interventional programs in providing early insights for freshmen as well as in providing guidance on their plans for education, and future job.
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Affiliation(s)
- Mahboobeh Khabaz Mafinejad
- Health Professions Education Research Center, Education Development Center, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
| | - Hamed Sarani
- Pregnancy Health Research Center, Zahedan University of Medical Sciences, Zahedan, IR Iran
| | - Azadeh Sayarifard
- Center for Academic and Health Policy, Tehran University of Medical Sciences, Tehran, Iran
| | - Daryoush Rostami
- Department of Anesthesiology, Faculty of Paramedicine, Zabol University of Medical Sciences, Zabol, Iran
| | - Fatemeh Shahbazi
- Department of Community Medicine, School of Medicine Zahedan University of Medical Sciences, Dr. Hesabi Square - Medical Sciences Campus, Zahedan, Iran
- Education Development Center, Zahedan University of Medical Sciences, Zahedan, Iran
| | - Larry Gruppen
- Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI USA
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Preceptorship of Student Nurses in Ghana: A Descriptive Phenomenology Study. Nurs Res Pract 2021; 2021:8844431. [PMID: 33505721 PMCID: PMC7810544 DOI: 10.1155/2021/8844431] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2020] [Revised: 12/03/2020] [Accepted: 12/30/2020] [Indexed: 11/17/2022] Open
Abstract
Background Preceptorship plays an integral part in the clinical training of nursing and midwifery students, especially in high-income countries where it is a well-accepted concept. However, in Ghana, most nurses and midwives do not view preceptorship as part of their role. Aim The aim of this study was to explore the lived experiences of preceptorship of student nurses and the challenges confronting the preceptorship role. Methods A descriptive phenomenological study was conducted with 22 purposively selected preceptors aged 34 to 56 years from five clinical placement sites in the Cape Coast Metropolis in the Central Region of Ghana. Most of the participants had been preceptors for two to 18 years. In-depth interviews were conducted with the aid of a semistructured interview guide and analysed by qualitative thematic analysis inspired by Braun and Clarke's description of the method. Results The essence of the phenomenon has been captured in three main themes: (1) being excited about the role as it offered opportunities to learn and build relationship with students. (2) Encountering challenges including student's unwillingness to learn, absenteeism, and disrespect and also lack of interest of staff to assist students, time constraints, workload, burnout, parallel schedules of preceptors, and large student numbers, and (3) the need for effective collaboration between educational institutions and hospitals. Conclusions Though preceptors were excited about precepting student nurses, the challenges associated with it are multidimensional which requires effective collaboration between educational institutions and clinical placement sites.
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Chang CY, Gau ML, Tang KY, Hwang GJ. Directions of the 100 most cited nursing student education research: A bibliometric and co-citation network analysis. NURSE EDUCATION TODAY 2021; 96:104645. [PMID: 33166794 DOI: 10.1016/j.nedt.2020.104645] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Revised: 10/08/2020] [Accepted: 10/25/2020] [Indexed: 06/11/2023]
Abstract
AIMS To identify and analyze the 100 most cited articles on nursing student education (NSE) that were published in nursing journals. BACKGROUND The citation frequency of an article indicates its scientific impact. Analyzing highly cited articles on NSE enabled researchers to identify mainstream research types and acquire relevant information and knowledge. DESIGN A retrospective bibliometric analysis with co-citation network analysis. DATA SOURCES We searched for journal articles on NSE from the Web of Science, and analyzed the 100 most cited articles (date of search: June 3, 2020). REVIEW METHODS The theme, article type, journal, country, source of institutional articles, and publication year were counted and analyzed. The citation relationships among the most 100 cited articles of NSE were calculated and visualized. RESULTS Articles included in this study were mostly empirical quantitative studies with a cross-sectional design, and were published in international nursing journals between 2000 and 2020. Their authors were mostly from the United States and the United Kingdom. According to the co-citation network analysis, four main research directions were identified: workplace mental health, simulation learning, spiritual care, and medication administration. CONCLUSION Workplace mental health was the major research topic on NSE. This research topic has spanned two decades (2000-2020). These articles were mainly published in the Journal of Advanced Nursing and Nurse Education Today. Some recent research topics, such as simulation learning and spiritual care were also identified. Findings provide a fresh review of the highly cited NSE articles, including the visualization of the NSE network.
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Affiliation(s)
- Ching-Yi Chang
- Department of Nurse-Midwifery and Women Health, National Taipei University of Nursing and Health Sciences, Taiwan
| | - Meei-Ling Gau
- Department of Nurse-Midwifery and Women Health, National Taipei University of Nursing and Health Sciences, Taiwan
| | - Kai-Yu Tang
- Department of International Business, Ming Chuan University, 250 Zhong Shan N. Rd., Sec. 5, Shilin Dist., Taipei 111, Taiwan.
| | - Gwo-Jen Hwang
- Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei 106, Taiwan
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Increased Leopold palpation knowledge and skills after learning using the preceptorship method. ENFERMERIA CLINICA 2020. [DOI: 10.1016/j.enfcli.2019.07.171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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The experiences of sessional staff teaching into undergraduate nursing programmes in Australia: A literature review. Collegian 2019. [DOI: 10.1016/j.colegn.2018.05.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Nahariani P, Kurdi F, Priyanti RP. The Perception of Indonesian Nursing Students on the Learning Environment in Clinical Practice. JURNAL NERS 2018. [DOI: 10.20473/jn.v13i2.9770] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Introduction: The clinical practice environment students have multiple roles as learners and service providers. At this time students are faced with a fluctuating, complex environment and far from the predictions and controls of academic teachers. The aim of this study was to evaluate nursing student satisfaction and perception of the learning environment in clinical practice.Methods: This study used correlational analytic survey methods with cross-sectional approach. A total of 164 nursing student were selected using a convenience sampling. The data were collected in three schools of nursing in East Java. Data were obtained using the Bahasa version of the Clinical Learning Environment, Supervisions and Nurse Teacher (CLES+T). The instrument showed good validity and reliability. The data were analyzed using descriptive analytic, Spearman rho correlation and logistic regression.Results: Respondents were 164 students, clinical learning practice is mainly determined by the role of nurse teacher (M = 3.82; SD = 0.496). Student satisfaction obtained at 56.7%. There was a significant relationship between clinical practice learning and student satisfaction with p-value 0.000. The highest correlation value is the role of lecturer nurse (r = 0.544), with value R2 = 0.377, the coefficient of β adjusted highest to 2.075.Conclusion: According to student perceptions, the content of supervisory relations, the pedagogy atmosphere in the ward/room and the role of the nurse lecturer contributed greatly to creating a conducive clinical learning environment.
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Della Ratta C. The art of balance: Preceptors' experiences of caring for deteriorating patients. J Clin Nurs 2018; 27:3497-3509. [PMID: 29920813 DOI: 10.1111/jocn.14579] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/14/2018] [Indexed: 11/30/2022]
Abstract
AIM To explore nurse preceptors' experiences of caring for deteriorating patients while providing guidance and supervision to a new graduate nurse. BACKGROUND Fostering novice nurse development during high-stakes encounters may be challenging for preceptors. Despite myriad preceptor literature, there is limited published research on experience of caring for deteriorating patients while serving as preceptor to a novice nurse. DESIGN Qualitative interpretive phenomenological analysis. METHOD Data were collected through one-on-one, semistructured interviews between August 2016-September 2017 until data saturation occurred. Diekelmann's method was used to analyse the narratives of the purposive sample of 11 nurse preceptors. RESULTS The findings reveal the experience of preceptors as they balanced their role as nurse with preceptor role to ensure patient safety and novice nurse development. Supporting the novice to care portrays the ways preceptors facilitated novice nurse development in caring for deteriorating patients. Impacting the preceptor role was remembering their own novice experience. Knowing when to step in was influenced by the preceptor's clinical expertise as they came to know (or not) when it was necessary for them to assume care of the patient. Debriefing: an essential preceptor tool emerged as a critical aspect of the experience to review technical aspects of care, vent emotions and provide evaluative feedback and reassurance to the novice. CONCLUSION Preceptors' experiences of caring for deteriorating patients while precepting novice nurses require a balancing of roles to ensure patient safety and novice nurse development. Preceptors' clinical expertise was critical in knowing when to step in and assume care of the patient. RELEVANCE TO CLINICAL PRACTICE Caring for deteriorating patients while serving as preceptor to novice nurses requires clinical expertise to ensure patient safety and novice nurse development. Clinical leaders may use the findings from this study to improve preceptor development and support.
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Fowler SM, Knowlton MC, Putnam AW. Reforming the undergraduate nursing clinical curriculum through clinical immersion: A literature review. Nurse Educ Pract 2018; 31:68-76. [DOI: 10.1016/j.nepr.2018.04.013] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2017] [Revised: 03/09/2018] [Accepted: 04/30/2018] [Indexed: 11/26/2022]
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Bifarin O, Stonehouse D. Clinical supervision: an important part of every nurse's practice. ACTA ACUST UNITED AC 2017; 26:331-335. [DOI: 10.12968/bjon.2017.26.6.331] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Oladayo Bifarin
- Mental Health Nursing Student, MSc Pre-registration Pathway, Faculty of Health and Social Care, Edge Hill University, Ormskirk
| | - David Stonehouse
- Senior Lecturer, Faculty of Health and Social Care, Edge Hill University, Ormskirk
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Teferra AA, Mengistu D. Knowledge and attitude towards nursing clinical preceptorship among Ethiopian nurse educators: An institution-based cross-sectional study. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2017. [DOI: 10.1016/j.ijans.2017.10.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
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Hendricks S, DeMeester D, Stephenson E, Welch J. Stakeholder Perceptions, Learning Opportunities, and Student Outcomes in Three Clinical Learning Models. J Nurs Educ 2016; 55:271-7. [DOI: 10.3928/01484834-20160414-06] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2015] [Accepted: 02/19/2016] [Indexed: 11/20/2022]
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Jeggels JD, Traut A, Africa F. A report on the development and implementation of a preceptorship training programme for registered nurses. Curationis 2016; 36:E1-6. [PMID: 26697619 DOI: 10.4102/curationis.v36i1.106] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND Clinical supervision represents an important aspect in the development of nursing students’ clinical skills. At the School of Nursing (SoN) the clinical supervisors employed by the University of the Western Cape (UWC) have limited contact sessions with students in the clinical setting. However, with the increase in student numbers a need was identified to strengthen the support given to nursing students in the service setting. OBJECTIVE A preceptorship training programme for nurses was developed in 2009, aimed at improving the clinical teaching expertise of professional nurses. The planning phase, based on a preceptorship model, represents a collaborative undertaking by the higher education institution and the nursing directorate of the Provincial Government Western Cape. METHOD A two-week, eight credit, short course was approved by the university structures and presented by staff members of the school. The teaching and learning strategies included interactive lectures, small group activities and preceptor-student encounters in simulated and real service settings. Some of the course outcomes were: applying the principles of clinical teaching and learning within the context of adult education, understanding the preceptor role and managing RESULTS To date, fifty-four participants have attended the course. Following an internal review of the pilot programme in 2010, relevant adjustments to the programme were made. CONCLUSION It is recommended that all the stakeholders be involved in the development and implementation of a contextually relevant preceptorship training programme. It is further recommended that the school embarks on an extensive programme evaluation.
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Omer TA, Suliman WA, Moola S. Roles and responsibilities of nurse preceptors: Perception of preceptors and preceptees. Nurse Educ Pract 2016; 16:54-9. [DOI: 10.1016/j.nepr.2015.07.005] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2014] [Revised: 05/04/2015] [Accepted: 07/20/2015] [Indexed: 11/25/2022]
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Moked Z, Drach-Zahavy A. Clinical supervision and nursing students' professional competence: support-seeking behaviour and the attachment styles of students and mentors. J Adv Nurs 2015; 72:316-27. [DOI: 10.1111/jan.12838] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/10/2015] [Indexed: 11/27/2022]
Affiliation(s)
- Zahava Moked
- Pat Matthews Academic School of Nursing; Hillel-Yaffe Medical Center; Hadera Israel
- Department of Nursing; the Faculty of Health and Welfare Sciences; University of Haifa; Israel
| | - Anat Drach-Zahavy
- Department of Nursing; the Faculty of Health and Welfare Sciences; University of Haifa; Israel
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Supervising culturally and linguistically diverse (CALD) nursing students: A challenge for clinical educators. Nurse Educ Pract 2015; 15:e1-9. [DOI: 10.1016/j.nepr.2015.02.006] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2013] [Revised: 12/17/2014] [Accepted: 02/27/2015] [Indexed: 11/23/2022]
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Joubert A, de Villiers J. The learning experiences of mentees and mentors in a nursing school's mentoring programme. Curationis 2015; 38. [PMID: 26016816 PMCID: PMC6091808 DOI: 10.4102/curationis.v38i1.1145] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2013] [Revised: 01/08/2015] [Accepted: 10/25/2014] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND A School of Nursing supports third-year undergraduate students (mentees) by means of a mentoring programme in which critical-care nursing students (mentors) are involved. However, the programme designers needed to find out what gaps were evident in the programme. OBJECTIVES The objectives of the study were to explore and describe the learning experiences of the mentees and mentors and to obtain recommendations for improving the programme. METHOD An action-research method was used to develop and to refine the student-mentoring programme and to identify student needs. However, for the purposes of this article a descriptive design was selected and data were gathered by means of a nominal-group technique. Fourteen mentees and five mentors participated in the research. RESULTS The findings indicated that attention should be paid to the allocation and orientation of both mentors and mentees. Amongst the positive experiences was the fact that the mentees were reassured by the mentor's presence and that a relationship of trust developed between them. In consequence, the mentees developed critical thinking skills, were able to apply their knowledge and improved their ability to integrate theory and practice. Not only did the mentees gain respect for the mentors' knowledge and competence, but they also lauded the mentoring programme as a memorable and vital experience. CONCLUSION The findings indicated that several changes would be needed to improve the structure of the mentoring programme before a new group of mentees could be placed in critical-care units.
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Price DM, Buch CL, Hagerty BM. Measuring Confidence in Nursing Graduates Within the Framework of the AACN Essentials. Nurs Educ Perspect 2015; 36:116-117. [PMID: 29194137 DOI: 10.5480/13-1162.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
: The American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education provide a framework for assessment of nursing programs. The purpose of this pilot study was to determine if there was a difference in self-perceived confidence in meeting the AACN essentials between senior students who completed a traditional clinical course and those in a preceptorship course. A descriptive, comparative design was used. The results indicate that students who completed both course models had similarly high levels of perceived confidence in meeting the majority of the AACN essentials.
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Fullerton JT, Ghérissi A. Midwifery Professional Relationships: Collaboration Across the Novice-to-Expert Continuum. INTERNATIONAL JOURNAL OF CHILDBIRTH 2015. [DOI: 10.1891/2156-5287.5.1.3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This article describes the types of helpful and supportive interactions or communication strategies that characterize the collaborative relationships in which a midwife can engage across the novice-to-expert continuum of professional development. Similarities and distinctions are drawn between the various terms describing types of collaboration and discussed with respect to the added value that each relationship can have for the individual and for the health care team. A conceptual depiction of the essential components of effective teamwork or collaboration is presented. Emphasis is placed on the dynamic nature of the process of developing and sustaining these relationships across the midwife’s professional lifetime.
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Gagliardi AR, Webster F, Perrier L, Bell M, Straus S. Exploring mentorship as a strategy to build capacity for knowledge translation research and practice: a scoping systematic review. Implement Sci 2014; 9:122. [PMID: 25252966 PMCID: PMC4182766 DOI: 10.1186/s13012-014-0122-z] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2014] [Accepted: 07/12/2014] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Knowledge translation (KT) supports use of evidence in healthcare decision making but is not widely practiced. Mentoring is a promising means of developing KT capacity. The purpose of this scoping systematic review was to identify essential components of mentoring that could be adapted for KT mentorship. METHODS Key social sciences and management databases were searched from January 2002 to December 2011 inclusive. Empirical research in non-healthcare settings that examined mentorship design and impact for improving job-specific knowledge and skill were eligible. Members of the study team independently selected eligible studies, and extracted and summarized data. RESULTS Of 2,101 search results, 293 were retrieved and 13 studies were eligible for review. All but one reported improvements in knowledge, skill, or behavior. Mentoring program components included combining preliminary workshop-based training with individual mentoring provided either in person or remotely; training of mentors; and periodic mentoring for at least an hour over a minimum period of six months. Barriers included the need for infrastructure for recruitment, matching, and training; lack of clarity in mentoring goals; and limited satisfaction with mentors and their availability. Findings were analyzed against a conceptual framework of factors that influence mentoring design and impact to identify issues warranting further research. CONCLUSION This study identified key mentoring components that could be adapted for KT mentorship. Overall, few studies were identified. Thus further research should explore whether and how mentoring should be tailored to baseline knowledge or skill and individual KT needs; evaluate newly developed or existing KT mentorship programs based on the factors identified here; and examine whether and how KT mentorship develops KT capacity. The conceptual framework could be used to develop or evaluate KT mentoring programs.
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Affiliation(s)
| | | | | | - Mary Bell
- />Sunnybrook Health Sciences Centre, Toronto, Canada
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Puppe J, Neal AR. Enhancing communication in clinical nursing education. Nursing 2014; 44:1-5. [PMID: 25232970 DOI: 10.1097/01.nurse.0000453719.54875.3a] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Affiliation(s)
- Jacqueline Puppe
- Jacqueline Puppe is a nursing education specialist at the Mayo Clinic in Rochester, Minn., and April Rowe Neal is an assistant professor at Luther College in Decorah, Iowa
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Nishioka VM, Coe MT, Hanita M, Moscato SR. Dedicated education unit: student perspectives. Nurs Educ Perspect 2014; 35:301-307. [PMID: 25291925 DOI: 10.5480/14-1380] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
AIM The study compared students' perceptions of their clinical learning experiences in a dedicated education unit (DEU) with their experiences in traditional clinical education. BACKGROUND Unlike traditional academic-instructor models, expert nurses in the DEU provide clinical education to students with faculty support. METHOD This repeated measures design used student surveys, supplemented by focus group data. RESULTS Students were more likely to agree that their clinical learning experience was high quality and they had a consistent mentoring relationship during DEU rotations. Students also reported the quality of the unit's learning environment, the leadership style of the nurse manager, and the nursing care on the unit was more favorable in DEUs than traditional units. Consistent with their changed role in DEUs, faculty members were less active in helping students integrate theory and practice. CONCLUSION These findings provide additional evidence of the value that the DEU model contributes to high-quality clinical education.
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Lewallen LP, DeBrew JK, Stump MR. Regulation and Accreditation Requirements for Preceptor Use in Undergraduate Education. J Contin Educ Nurs 2014; 45:386-90; quiz 391-2. [PMID: 25153428 DOI: 10.3928/00220124-20140826-01] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nurse preceptors are widely used in pre-licensure RN education to facilitate the educational process. Often, these preceptors are staff nurses employed by clinical agencies. Currently, there are no standardized guidelines for qualifications, roles and responsibilities, or best practices. METHOD Systematic website review was conducted of all Boards of Nursing and nursing accrediting bodies in the United States and Canada. RESULTS Seven categories of information were identified: preceptor qualifications, faculty and nursing program role, curriculum placement, written policies, ratios, orientation, and preceptor availability. CONCLUSION Research is needed to document issues and current practices to create a model of best practices in preceptor orientation and use, as well as faculty supervision in prelicensure nursing education. J Contin Educ Nurs. 2014;45(x):xxx-xxx.
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Sundler AJ, Björk M, Bisholt B, Ohlsson U, Engström AK, Gustafsson M. Student nurses' experiences of the clinical learning environment in relation to the organization of supervision: a questionnaire survey. NURSE EDUCATION TODAY 2014; 34:661-6. [PMID: 23850574 DOI: 10.1016/j.nedt.2013.06.023] [Citation(s) in RCA: 65] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2013] [Revised: 06/18/2013] [Accepted: 06/26/2013] [Indexed: 05/21/2023]
Abstract
AIM The aim was to investigate student nurses' experiences of the clinical learning environment in relation to how the supervision was organized. BACKGROUND The clinical environment plays an essential part in student nurses' learning. Even though different models for supervision have been previously set forth, it has been stressed that there is a need both of further empirical studies on the role of preceptorship in undergraduate nursing education and of studies comparing different models. METHOD A cross-sectional study with comparative design was carried out with a mixed method approach. Data were collected from student nurses in the final term of the nursing programme at three universities in Sweden by means of a questionnaire. RESULTS In general the students had positive experiences of the clinical learning environment with respect to pedagogical atmosphere, leadership style of the ward manager, premises of nursing, supervisory relationship, and role of the nurse preceptor and nurse teacher. However, there were significant differences in their ratings of the supervisory relationship (p<0.001) and the pedagogical atmosphere (p 0.025) depending on how the supervision was organized. Students who had the same preceptor all the time were more satisfied with the supervisory relationship than were those who had different preceptors each day. Students' comments on the supervision confirmed the significance of the preceptor and the supervisory relationship. CONCLUSION The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation to preceptors. Students with the same preceptor throughout were more positive concerning the supervisory relationship and the pedagogical atmosphere.
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Affiliation(s)
| | - Maria Björk
- School of Life Sciences, University of Skövde, Sweden.
| | - Birgitta Bisholt
- Department of Health Sciences, Karlstad University, Karlstad, Sweden.
| | - Ulla Ohlsson
- School of Health and Medical Sciences, Örebro University, Örebro, Sweden.
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Johnson P, Fogarty L, Fullerton J, Bluestone J, Drake M. An integrative review and evidence-based conceptual model of the essential components of pre-service education. HUMAN RESOURCES FOR HEALTH 2013; 11:42. [PMID: 23984867 PMCID: PMC3847625 DOI: 10.1186/1478-4491-11-42] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2013] [Accepted: 08/08/2013] [Indexed: 05/04/2023]
Abstract
BACKGROUND With decreasing global resources, a pervasive critical shortage of skilled health workers, and a growing disease burden in many countries, the need to maximize the effectiveness and efficiency of pre-service education in low-and middle-income countries has never been greater. METHODS We performed an integrative review of the literature to analyse factors contributing to quality pre-service education and created a conceptual model that shows the links between essential elements of quality pre-service education and desired outcomes. RESULTS The literature contains a rich discussion of factors that contribute to quality pre-service education, including the following: (1) targeted recruitment of qualified students from rural and low-resource settings appears to be a particularly effective strategy for retaining students in vulnerable communities after graduation; (2) evidence supports a competency-based curriculum, but there is no clear evidence supporting specific curricular models such as problem-based learning; (3) the health workforce must be well prepared to address national health priorities; (4) the role of the preceptor and preceptors' skills in clinical teaching, identifying student learning needs, assessing student learning, and prioritizing and time management are particularly important; (5) modern, Internet-enabled medical libraries, skills and simulation laboratories, and computer laboratories to support computer-aided instruction are elements of infrastructure meriting strong consideration; and (6) all students must receive sufficient clinical practice opportunities in high-quality clinical learning environments in order to graduate with the competencies required for effective practice. Few studies make a link between PSE and impact on the health system. Nevertheless, it is logical that the production of a trained and competent staff through high-quality pre-service education and continuing professional development activities is the foundation required to achieve the desired health outcomes. Professional regulation, deployment practices, workplace environment upon graduation and other service delivery contextual factors were analysed as influencing factors that affect educational outcomes and health impact. CONCLUSIONS Our model for pre-service education reflects the investments that must be made by countries into programmes capable of leading to graduates who are competent for the health occupations and professions at the time of their entry into the workforce.
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Affiliation(s)
- Peter Johnson
- Jhpiego, 1615 Thames Street, Baltimore, MD 21231-3492, USA
| | - Linda Fogarty
- Jhpiego, 1615 Thames Street, Baltimore, MD 21231-3492, USA
| | - Judith Fullerton
- Independent consultant- 7717 Canyon Point Lane, San Diego, CA 92126-2049, USA
| | | | - Mary Drake
- Jhpiego, 1615 Thames Street, Baltimore, MD 21231-3492, USA
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Park KO, Ahn YM, Kang NR, Lee MJ, Sohn M. Psychometric Evaluation of a Six Dimension Scale of Nursing Performance and Student Nurse Stress Index Using an Objective Structured Clinical Examination - Modules for Asthma and Type 1 Diabetes. CHILD HEALTH NURSING RESEARCH 2013. [DOI: 10.4094/chnr.2013.19.2.85] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Affiliation(s)
- Kyong-ok Park
- Department of Nursing, Hanyang University, Seou, Korea
| | - Young-mee Ahn
- Department of Nursing, Inha University, Incheon, Korea
| | - Na-rae Kang
- Master Student, Department of Nursing, Inha University, Incheon, Korea
| | - Mi-jin Lee
- Master Student, Department of Nursing, Inha University, Incheon, Korea
| | - Min Sohn
- Department of Nursing, Inha University, Incheon, Korea
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Kantar LD. Clinical Practice of New Nurse Graduates in Lebanon: Challenges and Perspectives Through the Eyes of Preceptors. J Contin Educ Nurs 2012; 43:518-28. [DOI: 10.3928/00220124-20120801-62] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2011] [Accepted: 07/02/2012] [Indexed: 11/20/2022]
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Epstein I, Carlin K. Ethical concerns in the student/preceptor relationship: a need for change. NURSE EDUCATION TODAY 2012; 32:897-902. [PMID: 22503294 DOI: 10.1016/j.nedt.2012.03.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2011] [Revised: 02/22/2012] [Accepted: 03/16/2012] [Indexed: 05/31/2023]
Abstract
Nursing schools are required to ensure that the clinical and academic milieu prepares nurses not only to recognize but also to act on various ethical issues. As a result of our years teaching nursing ethics to undergraduate nursing students we have come to believe there is a disconnect between classroom teaching and students' experiences in practice. How then can nurse educators help nursing students not only to see the ethical components of their work but also to take the necessary steps to solve ethical dilemmas and challenge unethical practice? One such strategy is the use of preceptorship. In this paper, we set out to learn about nursing students' ethical encounters in the clinical area, specifically those within the preceptor/student relationship. To this end we conducted an integrative review and are weaving in Gesler's (1992) concepts who argued that ethical issues play out in our physical and social environments. We identified nine articles that describe students' perceptions of ethical problems in their relationships with preceptors. However, it was rare for the authors of these articles to label these as 'ethical' issues. The integrative review revealed first, that students describe ethical issues in their narratives, and second, their most common response to these issues is silence. We continue to be concerned that nursing students' classroom learning of ethics is disconnected from their everyday nursing practice. Further research and education implications are discussed and explored in this paper.
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Affiliation(s)
- Iris Epstein
- George Brown College School of Nursing, 200 King St. East, Toronto, Ontario, Canada M5A 3W8.
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Parker FM, Lazenby RB, Brown JL. Mission Possible CD ROM: instructional tool for preceptors. NURSE EDUCATION TODAY 2012; 32:561-564. [PMID: 21925776 DOI: 10.1016/j.nedt.2011.08.009] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2011] [Revised: 08/10/2011] [Accepted: 08/18/2011] [Indexed: 05/31/2023]
Abstract
Senior student preceptorship is a vital clinical component of many baccalaureate nursing curricula providing a one-on-one partnership with a registered nurse with clinical expertise. Experiential data and literature review support the preceptor's need for guidance with student assessment and evaluation strategies. This article reports on research conducted to assess the perceived increase in a preceptor's knowledge after viewing an author developed instructional CD, Mission Possible CD ROM: Instructional Tool for Preceptors. The results suggest that perceived knowledge increased; however, the lack of time to view the CD was an issue for the majority of the nurse preceptor participants. More research is warranted to build on current literature regarding instructional strategies of benefit to a nurse in the preceptor role.
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Sedgwick M, Harris S. A critique of the undergraduate nursing preceptorship model. Nurs Res Pract 2012; 2012:248356. [PMID: 22649721 PMCID: PMC3357587 DOI: 10.1155/2012/248356] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2011] [Accepted: 02/20/2012] [Indexed: 11/26/2022] Open
Abstract
The preceptorship model is a cornerstone of clinical undergraduate nursing education in Canadian nursing programs. Their extensive use means that nursing programs depend heavily on the availability and willingness of Registered Nurses to take on the preceptor role. However, both the health service and education industries are faced with challenges that seem to undermine the effectiveness of the preceptorship clinical model. Indeed, the unstable nature of the clinical setting as a learning environment in conjunction with faculty shortages and inadequate preparation for preceptors and supervising faculty calls us to question if the preceptorship model is able to meet student learning needs and program outcomes. In a critical analysis of preceptorship, we offer a deconstruction of the model to advance clinical nursing education discourse.
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Affiliation(s)
- Monique Sedgwick
- Faculty of Health Sciences, University of Lethbridge, Lethbridge, AB, Canada T1K 3M4
| | - Suzanne Harris
- Faculty of Health Sciences, University of Lethbridge, Lethbridge, AB, Canada T1K 3M4
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Halabi JO, Abdalrahim MS, Persson GL, Hedemalm A, Lepp M. The Development of a Preceptor Training Program on Clinical Nursing Education in Jordan in Collaboration With Sweden. J Contin Educ Nurs 2012; 43:135-44. [DOI: 10.3928/00220124-20111115-04] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2011] [Accepted: 10/11/2011] [Indexed: 11/20/2022]
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Newton JM, Jolly BC, Ockerby CM, Cross WM. Student centredness in clinical learning: the influence of the clinical teacher. J Adv Nurs 2012; 68:2331-40. [DOI: 10.1111/j.1365-2648.2012.05946.x] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Duteau J. Making a difference: the value of preceptorship programs in nursing education. J Contin Educ Nurs 2011; 43:37-43. [PMID: 21688761 DOI: 10.3928/00220124-20110615-01] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2010] [Accepted: 05/12/2011] [Indexed: 11/20/2022]
Abstract
The benefits of clinical nursing experience in nursing education cannot be overemphasized. Literature has shown that proficient clinical nursing education enhances nursing practice through the development of professional growth with opportunities for the application of theoretical knowledge. Clinical preceptorship has been shown to be an effective method in the development of professional nurses through clinical education. The role of a clinical nursing preceptor is complex and not necessarily applicable to all nurses. Understanding the clinical environment, comprehending individual learning styles, and dealing effectively with conflict are skills that an effective preceptor needs to acquire before participating in the role. This article describes the origin of the preceptor role in clinical nursing education and discusses how the role can be enhanced through a proficient and well-planned preceptorship education program.
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Affiliation(s)
- Jennifer Duteau
- Humber River Regional Hospital Nephrology Program, Weston, Ontario, Canada.
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Cooper Brathwaite A, Lemonde M. Team preceptorship model: a solution for students' clinical experience. ISRN NURSING 2011; 2011:530357. [PMID: 21994893 PMCID: PMC3169842 DOI: 10.5402/2011/530357] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/02/2011] [Accepted: 03/21/2011] [Indexed: 11/23/2022]
Abstract
There is a shortage of registered nurses in developed countries, and this shortage is due to the aging nursing workforce, demand for healthcare services, and shortage of nursing professors to teach students. In order to increase the number of clinical placements for nursing students, the authors developed and implemented a collaborative preceptorship model between a Canadian University and Public Health Department to facilitate the clinical experiences of Bachelor of Science of Nursing (BScN) students. This paper describes the Team Preceptorship Model which guided the clinical experience of nine students and 14 preceptors. It also highlights the model's evaluation, strengths, and limitations.
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Affiliation(s)
- Angela Cooper Brathwaite
- Lawrence Bloomberg Faculty of Nursing, University of Toronto, 155 College Street, Suite 130, Toronto, ON, Canada M5T 1P8
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Tan K, Feuz C, Bolderston A, Palmer C. A Literature Review of Preceptorship: A Model for the Medical Radiation Sciences? J Med Imaging Radiat Sci 2011; 42:15-20. [PMID: 31051794 DOI: 10.1016/j.jmir.2010.08.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2010] [Revised: 08/13/2010] [Accepted: 08/16/2010] [Indexed: 11/19/2022]
Abstract
Preceptorship is a time-limited, education-focused model for teaching and learning within a clinical environment that uses clinical staff as role models. Its primary goal is to assist new staff and students to adapt to their roles, develop clinical skills and socialize the novice to a department or institution. It has been widely used within the allied health professions; however, very little is known of its practice within the medical radiation sciences. The purpose of this paper was to review the literature available regarding the practice of preceptorship within the medical radiation sciences as well as provide a general overview of the key components to consider in any application of preceptorship. Key findings have been categorized into the following components: evolving definitions of preceptorship, purpose of preceptorship, benefits, roles within preceptorship, qualities of a good preceptor, drawbacks, structured and self-directed preceptorship programs.
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Affiliation(s)
- Kieng Tan
- Radiation Medicine Program, Princess Margaret Hospital, Toronto; University of Toronto, Department of Radiation Oncology, Toronto
| | - Carina Feuz
- Radiation Medicine Program, Princess Margaret Hospital, Toronto
| | - Amanda Bolderston
- Radiation Medicine Program, Princess Margaret Hospital, Toronto; University of Toronto, Department of Radiation Oncology, Toronto
| | - Cathyrne Palmer
- Radiation Medicine Program, Princess Margaret Hospital, Toronto; University of Toronto, Department of Radiation Oncology, Toronto
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Abstract
Academic and service entities can create sustainable models of collaboration that realign relationships and resources to enhance the critical competencies essential for entry into practice. Our hospital and school collaborated to implement an innovative academic-service partnership model in which the academic and the care delivery enterprises intersected to accomplish goals of mutual interest and enhance and enrich the practice environment. Two existing resources-the staff nurse and faculty-were used to realign the educational process with the realities of nursing practice in an interpretive, contextual, live unfolding clinical environment that was relevant and memorable. The students were better integrated into the clinical operations and showed increased levels of critical thinking, clinical decision-making, and clinical inquiry skills. The model holds promise to improve transition to practice, make better use of existing resources, and foster collaborative relationships among the academic, practice, and regulatory enterprises.
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OMANSKY GAYLEL. Staff nurses' experiences as preceptors and mentors: an integrative review. J Nurs Manag 2010; 18:697-703. [DOI: 10.1111/j.1365-2834.2010.01145.x] [Citation(s) in RCA: 110] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Kuiper R, Murdock N, Grant N. Thinking strategies of baccalaureate nursing students prompted by self-regulated learning strategies. J Nurs Educ 2010; 49:429-36. [PMID: 20438034 DOI: 10.3928/01484834-20100430-01] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2009] [Accepted: 11/19/2009] [Indexed: 11/20/2022]
Abstract
The standard in nursing education today is to prepare nurses for future practice through generic programs with a culminating practicum experience. The clinical faculty in this program was interested in evaluating differences in student thinking strategies that occurred as a result of an increase from 60 to 120 clinical hours, coupled with reflective journaling. The Self-Regulated Learning model was used as a conceptual support for the journaling prompts, as well as a structure for narrative analysis. the 120-hour practicum group revealed a greater use of metacognitive self-evaluation strategies versus greater use of behavioral self-monitoring strategies by the 60-hour practicum group. This finding suggests that although self-observation and self-monitoring are important and desired thinking habits to develop in nursing students, an increase to 120 hours is beneficial. It promotes a greater use of self-evaluation of thinking and greater levels of self-efficacy in making decisions to solve clinical problems.
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Affiliation(s)
- RuthAnne Kuiper
- University of North Carolina Wilmington, School of Nursing, 28403, USA.
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Gagliardi AR, Perrier L, Webster F, Leslie K, Bell M, Levinson W, Rotstein O, Tourangeau A, Morrison L, Silver IL, Straus SE. Exploring mentorship as a strategy to build capacity for knowledge translation research and practice: protocol for a qualitative study. Implement Sci 2009; 4:55. [PMID: 19691833 PMCID: PMC2738649 DOI: 10.1186/1748-5908-4-55] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2009] [Accepted: 08/19/2009] [Indexed: 12/05/2022] Open
Abstract
Background Research funders, educators, investigators and decision makers worldwide have identified the need to improve the quality of health care by building capacity for knowledge translation (KT) research and practice. Peer-based mentorship represents a vehicle to foster KT capacity. The purpose of this exploratory study is to identify mentoring models that could be used to build KT capacity, consult with putative mentee stakeholders to understand their KT mentorship needs and preferences, and generate recommendations for the content and format of KT mentorship strategies or programs, and how they could be tested through future research. Methods A conceptual framework was derived based on mentoring goals, processes and outcomes identified in the management and social sciences literature, and our research on barriers and facilitators of academic mentorship. These concepts will inform data collection and analysis. To identify useful models by which to design, implement and evaluate KT mentorship, we will review the social sciences, management, and nursing literature from 1990 to current, browse tables of contents of relevant journals, and scan the references of all eligible studies. Eligibility screening and data extraction will be performed independently by two investigators. Semi-structured interviews will be used to collect information about KT needs, views on mentorship as a knowledge sharing strategy, preferred KT mentoring program elements, and perceived barriers from clinician health services researchers representing different disciplines. Qualitative analysis of transcripts will be performed independently by two investigators, who will meet to compare findings and resolve differences through discussion. Data will be shared and discussed with the research team, and their feedback incorporated into final reports. Discussion These findings could be used by universities, research institutes, funding agencies, and professional organizations in Canada and elsewhere to develop, implement, and evaluate mentorship for KT research and practice. This research will establish a theoretical basis upon which we and others can compare the cost-effectiveness of interventions that enhance KT mentorship. If successful, this program of research may increase knowledge about, confidence in, and greater utilization of KT processes, and the quality and quantity of KT research, perhaps ultimately leading to better implementation and adoption of recommended health care services.
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Affiliation(s)
- Anna R Gagliardi
- Toronto General Research Institute, University Health Network, Toronto, Canada.
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MacIntyre RC, Murray TA, Teel CS, Karshmer JF. Five Recommendations for Prelicensure Clinical Nursing Education. J Nurs Educ 2009; 48:447-53. [DOI: 10.3928/01484834-20090717-03] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2008] [Accepted: 11/03/2008] [Indexed: 11/20/2022]
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