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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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Stănescu-Yadav DN, Lillekroken D. Nurse preceptors' perceptions of the fundamentals of nursing knowledge gained by students in clinical rotations at nursing homes: A qualitative study. J Prof Nurs 2023; 44:17-25. [PMID: 36746596 DOI: 10.1016/j.profnurs.2022.11.005] [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: 06/23/2022] [Revised: 11/04/2022] [Accepted: 11/16/2022] [Indexed: 11/27/2022]
Abstract
BACKGROUND International evidence suggests that clinical nurses and nursing students perceive fundamental care as not being important, not complicated and even not a nurse's responsibility, thus resulting in negative patient outcomes. AIM To explore nurse preceptors' perceptions about the factors that influence nursing students' gaining of knowledge about fundamental care during their clinical practice at nursing home. METHODS A qualitative descriptive study using individual interviews was conducted from September 2020 to April 2021. Nine nurse preceptors employed at five nursing homes participated. The data were analysed by employing an inductive qualitative content analysis. FINDINGS The analysis generated one main category-'Fostering students' knowledge and understanding of fundamental care'-supported by two categories: (i) 'Nurse preceptors - enablers of nursing students' learning fundamental care' and (ii) 'Nursing home - a learning environment that facilitates students' learning about the delivery of fundamental care', which can be interpreted as the preconditions that may contribute to fostering students' knowledge and understanding of fundamental care. CONCLUSION The study reveals that nurse preceptors' attributes, an effective preceptorship and a social learning environment can create opportunities for nursing students learning the provision of fundamental care in nursing homes. Furthermore, Vygotsky's theory of sociocultural learning may be applied when teaching in clinical nursing education.
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Affiliation(s)
| | - Daniela Lillekroken
- Oslo Metropolitan University, Department of Nursing and Health Promotion, PB 4, St. Olavs plass, NO-0130 Oslo, Norway.
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Dube A, Rakhudu MA. A preceptorship model to facilitate clinical nursing education in health training institutions in Botswana. Curationis 2021; 44:e1-e9. [PMID: 33764128 PMCID: PMC8008035 DOI: 10.4102/curationis.v44i1.2182] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2020] [Revised: 12/10/2020] [Accepted: 01/12/2021] [Indexed: 12/03/2022] Open
Abstract
Background Despite the wide use of preceptorship, there is evidence that preceptorship and the role of preceptor in clinical nursing education are not clearly understood or supported. Objectives To develop a preceptorship model to facilitate clinical nursing education in Botswana. Method The model development in this study followed the steps of theory generation as described by Chinn and Kramer. These four steps are concept analysis, relationship statements, description and critical reflection of the model. Results Four main themes emerged from the empirical study that formed the basis for key concepts and model development. The model has six components, namely, agent, recipient, context, procedure, dynamics and terminus. The description of the model is based on Chinn and Kramer. Conclusion The need for a preceptorship model to facilitate preceptorship cannot be overemphasised in this regard. This model will guide the planning and implementation of preceptorship procedures by different stakeholders to improve its effectiveness in clinical nursing education.
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Affiliation(s)
- Antonia Dube
- Department of Nursing, Faculty of Health Sciences, North-West University, Mafikeng, South Africa; and, Department of Nursing, Faculty of Nursing, Kanye Seventh Day Adventist College of Nursing, Kanye.
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Schuler MS. The Reflection, Feedback, and Restructuring Model for Role Development in Nursing Education. Nurs Sci Q 2021; 34:183-188. [PMID: 33749433 DOI: 10.1177/0894318420987165] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
An integral component of transitioning to the nursing practice setting is in assimilating and sometimes reformulating and reconceptualizing the knowledge gained in the classroom with what is seen and experienced in practice. An inability to do so may inhibit role development and result in difficult transitions to practice. A constructivist approach was utilized in the development of a new model that describes the process of learning and role development in the clinical and simulation setting. This approach involved reviewing the literature, reanalyzing themes, development of multiple schematics, continual review, personal observations of students in the clinical and simulation settings, and feedback from peer educators. The resulting reflection, feedback, and restructuring model describes an inductive, iterative process strongly influenced by feedback. This conceptual model may be a useful tool to guide nurse educators in facilitating role development and the transition from the classroom to the clinical setting for the nursing student.
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Vihos J, Myrick F, Yonge O. Socializing for Authentic Caring Engagement in Nursing Practice: Nursing Student Moral Development in Preceptorship. Can J Nurs Res 2018; 51:63-71. [PMID: 30463422 DOI: 10.1177/0844562118809258] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND The purpose of this study was to explore the basic psychosocial process of undergraduate nursing student moral development in clinical preceptorship. METHOD A grounded theory approach was used to explore the process within the context of clinical practice and the student-preceptor-faculty member relationship. RESULTS Socializing for authentic caring engagement in nursing practice emerged from the data as the basic psychosocial process of nursing student moral development in preceptorship. This process included four key categories: (a) distinguishing nursing and moral identity in practice, (b) learning to recognize the patient's experience, (c) identifying moral issues in practice and creating meaning of practice encounters, and (d) becoming an advocate and reconciling moral issues in practice. CONCLUSION Findings emerging from this study illustrate the processes of how nursing students work through moral issues and the role of faculty and preceptors in engaging students with moral encounters in the context of preceptorship.
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Affiliation(s)
- Jill Vihos
- 1 Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Florence Myrick
- 1 Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Olive Yonge
- 1 Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
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Nielsen K, Finderup J, Brahe L, Elgaard R, Elsborg AM, Engell-Soerensen V, Holm L, Juul H, Sommer I. The art of preceptorship. A qualitative study. Nurse Educ Pract 2017; 26:39-45. [PMID: 28668586 DOI: 10.1016/j.nepr.2017.06.009] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 11/01/2016] [Accepted: 06/19/2017] [Indexed: 10/19/2022]
Abstract
In the clinical nursing practice preceptorship is a widespread method to improve patient care by assisting nurses in developing the right clinical skills. However, little is known about how preceptorship should be practiced to achieve a positive learning outcome. The aim of the study was to investigate how preceptorship can be used in clinical practice to create learning and facilitate competence development. A qualitative study guided by a hermeneutic phenomenological approach and inspired by ethnographic fieldwork included 28 participant observations and 58 interviews. Data were analysed according to Steinar Kvale's three interpretation contexts. The findings showed three themes: Being together: Preceptee and preceptor were physically present in the same room optimising the learning situation with focus on complexity, use of senses and patient safety. Doing together: Preceptee and preceptor performed nursing together to obtain skills focusing on independence, practical skills and communication. Getting along together: Preceptee and preceptor together focused on the patient, relation, comfort and managing how to keep the balance between a professional and a personal relation. Precepetorship is situated learning where knowledge and skills are generated through participation in clinical practice. In this way, nurses develop clinical judgement and independence.
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Affiliation(s)
- Karina Nielsen
- Department of Cardiology, Aarhus University Hospital, Denmark
| | | | - Lotte Brahe
- Department of Cardiothoracic and Vascular Surgery, Aarhus University Hospital, Denmark
| | - Randi Elgaard
- Department of Urology, Aarhus University Hospital, Denmark
| | - Anne Marie Elsborg
- Department of Anaesthesiology and Intensive Care, Aarhus University Hospital, Denmark
| | | | - Laila Holm
- Department of Gynaecology and Obstetrics, Aarhus University Hospital, Denmark
| | - Hanne Juul
- Department of Anaesthesiology and Intensive Care, Aarhus University Hospital, Denmark
| | - Irene Sommer
- Department of Cardiology, Aarhus University Hospital, Denmark
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Rebeiro G, Edward KL, Chapman R, Evans A. Interpersonal relationships between registered nurses and student nurses in the clinical setting--A systematic integrative review. NURSE EDUCATION TODAY 2015; 35:1206-11. [PMID: 26169289 DOI: 10.1016/j.nedt.2015.06.012] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2015] [Revised: 06/04/2015] [Accepted: 06/17/2015] [Indexed: 05/15/2023]
Abstract
BACKGROUND A significant proportion of undergraduate nursing education occurs in the clinical setting in the form of practising skills and competencies, and is a requirement of all nursing curriculum for registration to practice. Education in the clinical setting is facilitated by registered nurses, yet this interpersonal relationship has not been examined well. OBJECTIVE To investigate the experience of interpersonal relationships between registered nurses and student nurses in the clinical setting from the point of view of the registered nurse. DESIGN Integrative review Review methods: The databases of MEDLINE, CINAHL and OVID were searched. Key words used included: Registered Nurse, Preceptor, Buddy Nurse, Clinical Teacher, Mentor, Student Nurse, Nursing Student, Interpersonal Relationships, Attitudes and Perceptions. Additional review of the literature was manually undertaken through university library textbooks. RESULTS 632 abstracts were returned after duplicates were removed. Twenty one articles were identified for full text read (quantitative n=2, mixed n=6, qualitative n=14); of these, seven articles addressed the experience of interpersonal relationships between registered nurses and student nurses in the clinical setting from the point of view of the registered nurse and these were reviewed. CONCLUSIONS Providing education for registered nurses to enable them to lead student education in the clinical setting communicates the organizational value of the role. Registered nurses identified being supported in having the time-to-teach were considered important in facilitation of the clinical teaching role. The integrative review did not provide evidence related to the impact diverse clinical settings can have on the relationships between registered nurses and student nurses revealing an area for further examination.
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Affiliation(s)
- Geraldine Rebeiro
- School of Nursing, Midwifery & Paramedicine, Faculty of Health Sciences, Australian Catholic University, Locked Bag 4115, Fitzroy MDC, Fitzroy, VIC 3065, Australia.
| | - Karen-leigh Edward
- Faculty of Health Sciences, Australian Catholic University, Locked Bag 4115, Fitzroy MDC, Fitzroy, VIC 3065, Australia.
| | - Rose Chapman
- Faculty of Health Sciences, Australian Catholic University and Monash Health, Victoria, Locked Bag 4115, Fitzroy MDC, Fitzroy, VIC 3065, Australia.
| | - Alicia Evans
- School of Nursing, Midwifery & Paramedicine, Faculty of Health Sciences, Australian Catholic University, Locked Bag 4115, Fitzroy MDC, Fitzroy, VIC 3065, Australia.
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Löfmark A, Thorell-Ekstrand I. Nursing students' and preceptors' perceptions of using a revised assessment form in clinical nursing education. Nurse Educ Pract 2013; 14:275-80. [PMID: 24140366 DOI: 10.1016/j.nepr.2013.08.015] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2012] [Revised: 07/06/2013] [Accepted: 08/29/2013] [Indexed: 10/26/2022]
Abstract
Assessment of students' learning is a crucial question when great changes occur in the higher education sector. One such educational reform is the Bologna declaration, the requirements of which have resulted in significant modifications in documents as assessment forms for clinical education. The aim of this study was to investigate students' and preceptors' perceptions of using the revised version of an assessment form, the AssCE form. Using convenience sampling, a questionnaire survey was completed by 192 nursing students and 101 preceptors. Most of the participants found that the revised AssCE form was possible to use during different years of the programme, and factors in the AssCE form were possible to combine with learning outcomes in the course syllabus. Most participants perceived that the scale added to each factor facilitated the assessment dialogue and offered possibilities to illustrate the students' development during clinical periods. Findings also showed that students were most often prepared with self-assessment before the assessment discussions. More information about the use of the AssCE form, also in combination with learning outcomes in the course syllabus, may further support the use of the form and contribute to students' development during clinical practice.
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Affiliation(s)
- Anna Löfmark
- Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, University of Gävle, Sweden; Stord/Haugesund University College, Department of Health Sciences, Haugesund, Norway.
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Abstract
This cross-sectional research used a qualitative questionnaire to explore clinical competence in nursing. The aim was to look for evidence of how clinical competence showed itself in practice. In the research, the views from both education and working life are combined to broadly explore and describe clinical competence from the perspective of students, clinical preceptors and teachers. The questions were formulated on how clinical competence is characterised and experienced, what contributes to it and how it is maintained, and on the relation between clinical competence and evidence-based care. The answers were analysed by inductive content analysis. The results showed that clinical competence in practice is encountering, knowing, performing, maturing and improving. Clinical competence is an ongoing process, rather than a state and manifests itself in an ontological and a contextual dimension.
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