Preceptors' experiences of one to one preceptorship model for students undertaking an accelerated undergraduate nursing program: An interpretive descriptive qualitative study

Abstract

AimThe aim of this research is to describe and interpret the experiences of preceptors’ in supporting nursing students in a one-to-one model across all semesters of the nursing program. BackgroundThe one-to-one preceptorship model is widely used in Canada during the consolidation phase of a Bachelor of Science in Nursing program. The launch of an innovative two-year second-degree entry accelerated nursing program in partnership with several leading academically based health care delivery institutions in Ontario created a one-to-one preceptorship model that is offered within each semester of a two year nursing program. The literature on preceptorship models within baccalaureate programs suggest that the one-to-one preceptorship model can pose major challenges to nursing preceptors. Balancing the competing demands of providing excellent nursing care for complex patients in today’s health care environment with the responsibilities of teaching nursing students were highlighted as major factors of the preceptor experience. Balancing the demands of care provision with the responsibilities of teaching nursing students is shown to be a shared experience among preceptors working with consolidating nursing students. However, a gap exists in understanding how these preceptor experiences unfold with nursing students who attend clinical practicum for nine weeks each semester of the program. DesignThis study employs an interpretive descriptive design. MethodsUsing a purposeful sampling technique, nine Registered Nurses from one affiliate organization, were invited to 30 – 60 min semi-structured, face to face interviews. Thematic and pattern analysis supported the data analysis. ResultsFour major themes emerged: acknowledging expectations to teach, recognizing preceptor needs, balancing the act of nursing and teaching and discovering self through the preceptorship experience. To make the new meaning more accessible, a conceptual interpretation of the themes were transformed into a metaphor that depicts the relationship across the meaning units. The image of a bamboo tree represents both the descriptive and interpretive insights. ConclusionThis study illuminates the role competency of preceptors involved in a one-to-one preceptored model in a second-degree accelerated nursing program. A continued use of a one to one preceptor model within each semester of a two-year program serves as a platform to foster cognitive companionship, clinical teaching and experiential learning opportunities.