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Johannesmeyer HJ, Cheon J, Cox CD. Effect of an Educational Video Miniseries on Interprofessional Preceptor Development. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100128. [PMID: 37914463 DOI: 10.1016/j.ajpe.2023.100128] [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: 08/02/2022] [Revised: 04/21/2023] [Accepted: 04/27/2023] [Indexed: 11/03/2023]
Abstract
OBJECTIVE Experiential rotation preceptors may lack confidence in instructing interprofessional learners. This study examined the effect of a 12-episode, professionally produced video miniseries on attitudinal, satisfaction, and confidence outcomes in a cohort of interprofessional preceptors comprising pharmacy, medicine, nursing, and other allied health professionals. METHODS An invitation to view the miniseries was distributed to all health science preceptors within 1 large, public health science university. Participants were asked survey questions addressing their attitudes toward the miniseries, their comfort in precepting, and their satisfaction with the miniseries. RESULTS A total of 61 interprofessional preceptors enrolled in the study, with 33 completing the entire miniseries. Participants displayed highly positive attitudes toward the miniseries. In addition, members of all professions enrolled demonstrated an increase in precepting confidence after viewing the miniseries episodes (2.31 vs 2.7 on a 3-point Likert scale). Subgroup analyses demonstrated that preceptors with>10 years of professional experience displayed less positive attitudes toward the miniseries than those with 2-10 years of professional experience. CONCLUSION The miniseries model proved effective as a preceptor development strategy for a group of health professional preceptors. Given the diversity of learners, a collection of training options that allows preceptor self-selection of programming may be beneficial.
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Affiliation(s)
| | - Jongpil Cheon
- Texas Tech University, College of Education, Lubbock, TX, USA
| | - Craig D Cox
- Texas Tech University Health Sciences Center, Jerry H. Hodge School of Pharmacy, Lubbock, TX, USA
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Mukhalalati B, Elshami S, Awaisu A, Al-Jayyousi G, Abu-Hijleh M, Paravattil B, Almahasneh R, Bawadi H, Al-Amri K, Al-Khal A. Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University. Int J Health Plann Manage 2022; 37:3126-3147. [PMID: 35861383 DOI: 10.1002/hpm.3544] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2021] [Revised: 06/25/2022] [Accepted: 07/06/2022] [Indexed: 11/08/2022] Open
Abstract
BACKGROUND 'The Practice Educators' Academy Programme' is an innovative educational intervention developed following a preceptor-focussed needs assessment. The primary aim of this study was to evaluate the programme's effect on self-efficacy and knowledge amongst multi-disciplinary clinical preceptors who precept students across the Health Cluster in Qatar University. The secondary aim was to assess the preceptors' satisfaction with the programme's comprehensiveness, appropriateness, and relevance. METHODS This is a longitudinal study, with the same participants followed at different time points (i.e., pretest-posttest interventional design). The sample size was calculated to represent 10% of the sample expected for the main study, utilising a stratified convenience sampling technique. Preceptor self-efficacy was assessed using the Preceptor Self-Efficacy Questionnaire, a validated 21-item questionnaire. Preceptor knowledge was assessed through a 25-item multiple-choice question test. Satisfaction with programme content and delivery was assessed through a 14-item questionnaire with open comments. RESULTS Thirty pretest-posttest respondents for the PSEQ assessment, and 26 pretest-posttest respondents for the knowledge assessment were appropriately matched and analysed. Participation in the self-efficacy questionnaire resulted in a statistically significant increase in their posttest median score (pretest-to-posttest: 3.3-to-3.6, p = 0.001). Participation in the knowledge assessment resulted in a statistically significant increased posttest mean score (pretest-to-posttest: 10.2-to-15.7, p < 0.001). Participants indicated high levels of satisfaction with the programme (average score = 4.42/5). CONCLUSIONS Our findings suggest the programme is effective as demonstrated through a significant improvement in preceptors' self-efficacy and knowledge. Recommendations for future iterations include placing greater focus on active learning strategies, and inter-disciplinary interactions.
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Affiliation(s)
- Banan Mukhalalati
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU-Health, Qatar University, Doha, Qatar
| | - Sara Elshami
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU-Health, Qatar University, Doha, Qatar
| | - Ahmed Awaisu
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU-Health, Qatar University, Doha, Qatar
| | - Ghadir Al-Jayyousi
- Department of Public Health, College of Health Sciences, QU-Health, Qatar University, Doha, Qatar
| | - Marwan Abu-Hijleh
- Basic Medical Science Department, College of Medicine, QU-Health, Qatar University, Doha, Qatar
| | - Bridget Paravattil
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU-Health, Qatar University, Doha, Qatar
| | - Randa Almahasneh
- Department of Psychological Sciences, College of Education Qatar University, Doha, Qatar
| | - Hiba Bawadi
- Strategy Program Development Office, Medical and Health Sciences Office, Doha, Qatar
| | - Kristen Al-Amri
- Medical Education Office, Hamad Medical Corporation, Doha, Qatar
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Systematic review of interventions to enhance preceptors’ role in undergraduate health student clinical learning. Nurse Educ Pract 2022; 62:103349. [DOI: 10.1016/j.nepr.2022.103349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2021] [Revised: 04/05/2022] [Accepted: 04/07/2022] [Indexed: 11/18/2022]
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Mukhalalati B, Awaisu A, Elshami S, Paravattil B, Zolezzi M, Abu-Hijleh M, Moslih-Almoslih A, Carr A, Bawadi H, Romanowski M, Almahasneh R, Bacha R. Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:e32-e43. [PMID: 34174045 DOI: 10.1097/ceh.0000000000000353] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Experiential learning is the backbone of many health care professional education programs; however, the quality of learning is profoundly dependent on the skills and experiences of clinical preceptors. This study was conducted at Qatar University Health Cluster (Colleges of Pharmacy, Medicine, and Health Sciences) with the primary objective of identifying the educational needs of preceptors to design and review an educational professional development program. METHODS This study adopted a mixed-methods approach and was conducted in three stages: (1) assessment of preceptor educational needs, (2) designing of the Practice Educators' Academy program, and (3) revision and refinement of the designed program. The needs' assessment was conducted at all the three colleges through a validated survey and focus groups comprising of preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions. RESULTS The results yielded five key themes and a variety of individual preferences, which were used to design a five-module face-to-face two-day interactive workshop. For the revision of the designed program, the syllabus was shared purposively with selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Furthermore, the refinement of the program was performed on the basis of this feedback, resulting in the revised and representative program being ready for piloting. DISCUSSION A preceptor development program on experiential teaching and learning skills was successfully designed and revised with the needs of the clinical preceptors at its core. Preceptors' skills development can advance health care outcomes by preparing competent health professional graduates.
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Affiliation(s)
- Banan Mukhalalati
- Dr. Mukhalalati: Assistant Professor, Clinical Pharmacy and Practice Department, College of Pharmacy, Health Cluster, Qatar University, Doha, Qatar. Prof. Awaisu: Professor, Clinical Pharmacy and Practice Department, College of Pharmacy, Health Cluster, Qatar University, Doha, Qatar. Ms. Elshami: Research Assistant, Clinical Pharmacy and Practice Department, College of Pharmacy, Health Cluster, Qatar University, Doha, Qatar.Dr. Paravattil: Associate Professor, Clinical Pharmacy and Practice Department, College of Pharmacy, Health Cluster, Qatar University, Doha, Qatar.Dr. Zolezzi: Associate Professor, Clinical Pharmacy and Practice Department, College of Pharmacy, Health Cluster, Qatar University, Doha, Qatar.Prof. Abu Hijeh: Department Head of Basic Medical Science, College of Medicine, Health Cluster, Qatar University, Doha, Qatar.Dr. Moslih Al-Moslih: Lecturer of Clinical Education, College of Medicine, Health Cluster, Qatar University, Doha, Qatar.Prof. Carr: Associate Dean for Clinical Education, College of Medicine, Health Cluster, Qatar University, Doha, Qatar.Prof. Bawadi: Section Head of Clinical Education, College of Health Sciences, Health Cluster, Qatar University, Doha, Qatar.Prof. Romanowski: Professor & Coordinator of Graduate Programs, College of Education, Qatar University, Doha, Qatar.Dr. Almahasneh: Associate Professor of Psychological Sciences, College of Education, Qatar University, Doha, Qatar.Dr. Bacha: Research Assistant, Clinical Pharmacy and Practice Department, College of Pharmacy, Health Cluster, Qatar University, Doha, Qatar
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Burt L, Sparbel K, Corbridge S. Nurse practitioner preceptor resource needs and perceptions of institutional support. J Am Assoc Nurse Pract 2021; 34:348-356. [PMID: 34132220 DOI: 10.1097/jxx.0000000000000629] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 05/13/2021] [Indexed: 11/26/2022]
Abstract
BACKGROUND Nurse practitioner (NP) preceptors encounter stress when balancing clinical responsibilities with mentoring. Support can decrease role stress and promote preceptor resilience. PURPOSE Characterize NP preceptor resource needs and their perception of support for the clinical preceptor role. METHODS A cross-sectional, mixed-methods study used a web-based survey to identify preceptor resource needs. A convenience sample from a large, academic Midwestern university was recruited by email, with reminder emails 1 and 2 weeks after initial invitation. Survey tools included researcher-designed questions about preceptor-desired resources, an adapted Preceptor's Perception of Support Scale, and qualitative questions of preceptor needs. Data were analyzed using descriptive statistics and qualitative thematic analysis. RESULTS Two hundred thirty-nine of 784 surveys (30.48%) were returned. Preceptors valued free mentoring resources, desired access by "smartphone app," and identified mentoring topics of interest. They perceived adequate role preparation, clearly defined roles, supportive and knowledgeable colleagues, committed supervisors, and appropriate workload. Respondents noted the following insufficiencies: time for normal duties while precepting, preceptor resources, opportunities to share with colleagues, faculty-student time, and faculty assistance to identify student's performance problems. Qualitative data highlighted faculty-preceptor communication and compensation as preceptor concerns. IMPLICATIONS FOR PRACTICE Preceptors feel a need for specific supports identified in this study. Preceptor insights inform strategies to build clinical preceptor resilience and well-being, strengthen the academic-practice partnership, and facilitate positive education outcomes. Faculty should increase communication-based support individualized to specific student needs. Resources should be developed that more fully support specific competencies and skills within NP student clinical education.
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Affiliation(s)
- Leah Burt
- Department of Biobehavioral Nursing Science, College of Nursing, University of Illinois at Chicago, Chicago, Illinois
| | - Kathleen Sparbel
- Department of Population Health Nursing Science, College of Nursing, University of Illinois at Chicago, Quad Cities Campus, Chicago, Illinois
| | - Susan Corbridge
- Department of Biobehavioral Nursing Science, College of Nursing, University of Illinois at Chicago, Chicago, Illinois
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Hutchins AM, Winham DM, Fellows JP, Heer MM. Training interns in nutrition and dietetics: a cross-sectional study of the barriers and motivators to being a Registered Dietitian Nutritionist preceptor. BMC MEDICAL EDUCATION 2021; 21:277. [PMID: 33992103 PMCID: PMC8126131 DOI: 10.1186/s12909-021-02700-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Accepted: 04/27/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND As is common across the health professions, training of Registered Dietitian Nutritionists (RDNs) requires experiential learning for interns/students to gain skills and demonstrate entry-level competency. Preceptors are essential to the experiential learning component of health care professional training, providing supervision and mentoring as students and interns gain the skills required for entry-level practice competency. Over the past 27 years, 47-73% of applicants to dietetic internships have received a placement. Practitioners willing to volunteer as preceptors are needed to generate more internship or experiential learning opportunities for the profession to continue to meet workforce demands. METHODS The objective of this national-level online cross-sectional survey was to identify perceptions and attitudes associated with the preceptor role and incentives that might encourage precepting by current RDNs. A random sample of RDN and Nutrition and Dietetic Technicians, Registered (NDTR) professionals from the Commission on Dietetic Registration credentialed practitioner database were eligible to participate in the online survey. The main outcome measures included perceptions, attitudes, and preferred incentives to precept compared by preceptor experience categories (current, former, never precepted). Comparisons of perceptions, attitudes, and preferred incentives were made between preceptor experience categories using Chi-square and ANOVA. RESULTS Of 2464 invitations, 308 participants had complete variables for analysis. Top incentives were the opportunity to earn continuing education units (65.9%) and having expenses paid to attend a national conference (49.5%). Significantly more (P < 0.001) "former" and "never" preceptors reported the ability to choose when to take an intern, training on how to teach and communicate with interns, and access to an "on-call" specialist as incentives compared to "current" preceptors. Significantly more (P < 0.01) "never" preceptors reported training on internship expectations and the ability to provide input on intern selection process as incentives compared to "current" or "former" preceptors. CONCLUSIONS Incentives to serve as a preceptor differ based on "current", "former", or "never" precepted status. Promoting and strategizing solutions to the current imbalance between the greater number of dietetic internship applicants compared to preceptors should be targeted based on preceptor status to retain current preceptors, encourage former preceptors to return and recruit professionals who have never served.
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Affiliation(s)
- Andrea M. Hutchins
- Department of Human Physiology and Nutrition, University of Colorado Colorado Springs, 1420 Austin Bluffs Parkway, Colorado Springs, CO 80918 USA
| | - Donna M. Winham
- Food Science & Human Nutrition, Iowa State University, 2302 Osborn Drive, Ames, IA 50011-1078 USA
| | - Jinette P. Fellows
- Department of Health Sciences, University of Colorado Colorado Springs, 1420 Austin Bluffs Parkway, Colorado Springs, CO 80918 USA
- Present Address: Clinical Dietitian, Colorado Mental Health Institute at Pueblo, 1600 W. 24th Street, Pueblo, CO 81003 USA
| | - Michelle M. Heer
- Food Science & Human Nutrition, Iowa State University, 2302 Osborn Drive, Ames, IA 50011-1078 USA
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Cox CD, Cheon J, Crooks SM, Lee J, Curtis JD. Use of Entertainment Elements in an Online Video Mini-Series to Train Pharmacy Preceptors. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2017; 81:12. [PMID: 28289302 PMCID: PMC5339579 DOI: 10.5688/ajpe81112] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2016] [Accepted: 06/13/2016] [Indexed: 05/24/2023]
Abstract
Objective. To create an entertaining approach to training pharmacy preceptors. Design. A training program was developed to provide an innovative, entertaining, and flexible continuing education program for pharmacy preceptors. Three instructional design principles - providing an authentic context, offering a diversity of content, and engaging and maintaining attention - were foundational to this concept. The mini-series consisted of 12 online video episodes. Participants completed three reflective questions and one evaluation after watching each episode. Three months following completion of the training, a survey was distributed to analyze the long-term impact of the mini-series on precepting skills. Assessment. Two hundred two participants completed all 12 episodes. After completing the training series, the participants' confidence level in their knowledge pertaining to the objectives was significantly greater than before they started. Among the 32% of participants who responded to the three-month follow-up survey, the mean score for precepting confidence was 6.8 on a scale of 1 to 10 on which 1=no increase to 10=big increase. Also, 99% of participants indicated they would complete a similar training program and recommend to others. Conclusions. Feedback from the mini-series provides evidence of the effectiveness of its delivery format and use as a preceptor learning tool.
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Affiliation(s)
- Craig D. Cox
- Texas Tech University Health Sciences Center School of Pharmacy, Lubbock, Texas
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Worrall CL, Chair, Aistrope DS, Cardello EA, Fulginiti KS, Jordan RP, Martin SJ, McGrath K, Park SK, Shepler B, Whalen K, Bradley-Baker LR. Priming the Preceptor Pipeline: Collaboration, Resources, and Recognition: The Report of the 2015-2016 Professional Affairs Standing Committee. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:S19. [PMID: 28090114 PMCID: PMC5221847 DOI: 10.5688/ajpe809s19] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Affiliation(s)
| | - Chair
- South Carolina College of Pharmacy, Charleston, SC
| | | | | | | | | | | | - Kyle McGrath
- National Association of Chain Drug Stores Foundation, Arlington, VA
| | - Sharon K Park
- Notre Dame of Maryland University School of Pharmacy, Baltimore, MD
| | - Brian Shepler
- Purdue University College of Pharmacy, West Lafayette, IN
| | - Karen Whalen
- University of Florida College of Pharmacy, Gainesville, FL
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Chen AK, Rivera J, Rotter N, Green E, Kools S. Interprofessional education in the clinical setting: A qualitative look at the preceptor's perspective in training advanced practice nursing students. Nurse Educ Pract 2016; 21:29-36. [DOI: 10.1016/j.nepr.2016.09.006] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2015] [Revised: 05/28/2016] [Accepted: 09/25/2016] [Indexed: 11/27/2022]
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Foster MJ, Shurtz S, Pepper C. Evaluation of best practices in the design of online evidence-based practice instructional modules. J Med Libr Assoc 2014; 102:31-40. [PMID: 24415917 DOI: 10.3163/1536-5050.102.1.007] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
OBJECTIVES The research determined to what extent best practices are being followed by freely available online modules aimed at teaching critical thinking and evidence-based practices (EBPs) in health sciences fields. METHODS In phase I, an evaluation rubric was created after reviewing the literature. Individual rubric questions were assigned point values and grouped into sections, and the sections weighted. Phase II involved searching Internet platforms to locate online EBP modules, which were screened to determine if they met predetermined criteria for inclusion. Phase III comprised a first evaluation, in which two authors assessed each module, followed by a second evaluation of the top-scoring modules by five representatives from different health sciences units. RESULTS The rubric's 28 questions were categorized into 4 sections: content, design, interactivity, and usability. After retrieving 170 online modules and closely screening 91, 42 were in the first evaluation and 8 modules were in the second evaluation. Modules in the first evaluation earned, on average, 59% of available points; modules in the second earned an average of 68%. Both evaluations had a moderate level of inter-rater reliability. CONCLUSIONS The rubric was effective and reliable in evaluating the modules. Most modules followed best practices for content and usability but not for design and interactivity. IMPLICATIONS By systematically collecting and evaluating instructional modules, the authors found many potentially useful elements for module creation. Also, by reviewing the limitations of the evaluated modules, the authors were able to anticipate and plan ways to overcome potential issues in module design.
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Affiliation(s)
- Margaret J Foster
- , Systematic Reviews and Research Coordinator, Medical Sciences Library, Texas A&M University, 4462 TAMU, College Station, TX 77843-4462; , Instructional Services Librarian, Medical Sciences Library, Texas A&M University, 4462 TAMU, College Station, TX 77843-4462; , Field Services Coordinator, Medical Sciences Library, Texas A&M University, 3950 North A. W. Grimes, Room N405G, Round Rock, TX 78665
| | - Suzanne Shurtz
- , Systematic Reviews and Research Coordinator, Medical Sciences Library, Texas A&M University, 4462 TAMU, College Station, TX 77843-4462; , Instructional Services Librarian, Medical Sciences Library, Texas A&M University, 4462 TAMU, College Station, TX 77843-4462; , Field Services Coordinator, Medical Sciences Library, Texas A&M University, 3950 North A. W. Grimes, Room N405G, Round Rock, TX 78665
| | - Catherine Pepper
- , Systematic Reviews and Research Coordinator, Medical Sciences Library, Texas A&M University, 4462 TAMU, College Station, TX 77843-4462; , Instructional Services Librarian, Medical Sciences Library, Texas A&M University, 4462 TAMU, College Station, TX 77843-4462; , Field Services Coordinator, Medical Sciences Library, Texas A&M University, 3950 North A. W. Grimes, Room N405G, Round Rock, TX 78665
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