Abstract
BackgroundPreceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level.MethodsThis study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method.ResultsThe participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship.ConclusionUsing the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course.
Highlights
Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees
One critical point emphasised by the preceptors was their responsibility for the ongoing evaluation of the students or new graduates’ progress towards expected goals
The preceptors described their educational role as challenging, especially supervising students with weak theoretical knowledge or students who will not acknowledge their own weaknesses. They mentioned that the students are adults, and some of the students have vast life experience which affects the preceptorship
Summary
Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Newcomers must become immersed in new clinical settings and be able to learn their profession and further develop as healthcare professionals [7]. They need to socialise in this environment and be given an opportunity to practice the knowledge and skills taught at the campus [6, 8]. Learning the art and science of a healthcare profession is a complex task
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