Effective Preceptors Research Articles

Do it MY Way! Midwifery Students’ Perceptions of Negative Clinical Experiences and Negative Characteristics and Practices of Clinical Preceptors

The purpose of this paper was to describe the perceptions of midwifery students' concerning negative clinical experiences and ineffective role modeling received from clinical preceptors. Students (N=145) from accredited midwifery schools in the United States and Puerto Rico voluntarily completed a qualitative descriptive survey from a URL website. Descriptive statistics identified demographics and clinical setting characteristics. Open- ended questions gathered qualitative data about preceptor behaviours that were detrimental to student learning in the clinical setting. Content analysis of the narrative responses provided major themes that identified negative clinical preceptor characteristics and behaviours and negative clinical experiences from the student perspective. Six areas contributed to negative experiences with preceptors from the students' perspective. These included the number of assigned preceptors; the teaching style of the preceptor; the life stress of the preceptor; lack of preceptor knowledge; and a harsh clinical environment. The most difficult aspect of negative preceptors was the insistence for the students to “do it MY way”. Without effective preceptors much of midwifery's accumulated knowledge will be lost. By identifying negative clinical preceptor practices, improvements can be made to assist the preceptor and student in the process of learning. The negative practices represent areas where more research and interventions are needed.

Preceptor Development: Using the American Nurses Credentialing Center Outcome-Based Continuing Education Model©.

Preceptors play a vital role in shaping the growth of every nurse. Effective preceptors lead to better patient outcomes as new nurses are better equipped to deliver high-quality care under the guidance of experienced mentors. Providing a supportive preceptor experience increases job satisfaction and retention rates among new and tenured nurses, ultimately benefiting health care organizations. When designing preceptor development programs, health care institutions should incorporate the Outcome-Based Continuing Education Model© (OB-CE Model©) from the American Nurses Credentialing Center. This column explores how to use the OB-CE Model© to enhance the competency and human skills of preceptors as learners, thereby fostering their development effectively. [J Contin Educ Nurs. 2024;55(5):212-216.].

Preceptor Tools for Success: Student Review on Creating an Effective Clinical Rotation.

The purpose of this article was to explore student perspectives regarding effective preceptors with the intention to improve development of supervised clinical practice experiences. In total, 136 clinical year physician assistant (PA) students, representing 9 accredited PA programs, participated in a mixed-methods survey, including a 5-point Likert scale to identify characteristics of an effective preceptor. The survey achieved a 36.2% response rate. Quantitative data were analyzed based on mean and standard deviation (SD) with the analysis of variance to promote generalizability. Thematic analysis was performed on qualitative responses. Students reported the highest level of agreement that an effective preceptor welcomes questions from the student (mean 4.88, SD 0.54), are enthusiastic about having a student (4.84, 0.52), and provide a welcoming support staff who encourages student education (4.71, 0.66). Students also highlighted the positive effect of preceptor engagement during clinical rotations. A preceptor who actively engages their student has the greatest positive impact on clinical education. Preceptors can implement clinical teaching strategies from this article to improve student-perceived effectiveness of their rotation.

Student Selection of Preceptors for Immersive Clinical Education Experiences Through an Advocacy Lens

Context Immersive clinical education is an integral component of athletic training curricula. The flexibility in the requirements allows programs to be innovative in their curricular design and to meet the needs of their learners. Objective The purpose of this educational technique is to describe the process for empowering students to choose preceptors and clinical sites that meet their needs. Background Traditionally, program administrators assign students to preceptors and clinical sites based on proximity and availability of clinicians surrounding the institution. However, this may limit the options for students to find preceptors and mentors who are best suited to prepare them for future clinical practice. Description In our program, we empower students to pursue their immersive clinical education experience with a preceptor and/or clinical site that will meet their personal and professional needs as a learner and future clinician. Advantages Preceptors and alumni have noted increased engagement when students are invested in the selection process. Students are encouraged to advocate for their needs personally and professionally, to place themselves in the best environment for their future success. More specifically, historically marginalized students have the opportunity to identify a preceptor with similar demographic characteristics, who may be better suited to mentor them as a future professional, when geographic proximity has been a challenge in the past. Conclusions Students and program administrators partner to select preceptors who provide opportunities for a successful immersive clinical experience, who align with the student's future career goals, and who provide mentorship. Historically marginalized students in less diverse regions may benefit the most from this model because they can overcome geographic proximity challenges to identifying effective preceptors and mentors.

The Impact of Effective Preceptors

The Impact of Effective Preceptors

Development of a tool to assess and advance the effectiveness of preceptors: The Habits of Preceptors Rubric.

Present the research performed to identify and describe habits of effective pharmacy preceptors and provide a framework for targeted preceptor assessment and development. A 5-round Delphi consensus-building process was used to refine the initial Habits of Preceptors Rubric (HOP-R) developed by the research team. Twenty experts in pharmacy experiential education participated. During the Delphi process, feedback and agreement on all parts of the HOP-R were sought, including the premise, introductory content, framework, preceptor domains, habits, habit level descriptions, and continuous professional development (CPD) plan. After each Delphi round, the research team grouped responses into themes and modified the draft rubric accordingly. These themes were used to frame the response document sent to the expert panel for the following Delphi round; this document explained modifications made to the HOP-R. Consensus was defined as a mean score of ≥3.25 on a 4-point scale (4 = strongly agree, 1 = strongly disagree) for posed statements or ≥70% agreement for ranked items. In the final Delphi round (response rate, 95%), consensus was achieved for all HOP-R individual structural and content elements except the habit level descriptors, for which a secondary rank order analysis was performed. The final HOP-R has 3 domains encompassing 11 preceptor habits that can be displayed across 4 habit levels progressing from developing to master. The HOP-R was developed to assess, quantify, and demonstrate growth across a wide variety of pharmacy preceptor habits. Potential utility includes use as a framework to articulate the knowledge, skills, and behaviors of effective preceptors, facilitate the creation of individualized CPD plans, and assess the impact of participation in teaching and learning curricula.

Cultivating the Desire to Mentor in Dietetic Interns

Editor's Note: This article is part of a series developed by the Nutrition and Dietetic Educators and Preceptors (NDEP) group on emerging topics of interest in dietetics education.The Academy of Nutrition and Dietetics (Academy) 2017 Visioning Report 1 Kicklighter J.R. Dorner B. Hunter A.M. et al. Visioning report 2017: A preferred path forward for the nutrition and dietetics profession. J Acad Nutr Diet. 2017; 117: 110-127 Abstract Full Text Full Text PDF PubMed Scopus (52) Google Scholar identified mentoring new practitioners as part of the career advancement and leadership needed to address future needs and changes within the dietetics profession. The current dietetics education model is based on a competency-based program where interns are trained by preceptor professionals in the field. Effective preceptors display a desire and commitment to mentor and facilitate learning. 2 Sarcona A.E. Burrowes J. Fornari A. Characteristics of an effective preceptor: Dietetics education as a paradigm. J Allied Health. 2015; 44: 229-235 PubMed Google Scholar Likewise, these individuals are necessary to give timely, relevant feedback and identify knowledge deficiencies in the dietetic interns under their supervision. To best support preceptors, ongoing training as well as clearly defined responsibilities are essential. A 2002 survey of Registered Dietitian Nutritionists (RDNs) conducted by Marincic and Francfort showed that 58% received no training for serving as a preceptor. 3 Marincic P.Z. Francfort E.E. Supervised practice preceptors’ perceptions of rewards, benefits, support, and commitment to the preceptor role. J Acad Nutr Diet. 2002; 102: 543-545 Google Scholar A 2008 report highlighted the preceptor shortage that was likely a result of many factors, including lack of training. 4 Phase 2 Future Practice and Education Task Force Report of 2008. www.eatright.org. Accessed October 13, 2017. Google Scholar In 2007, the Commission on Dietetic Registration (CDR) began offering a free online preceptor training program that awards continuing education units to motivate preceptors to get involved and offer an incentive to RDNs for completing quality training. 5 Connor S.J. Preceptors enrich practice, profession. J Acad Nutr Diet. 2015; 115: 337 Abstract Full Text Full Text PDF PubMed Scopus (5) Google Scholar

Residents as preceptors and educators: What we can learn from a national survey to improve our residency programs

IntroductionDeveloping pharmacy residents into effective preceptors is essential to meet the demands of pharmacy education. A survey was created to assess the availability of resident precepting educational opportunities, identify common barriers associated with developing preceptors’ skills, and discover strategies to optimize programming. MethodsAn online survey focused on the development of residents as preceptors was e-mailed to all residency program directors (RPD) for American Society of Health-System Pharmacists accredited residencies in the United States. Information was collected on program demographics, level of support and precepting activities offered and resident employment outcomes. ResultsFive hundred thirty-eight responses were received. The majority were postgraduate year one RPDs and had less than six residents. Sixty-one percent of programs were affiliated with a college of pharmacy. Seventy-eight percent devoted 10hours or less per month in developing residents as preceptors with 33% providing less than five hours. Seventy-one percent of the residency programs did not offer a formal precepting rotation. However, 59% of respondents indicated that their residency graduates frequently accepted positions, which required teaching/precepting. The most common barriers to developing residents as preceptors included: lack of time for residents to precept within the residency structure (41%), availability of preceptors to mentor residents throughout experience (33%) and lack of preceptors’ availability to mentor residents’ precepting abilities over time (30%). Discussion and conclusionsRPDs should prioritize training of residents as preceptors. Requiring residents to serve as primary preceptors in rotations dedicated to teaching is important to prepare for future job responsibilities.

The Role of Preceptorship and Group Cohesion on Newly Licensed Registered Nurses' Satisfaction and Intent to Stay.

Thirteen percent of newly licensed registered nurses (NLRNs) vacate their first job after 1 year, and 37% report that they feel ready to change jobs. Turnover can lead to consistent and detrimental nursing shortages in nursing units, as well as increased costs for health care systems. A descriptive, prospective, cross-sectional design was used to understand how preceptor role effectiveness and group cohesion affect NLRNs' satisfaction and intent to stay. NLRNs reported high levels of perceived preceptor role effectiveness, group cohesion, and job satisfaction, with only moderate levels of intent to stay. Statistically significant relationships were found among preceptor role effectiveness, job satisfaction, and intent to stay, as well as among group cohesion, job satisfaction, and intent to stay. Preceptor role effectiveness and group cohesion are predictors of NLRNs' level of job satisfaction. Job satisfaction is a predictor of NLRNs' intent to stay. Effective preceptors and positive group cohesion are factors that are important to NLRNs' job satisfaction and intent to stay.

A Needs Assessment Study of Hospital Pharmacy Residency Preceptors

Canadian pharmacy residency programs rely on preceptors to support the growing demand of graduates wishing to pursue hospital residencies. Understanding the educational needs of these preceptors is important to ensure that they are well prepared to deliver successful programs. To determine what new and experienced residency preceptors self-identify as learning needs in order to become more effective preceptors for pharmacy residents. A needs assessment of preceptors from the 31 accredited Canadian general hospital pharmacy residency programs was conducted. The study had 4 key components: interviews and focus group discussions with key informants, a pilot study, an online survey, and member checking (seeking clarification and further explanation from study participants). The residency coordinators and a convenience sample of 5 preceptors from each program were invited to participate in the survey component. Of a possible 186 participants, 132 (71%) responded to the survey. Of these, 128 (97%) were confident that they met the 2010 standards of the Canadian Hospital Pharmacy Residency Board (CHPRB). Preceptors ranked communication skills, giving effective feedback, and clinical knowledge as the most important elements of being an effective preceptor. Managing workload, performing evaluations, and dealing with difficult residents were commonly reported challenges. Preceptors expressed a preference for interactive workshops and mentorship programs with experienced colleagues when first becoming preceptors, followed by 1-day training sessions or online learning modules every other year for ongoing educational support. The most beneficial support topics selected were providing constructive feedback, practical assessment strategies, small-group teaching strategies, effective communication skills, and setting goals and objectives. This study identified several learning needs of hospital residency preceptors and showed that preceptors would appreciate educational support. Utilization of these results by residency program administrators, the CHPRB, and faculties of pharmacy could be beneficial for residency programs across Canada.

PharmD or Needs Based Education: Which Comes First?

PharmD or Needs Based Education: Which Comes First?

Attributes of effective community preceptors for pre-clerkship medical students

Background: Attributes of effective precepting of pre-clerkship medical students in community settings are not adequately described. As part of preceptor needs assessment, we conducted site visits over three consecutive years. We also measured the preceptorships’ educational quality, using students’ post-rotation data, to identify priority areas for faculty development, corroborate site visit findings, and assess functions of the site visit.Methods: Three university faculty directly observed teaching encounters in 83 community preceptors’ offices during a 12–18-week second year (pre-clerkship) medical student rotation. Data were collected on practice demographics, teaching content, and educational quality, using multiple measures. Narrative responses to interview questions were coded for prevalent themes. Student post-rotation assessments were obtained by anonymous online evaluations.Results: Good precepting attributes and suggestions for improvement were identified from both narrative analysis and student post-rotation evaluations in these key areas: independence in patient assessment, time spent teaching, giving feedback and orientation to the preceptor's practice. Student evaluations of preceptors’ effectiveness significantly improved from year 1 to 2 and persisted into year 3. Appropriate faculty development strategies were derived from the combined results.Conclusions: The site visit by university faculty allows real-time observation and may itself be an effective intervention for improving teaching and learning.

Early learner perceptions of the attributes of effective preceptors

Medical education in the US has adapted to the shift of patient care from hospital to ambulatory settings by developing educational opportunities in outpatient settings. Faculty development efforts must acknowledge learners' perspectives to be effective in improving teaching and learning. Clinics provide important and unique learning opportunities, but also present different challenges for preceptors (i.e., physician teachers) and learners. Multiple studies have identified characteristics of effective preceptors of ambulatory care medicine. However, most of these studies were conducted among residents or students with clinical experience. To investigate preclinical, second-year medical students' perceptions of preceptor quality, we conducted an exploratory qualitative study using analysis of student learning journals. The purposive sample included 120 medical students in a private, Midwestern medical school in the United States. Learning journals of 110 students for two semesters were reviewed. Five attributes of an effective preceptor emerged: (1) Demonstrates professional expertise (2) Actively engages students in learning (3) Creates a positive environment for teaching and learning (4) Demonstrates collegiality and professionalism (5) Discusses career-related topics and concerns. Our findings suggest preclinical learners often begin initial clinical experiences with sophisticated definitions of professional expertise, and hold specific expectations for professionalism. These are based on previous coursework and personal experience. These expectations influence their perceptions of effective preceptors and learning experiences. Early clinical experiences can also influence perceptions about career and specialty choice. Improving our understanding of preclinical learners' perceptions of preceptor quality will improve the efficacy of faculty development efforts and learning experiences.

Invitational Theory and Perioperative Nursing Preceptorships

The role of perioperative nurses is unique in that they must be able to maintain clinical expertise in nursing practice and develop technical surgical skills. Even experienced perioperative nurses who transfer to the OR from other hospital settings or change employment to another facility require a certain amount of preceptor orientation. The current shortage of experienced perioperative nurses calls for the development of strategies to increase their number. "Inviting" OR preceptorship experiences may increase the recruitment, retention, and, subsequently, number of perioperative nurses. Nurse preceptors may be either personally or professionally "inviting" or "disinviting" when sharing knowledge and techniques with less experienced nurses. This article includes findings from a research study of perioperative nurse preceptees. The intent of the study was to identify whether the invitational operating room teaching survey could be used as a reliable tool in the OR. Survey items evaluate preceptees' attitudes toward preceptors and characteristics of effective preceptors. Cronbach's alpha reliability analysis revealed reliability of the tool.

Qualities of Effective Preceptors of Physician Assistant Students

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Characteristics of Effective Preceptors: A Review of Allied Health Literature

Each year dietetics educators ask many practitioners to provide supervised experiences for dietetics students and interns. Although dietitians may recognize that part of their professional responsibility is helping prepare the next generation of practitioners, time constraints may limit involvement in supervised experiences (1–5). The primary objective of these experiences is to help students learn appropriate skills, behaviors, and attitudes for future professional practice; however, preceptors may also benefit from involvement with students. Providing supervised experiences can increase preceptors’ visibility in their institution, bring new ideas to their practice, attract potential employees, and increase productivity of their department (6–11). Supervising students can serve as a mirror that allows practitioners to evaluate and improve their own practice (1).