Nurse Preceptors Research Articles

“I’m Here for You”: Understanding the Caring Role of Nurse Preceptor in Patient Safety

Background:Nurse preceptors assume many responsibilities, including facilitating the learning experience of novice nurses while ensuring safe practices. Understanding the nurse preceptors’ experience will provide a baseline for raising safety awareness among nurses. Methods: A directed content analysis design was used. The initial categories were based on predetermined categories of Roach’s six C’s. Results: Analysis of the data led to the following six categories: recognizing the uniqueness of others, Building Competence for Patient Safety, establishing relationships, preceptor intentionality, promoting collaboration, and being a role model. Conclusion: The results of the study demonstrate the preceptors’ ability to balance their roles in delivering safe care while precepting new staff. They efficiently used their experience and caring attributes to facilitate the learning process.

Initiation of a New Nurse Preceptor Program in the Era of COVID-19.

COVID-19 has impacted most hospitals around the world, resulting in changes to daily operations and the suspension of some programs. Preceptor training is an area that has been impacted by COVID-19 restrictions. These programs have a positive impact on the retention of new RNs, which is especially important as the pandemic continues to strain morale. A 12-week, step-by-step education plan that leverages audio/video technologies such as Zoom and FaceTime was developed to preserve the positive benefits of the preceptor-preceptee relationship in the setting of COVID-19. [J Contin Educ Nurs. 2022;53(5):221-224.].

Interprofessional Precepting: A Nursing-Medicine Partnership.

Interprofessional precepting can advance team-based collaboration. We evaluated the impact of nurse-led precepting of medical students on perceptions of nurse-physician relationships. Forty-six frontline nurses precepted 73 third year medical students in New York for a three-part clinical and classroom experience. Nurse preceptor and medical student attitudes toward healthcare teams and medical student attitudes toward nurse-physician collaboration improved after participation using validated scales. This pilot study suggests nurse-led interprofessional precepting can improve attitudes toward interprofessional collaboration.

Nurse Preceptors' Experiences of an Online Strength-Based Nursing Course in Clinical Teaching.

Background: Online educational programs for nurse preceptors have been created based on various theoretical frameworks; however, no programs using a Strengths-Based Nursing (SBN) approach could be located. Purpose: This qualitative descriptive study explored the nurse preceptors' experiences in using a SBN approach to provide clinical teaching to nursing students after completing an online SBN clinical teaching course. Methods: Semi-structured interviews were conducted with six nurses. Data was thematically analyzed. Findings: Although their levels of familiarity with SBN varied, all preceptors acknowledged that using a SBN approach in clinical teaching benefits both students and educators. They reported that it empowered students and that it allowed them to discover their strengths. Getting to know their students helped the preceptors provide tailored learning experiences and feedback. Using the SBN approach simultaneously enhanced the preceptors' self-confidence and created opportunities for shared learning. Conclusion: Using a strengths' approach offers nurse preceptors a powerful tool to facilitate student learning and skills development in clinical practice.

Perspectives of nurse preceptors on a web-based clinical pedagogy program and clinical teaching: A descriptive qualitative study.

Nurse preceptors are key stakeholders in providing quality clinical education. This study aimed to explore the perspectives of nurse preceptors on a web-based clinical pedagogy program and clinical teaching. A descriptive qualitative design was adopted. The program was made accessible to the nurse preceptors who were assigned nursing students from July 2019 to June 2020. Upon completion of clinical teaching, a total of 19 nurse preceptors participated in four focus group discussions. The discussions were audio recorded and transcribed verbatim, and thematic analysis was conducted. Five themes, with 11 subthemes, emerged: (i) Undergoing the process of self-awareness and development; (ii) Mastering newly acquired skills to refine own teaching approach; (iii) Implementing consistent evaluation and constructive feedback; (iv) Dual roles and responsibilities of preceptor; and (v) Benefits and barriers of the program. This study highlighted the knowledge and skills preceptors gained through the program which gave them newfound confidence and facilitated their clinical teaching and evaluation. As the shift towards online learning progresses, web-based learning can be a useful platform for professional development of nurse preceptors.

Are Nurse Preceptors the New Clinical Instructors?

Are Nurse Preceptors the New Clinical Instructors?

Nurse preceptors' experience-based strategies for supporting learning in the ambulance service-A combined focus group and dyadic interview study.

To describe and explore nurse preceptors' experience-based strategies for supporting registered nurses learning in the ambulance service. The study had an inductive and data-driven approach, guided by phenomenological epistemology. Twenty-seven Swedish nurse preceptors were interviewed in three focus groups and four dyadic interviews between October 2019 and April 2020. The data were analysed with reflexive thematic analysis. The nurse preceptors use several learning strategies, focusing on a socialization process and a clinical competence process, intertwined during clinical practice to support the development of a situated professional identity and a clinical decision-making competence. Supportive structures facilitate a progressive learning strategy when addressing desired skills and cognitive abilities in teamwork processes and clinical judgement. Supporting novice clinicians, prior to and during clinical practice in the ambulance service, should include medical assessment skills, situation awareness and processes for effective teamwork. Further, novice clinicians need to develop complex cognitive abilities to deal with the dynamic nature of decision-making in ambulance care. The study findings show contextual strategies, previously not described and desired competencies when supporting learning for registered nurses in the ambulance service. A theoretical grounding in episteme, techne, phronesis and situation awareness may guide educators at universities, managers in the ambulance service, preceptors and novice clinicians worldwide in the planning and performance of teaching and learning in the ambulance service.

A Clinical Teaching Blended Learning Program to Enhance Registered Nurse Preceptors’ Teaching Competencies: Pretest and Posttest Study

The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 5.120 (2020 JCR, received in June 2021)

2020 ANCC Pathway Award® winner.

2020 ANCC Pathway Award® winner.

Improving Nurse Preceptor Competence With Clinical Teaching on a Dedicated Education Unit.

Nurse preceptors have varying backgrounds of teaching experience and often cite insufficient preparation as a common reason for difficulties transitioning from the role of clinician to educator. This project evaluated an online education program for nurse preceptors of prelicensure students. Nurse preceptors received online instruction and howto examples in the form of clinical teaching vignettes to improve the teaching component of their role. Pre- and postsurveys were used to help determine program effectiveness. After the training, nurse preceptors indicated they felt more competent when teaching students, and likewise, students reported increased satisfaction with the quality of teaching. There are numerous roles assumed by nurse preceptors. Although many nurse preceptors are expert clinicians, they may lack expertise in the teaching role. Preceptor preparation programs that provide practical examples through the use of vignettes can contribute to the development of teaching competencies. [J Contin Educ Nurs. 2021;52(5):226-231.].

Quality improvement project: An online discussion forum for the support of nurse preceptors orienting newly hired nurses

Preceptorship in nursing is a complex responsibility that is often performed without any formal preparation. In nursing literature, there is consensus that nurse preceptors should be better supported and receive education regarding this role. There is however scarcity of evaluative evidence on educational strategies for preceptors of newly hired nurses transitioning to a new role. A structured online discussion forum (ODF) was developed and implemented to provide support and continuing education to a group of nurse preceptors (N = 25) in an accessible and low-cost manner; it was evaluated for the depth of knowledge co-construction. The results of this quality improvement (QI) project reveal that with sustained online and offline support and a structured learning activity, an ODF can encourage deep learning. Nurse preceptors who took part in this ODF reported feeling supported in their role of preceptor and desired to continue their participation.

Does Nurse Preceptor Role Frequency Make a Difference in Preceptor Job Satisfaction?

This study identified nurse preceptor role frequency to newly licensed registered nurses and how it made a difference to the preceptors' job satisfaction. Statistical analysis revealed there was no difference in job satisfaction in preceptors who performed in the role one to four times than those who served five times or more, F(4, 124) = 0.261, p > .05. The study found variation in preceptor role preparation and differing registered nurse practice experience prior to performing as a preceptor.

Implementing dedicated nursing clinical education unit: Nursing students' and preceptors' perspectives.

The Dedicated Education Unit is a clinical learning model designated to deliver more targeted learning opportunities and enhance student nurses learning capacity. It provides students with more opportunities to develop their skills, experience different learning events, consolidate their knowledge, and build their professional nursing identity. The study followed a convergent parallel mixed-method design to investigate the nursing students and the nursing preceptors' perceptions of the Dedicated Education Unit model at Mafraq hospital. Quantitative and qualitative data were collected from a sample of sixty-seven nursing students and 20 nursing preceptors from March to May 2019. The overall results of the study were positive. Nursing preceptors were confident to communicate and constructively interact, motivate, and facilitate students' learning. However, they requested better support and more free time to supervise and answer students' questions. Nursing students reported positive learning at the dedicated units. However, they requested more support from nursing preceptors. Implementing a Dedicated Education Unit model supported the nursing preceptors' role and enhanced nursing students' learning opportunities and hands-on experiences. Achieving a positive effect of the dedicated nursing clinical education unit requires constant collaboration between healthcare facilities and nursing education programs to maximize nursing students learning.

Understanding nurse preceptors' experiences in a primary health care setting: A descriptive qualitative study.

This study sought to understand primary health care nurse preceptors' experiences of precepting junior nurses. Nurse preceptors provide clinical teaching to nurses and pre-registration nurses and play a supervisory role in their work. The demand for preceptors in the primary health care setting is on the rise, and there is a huge responsibility placed on them on top of their routine workload. A descriptive qualitative approach was adopted, and purposive sampling was used to select the participants. 14 nursing preceptors across six polyclinics were interviewed. Thematic analysis was used to analyse the data. The analysis revealed three themes: (1) a vessel for transferring knowledge; (2) building a therapeutic relationship; and (3) overcoming organisational barriers. In light of the study's findings, strategies to address the insufficient knowledge of nurse preceptors, lack of recognition and preceptorship opportunities must be developed. More attention and opportunities for nurse preceptors' professional development such as courses to enhance their knowledge on educational and research developments as well as teaching seminars to maintain and build effective relationships with their preceptees. In addition, recognizing the role of nurse preceptors as a pillar of guiding the future generation of nurses and research to support nurse preceptors in their training cannot be undermined.

A predictive model of student nursing competency in clinical practicum: A structural equation modelling approach

BackgroundClinical teaching is the most important element in the development of students' nursing competencies. However, students' learning modalities in clinical settings are unclear. ObjectiveTo analyse path relationships affecting students' learning outcomes in clinical practicum using LISREL software. DesignA cross-sectional survey was administered. Settings and participantsParticipants were 392 senior students who had completed their final internship recruited from two nursing programmes in central Taiwan. MethodsAdministration and completion of the following structured questionnaires: the Competency Inventory of Nursing Students, the Teaching Competence of Nurse Preceptor questionnaire, the Student Evaluation of the Clinical Education Environment, Level of Reflective Thinking, and the Metacognitive Inventory for Nursing Students. ResultsThe results suggested that teaching competence may indirectly affect nursing competence through metacognition and reflection. The clinical learning environment may directly affect nursing competence or indirectly affect nursing competence through metacognition. Both metacognition and reflection have direct effects on nursing competence, and reflection exerts indirect effects on nursing competence through metacognition. The path relationships differed according to the employment plan group. ConclusionsReflection and metacognition are essential skills for the development of nursing competence in clinical settings. Clinical instructors must facilitate student learning by fostering a positive learning environment and teach students the reflective and self-regulation skills necessary to achieve favourable learning outcomes in clinical settings.

Preceptor Teaching Behavior and the Previous Objective Structured Teaching Examination (OSTE): A Correlational Study

This article was migrated. The article was not marked as recommended. Introduction: It is important for nurse educators to evaluate the teaching performance of nurse preceptors related to these workplace-based assessment tools. The objective structured teaching evaluation was developed to evaluate teaching performance. However, limited attention has been given to the relationship between the use of these workplace-based assessment tools and previous OSTE training. Hence, this study is to investigate the relationship between the teaching behaviors of nurse preceptors and previous objective structured teaching evaluation (OSTE) training. Methods: This cross-sectional study recruited 42 N3-level nurse preceptors who had completed previous OSTE training at a medical teaching hospital in central Taiwan. Demographics, teaching behaviors, and OSTE-related variables of the participants were assessed using a questionnaire. Results: For assessment tools, 90.6% of the nurse preceptors used direct observations of procedural skills (DOPS), 59.4% used mini-clinical evaluation exercises (mini-CEX), and 40.6% used case-based discussions (CBD). The sandwich feedback technique was used for clinical teaching evaluations. Shown out of the passing score, the mean scores of the nurse preceptors for each OSTE station were 82.9/66.8 for DOPS, 71.0/73.3 for mini-CEX, and 69.4/71.5 points for CBD. The use of all three assessment tools was correlated with use of the sandwich feedback technique (r = 0.94-1, p < 0.01). The OSTE scores were not correlated with teaching behaviors (r = −0.06-0.25, p > 0.01). Conclusions: Nurse preceptors exhibited good teaching behaviors, using workplace-based assessment tools and the sandwich feedback technique. Clinical teaching behaviors may be more dependent on hospital teaching policies than on previous OSTE training scores.

A Clinical Teaching Blended Learning Program to Enhance Registered Nurse Preceptors' Teaching Competencies: Pretest and Posttest Study.

BackgroundClinical nursing education provides opportunities for students to learn in multiple patient care settings, receive appropriate guidance, and foster the development of clinical competence and professionalism. Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competencies, and enhance problem-solving and critical thinking skills. Previous research has indicated that the teaching competencies of nurse preceptors can be transferred to students’ clinical learning to enhance their clinical competencies.ObjectiveThis study aimed to develop a clinical teaching blended learning (CTBL) program with the aid of web-based clinical pedagogy (WCP) and case-based learning for nurse preceptors and to examine the effectiveness of the CTBL program on nurse preceptors’ clinical teaching competencies, self-efficacies, attitudes toward web-based learning, and blended learning outcomes.MethodsA quasi-experimental single-group pretest and posttest design was adopted. A total of 150 nurse preceptors participated in the CTBL program, which was conducted from September 2019 to December 2019. A set of questionnaires, including the clinical teaching competence inventory, preceptor self-efficacy questionnaire, attitudes toward web-based continuing learning survey, and e-learning experience questionnaire, was used to assess the outcomes before and after the CTBL program.ResultsCompared with the baseline, the participants had significantly higher total mean scores and subdomain scores for clinical teaching competence (mean 129.95, SD 16.38; P<.001), self-efficacy (mean 70.40, SD 9.35; P<.001), attitudes toward web-based continuing learning (mean 84.68, SD 14.76; P<.001), and blended learning outcomes (mean 122.13, SD 14.86; P<.001) after the CTBL program.ConclusionsThe CTBL program provides a comprehensive coverage of clinical teaching pedagogy and assessment strategies. The combination of the WCP and case-based approach provides a variety of learning modes to fit into the diverse learning needs of the preceptors. The CTBL program allows the preceptors to receive direct feedback from the facilitators during face-to-face sessions. Preceptors also gave feedback that the web-based workload is manageable. This study provides evidence that the CTBL program increases the clinical teaching competencies and self-efficacies of the preceptors and promotes positive attitudes toward web-based learning and better blended learning outcomes. The health care organization can consider the integration of flexible learning and intellect platforms for preceptorship education.

Tutoria e preceptoria em programas de residência multiprofissional na atenção básica: um diálogo necessário

Este estudo teve por objetivo analisar a percepção de Tutores, Preceptores e Residentes dos Programas de Residência Multiprofissional em Saúde na Atenção Básica (PRMS-AB) desenvolvidos na Região Sul do Brasil, enquanto partícipes desta modalidade de formação. Estudo descritivo e qualitativo realizado de maio a setembro/2016, por questionário eletrônico (questões fechadas e abertas) para Tutores, Preceptores e Residentes, analisado pela técnica de Análise de Conteúdo. Participaram 23 Tutores, 14 Preceptores e 22 Residentes de seis Instituições de Ensino Superior. A qualificação profissional de 84,2% dos Tutores era em Saúde Coletiva, Saúde Pública ou Educação Superior; 92,9% dos Preceptores tinham, ao menos, uma especialização nas referidas áreas. Tutores e Preceptores atribuíram à falta de tempo e à fragilidade da relação ensino-serviço como dificuldades. Para os Residentes, a falta do Preceptor de núcleo ou a sobrecarga do Preceptor enfermeiro fragiliza a formação. A tutoria influenciou positivamente o exercício docente na Graduação; para os Preceptores, os PRMS-AB possibilitaram mudanças no processo de trabalho. Os Residentes avaliaram a AB como campo oportuno para atividades de núcleo. Segundo os envolvidos, os PRMS-AB são potentes para (trans)formar profissionais e serviços de saúde.

Perceptions of Nurse Managers and Nurse Preceptors: Are New Graduate Nurses Displaying Competency According to the New Graduate Nurse Performance Survey?

Assessing new graduate nurses' competency is an important outcome of the orientation and evaluation process. Nurse managers and nurse preceptors act as key stakeholders in the transition of new graduate nurses to professional practice and are often charged with the responsibility of assessing the competency of new graduate nurses. This article provides insight in regard to the perception of postorientation competency levels of new graduate nurses.

A web-based clinical pedagogy program to enhance registered nurse preceptors' teaching competencies – An innovative process of development and pilot program evaluation

BackgroundRegistered Nurse Preceptors guide students to integrate theory into practice, assess clinical competencies, and enhance problem-solving skills. Researches have indicated that the teaching competencies of nurse preceptors can be transferred to students' clinical learning. ObjectivesThe aims of the study are to develop a web-based clinical pedagogy (WCP) program for Registered Nurse Preceptors and conduct pilot program evaluation. DesignA three-step process was applied to integrate the theoretical framework, evidence from the systematic review, and content validity by the experts and pilot test with the Registered Nurse Preceptors in the content and technical development of the program. The WCP program has unique features including use of dashboard, interactive videos, consultation with experts, discussion forum and backend data analysis. ResultsA committee of six content experts evaluated the comprehensiveness, appropriateness, and relevancy of the program. The item-Content Validity Index (CVI) score ranged from 0.83 to 1.00 and the scale-CVI score was 0.87, which indicated that the WCP program had a strong content validity. Ten nurse preceptors were invited to use the WCP program. Preceptors shared that the website was easy to use and navigate. They commented that the videos in each module are beneficial for nurses to understand the real situation in the clinical setting. This feature also makes the website more interactive. Feedback from preceptors was subsequently used to further refine the program. Discussion and conclusionThe WCP program is an evidence-based program that provides a comprehensive coverage on clinical teaching pedagogy and assessment strategies. The unique web-based technology and interactive features provide a platform for nurse preceptors to discuss clinical encounters with peers and consult experts. The flexible and resource-rich nature of web-based learning encourages nurses to use it for continuing education.