Preceptorship Experience Research Articles

Infographics: A Novel Approach to Improve Faculty-Preceptor Communication.

Communication between preceptors and faculty and the time to teach have been identified as common barriers for preceptors working with nurse practitioner (NP) students. Despite traditional preceptor orientation strategies in school of nursing NP primary care programs, preceptors continued to express uncertainty and lack of clarity regarding the expectations of the precepted experience. Data to support this innovation were obtained through preceptor-faculty interactions through surveys, site visits, and focus groups examining the preceptor's experience with precepting. Infographics were developed for each of the three clinical practicum courses in the NP primary care track, which address expectations for these precepted experiences. Preceptors reported being more likely to review infographics, kept them accessible/available during the semester, and experienced clarity on the expectations for the experience. Preceptors and students expressed a more thorough understanding of the expectations for the NP student's practicums with the implementation of the infographics. [J Nurs Educ. 2024;63(X):XXX-XXX.].

‘Teaching should always be a little bit interesting for the teachers, too’: Preceptor experiences of co-teaching ultrasound in a clinical skills course

Purpose Medical schools increasingly incorporate ultrasound into preclinical curricula but face barriers including financial constraints, shortages of qualified instructors, and limited curricular space. This study explored how integrating ultrasound co-teaching into an existing first-year clinical skills course influenced preceptors’ teaching experiences and characterized areas for curricular improvement. Methods Ultrasound instructors rotated through classrooms during small-group physical examination skills sessions with 110 medical students, joining physical examination preceptors who taught remaining session content. Twelve ultrasound and traditional preceptors’ experiences were characterized through focus group interviews paired with inductive thematic analysis. Results Four themes were identified. First, the shared classroom fostered vicarious learning and novel instruction techniques but could feel disruptive to teaching. Second, ultrasound integration prompted physical examination preceptors to adopt a learner role. Third, students appeared to associate ultrasound with anatomy and physiology more than physical examination. Finally, ultrasound integration carries multiple logistical considerations. Conclusions Co-teaching ultrasound within clinical skills courses can promote learning and was associated with multiple effects on faculty preceptors and the teaching process. Those planning similar initiatives should consider strategies to optimize preceptor experiences, minimize disruptive potential, and promote connections between ultrasound and physical examination content.

Assessment of the competency of learner-centered teaching of clinical preceptor using the augmented Stanford Faculty Development Program Questionnaire (SFDPQ): a cross sectional comparative study

BackgroundEducation is an important part of the work of most doctors. Clinical preceptors act as role models and supervisors. Preceptors’ quality of supervision strongly influences the learning quality of clinical interns (Bartlett et al. BMC Med Educ 20:165, 2020). To ensure a consistent approach to every preceptorship experience, the competency of clinical preceptors should be assessed to ensure that the desired outcomes are achieved. This study aims to evaluate clinical preceptors’ competency in learner-centered teaching, to provide constructive feedback to develop the preceptors’ competency and improve supervisory skills and internship quality at Kunming Medical University (KMU) in Kunming of China.MethodsThis is a cross-sectional study with a quantitative self-administered online questionnaire. The convenience sampling technique was employed. In the undergraduate internship stage of KMU, clinical preceptors (N = 340) and interns (N = 487) were invited to use the augmented Stanford Faculty Development Program questionnaire (SFDPQ) (Stalmeijer et al. Med Teach 30:e272–e277, 2008), to (self-) assess the preceptor’s competency of learner-centered teaching on a five-point scale (1 = strongly disagree, 5 = strongly agree).ResultsTwo hundred twenty-eight preceptors and two hundred thirty-six interns completed the questionnaire correctly. Overall, the assessment was positive, but the preceptors’ self-assessment significantly higher than the interns’ (p < 0.00). The overall mean of each category of preceptors’ self-assessment was greater than 4.5, with no difference based on educational qualification. Male preceptors scored significantly higher in two categories than female preceptors. Preceptors under 30 years of age with less than 5 years of teaching experience rated “Teacher’s knowledge and attitude” lower than those over 40 years of age with more than 5 years of experience (p < 0.05). There were statistically significant differences in the four categories across disciplines (p < 0.05). Undergraduate interns rated “Teachers’ knowledge” as the highest category and “Learning climate” as the lowest, and interns of different genders are evaluated without distinction in all categories of SFDPQ.ConclusionsEmploying the augmented SFDPQ to evaluate learner-centered teaching competency of clinical preceptors, offers potentially useful information for delivering constructive feedback. Combining self-evaluations with learner evaluation data can contribute to exploring preceptor competency development framework to guide them in targeted learner-centered teaching skill and acquisition and improvement, finally improving the overall quality of internships.

Implementing Preceptorship in Baccalaureate Nursing Program in Middle-Low-Income Countries: A Scoping Review

BACKGROUND: Preceptorship is critical for developing the next generation of nurses to provide high-quality patient care. However, challenges in implementing preceptorship programs in low-middle-income countries (LMICs) exist, affecting the quality of nursing care provided to patients. OBJECTIVES: To (1) explore the extent of literature on key strategies for effective implementation of undergraduate preceptorship nursing education in LMICs and (2) identify existing evidence and gaps in the literature about the implementation of preceptorship in LMICs. METHOD: This scoping review followed Arksey and O&amp;rsquo;Malley&amp;rsquo;s (2005) methodological framework. We used the following databases: CINHAL, PubMed, MEDLINE, and ERIC to conduct a systematic search of articles in 2023. The search strategies were focused on the following aspects: &amp;ldquo;preceptorship,&amp;rdquo; &amp;ldquo;baccalaureate nursing program,&amp;rdquo; &amp;ldquo;implementation strategies,&amp;rdquo; and &amp;ldquo;Low-middle-income countries.&amp;rdquo; Criteria for including the studies were a) preceptorship in undergraduate/ baccalaureate nursing programs, b) primary quantitative and qualitative studies, and c) implementation of preceptorships in LMICs. RESULT: Twenty-three (n=23) studies met the inclusion criteria. Five themes were identified from the analysis of the data: 1) Setting clear guidelines for preceptorship, 2) Preceptor professional development, 3) Strengthening preceptor roles in the development of future nursing force, 4) Preceptorship experience in clinical placement environment, and 5) Collaborative approach to preceptorship. CONCLUSION: This scoping review highlighted the importance of structured guidelines for preceptorship programs in elevating the quality of nursing education in LMICs. There is a paucity of evidence on preceptor professional development related to integrating evidence-based pedagogy in student supervision.

Paramedic student and preceptor experiences of a clinical facilitator model during ambulance clinical placements: A qualitative study

Introduction: Ambulance service clinical placements are fundamental to paramedicine student education, but the quality and safety of these placements can be highly variable. Inspired by positive results from a nursing facilitator model, this study reports on a collaboration between an Australian university and ambulance service that introduced a paramedic clinical facilitator for undergraduate paramedic students during their ambulance clinical placements. This article describes the experiences of a clinical facilitator model for paramedicine students and their preceptors during the study period. Methods: This study follows an exploratory qualitative research methodology. After implementation of the paramedic clinical facilitator model, two focus groups with paramedicine student participants and two semi-structured interviews with their paramedic preceptors were conducted. Intimate observations were recorded in a reflexive logbook by the facilitator, which was kept for data analysis. Purposive sampling was used to recruit participants, and thematic analysis was used to code data and conceptualise themes. Results: Three broad overarching themes were conceptualised from the data: 1) increased educational opportunities, 2) improved clinical placement management and 3) greater student support and welfare. Both paramedicine students and paramedic preceptors felt that the paramedic clinical facilitator model improved the quality of ambulance clinical placements for undergraduate paramedicine students. Conclusion: This study suggests that a paramedic clinical facilitator model improved the safety and quality of ambulance clinical placement experience for paramedicine students and preceptors. Universities and ambulance services could consider implementing a paramedic facilitator model for ambulance clinical placements in their local contexts.

Barriers to effective clinical preceptorship in nurse anesthesiology

BackgroundClinical preceptorship is an effective teaching tool for Certified Registered Nurse Anesthetists (CRNAs) and Student Registered Nurse Anesthetists (SRNAs). Strategies for success and barriers to effective clinical preceptorship have been explored across the literature to improve learning experiences for SRNAs. PurposeThe purpose of this literature review was to identify barriers to effective clinical preceptorship in the field of nurse anesthesiology. MethodA rapid review of the literature utilizing PubMed, Embase, CINAHL, Scopus, and Cochrane Library ultimately yielded 14 relevant articles. ResultsClinical preceptorship in the discipline of nurse anesthesiology has a significant impact on both student experiences and preceptor satisfaction. Barriers within the clinical preceptorship model have been identified across the literature from both the preceptor and student perspectives. ConclusionsThe overarching theme is that development of clinical preceptor workshops and specific guidelines would enhance the experiences of both clinical preceptors and students and allow goals and objectives to be more easily met.

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's experience in supervising undergraduate nursing students in mental health: A qualitative study.

Preceptorship is considered an essential component in undergraduate nursing student's clinical placement, especially those in speciality units such as mental health. During the preceptorship relationship students are granted the opportunity to work alongside experienced nurses in the ward observing their interactions with patients and other professionals. In addition, students are able to build clinical confidence and competence. There is currently a gap in the literature around the preceptorship experience in the mental health clinical environment which warrants further exploration. The aim of this study was to explore the experiences of Registered Nurses precepting undergraduate nursing students during mental health clinical placements. A qualitative, exploratory approach was performed. A total of eight registered nurses working in an acute in-patient mental health unit in a large regional hospital, were recruited and interviewed using a semi-structured interview technique. Thematic analysis was utilised to analyse the data resulting in the development of four overarching themes; (1) Time consuming and additional workload, (2) creating a safe environment, (3) providing and receiving feedback and (4) precepting is not a choice, it is an expectation. The results highlighted that preceptoring students was considered to be an extra workload that required significant time and effort. Preceptors also expressed concerns about student safety, emphasised the importance of feedback and acknowledged preceptorship as an expectation of registered nurses working in mental health. These findings underscore the necessity for further research to delve deeper into the experience of preceptors in mental health settings.

Adjunct Preceptor Perceptions of Motivation, Understanding, and Support for the Precepting Role

ObjectiveTo determine adjunct pharmacist preceptor perceptions of their precepting role related to three domains: motivation to precept, understanding the precepting role, and support for precepting. MethodsAn online cross-sectional survey of 2429 adjunct preceptors for four schools of pharmacy was conducted. Participants ranked their agreement with 81 statements regarding the three domains, including eleven subdomains. ResultsMean scores for the three domains were slightly below the positive response level, with lower scores found for the subdomains of workload, precepting norms, and extrinsic benefits/rewards. Individual statements indicated increased workload due to precepting, need for more preceptor recognition and appreciation, perceptions that precepting was stressful or draining, and a preference for one concurrent learner. More frequent need for extra coaching for APPE students negatively impacted all domains, including nine subdomains. ConclusionThis study provides a formal evaluation of adjunct preceptor perceptions of their precepting role. Compared to previous studies, these results may indicate lower satisfaction with precepting, suggesting opportunities exist to improve the adjunct precepting experience. Actions by schools/colleges of pharmacy are necessary to ensure experiential education capacity including addressing workload concerns, increasing preceptor recognition and appreciation, and supporting preceptors when students need extra coaching.

The Human Cost of Attrition: A Qualitative Study of Preceptor Experiences in an Acute Care Setting

There is a knowledge gap concerning preceptor experiences, feelings, and attitudes following departure of recently trained staff. Employee resignations and insufficient academic admissions to backfill current vacancies reinforce the critical need to support preceptors responsible for staff on-boarding. This paper presents a study on a qualitative approach to explore preceptor feelings, attitudes, and experiences following voluntary departure of recently trained staff. Themes included preceptor role commitment, feelings of inadequacy and emotional distress, the need to find closure following staff departures, variances in intrinsic motivation, and perceptions of disengaged and unsupportive managers. The results of the study emphasize the importance of manager-preceptor communication, strengthening preceptor mentoring, and educating managers on the preceptor role.

Experiences of preceptorship in Singapore: A qualitative exploratory study of preceptors’ experience in precepting nursing students during pre-registration of clinical placement in an acute hospital

BackgroundPreceptors play an important role in teaching and guiding nursing students to transit to the role of registered nurses. Nursing students are trained to acquire the skills and knowledge in providing good quality care to patients. However, the preceptors in the clinical area may face challenges in providing care to their patients in addition to their preceptor role. It is vital to explore and gain insights on the preceptorship experience to better understand their challenges and facilitate their preceptorships and the learning experience of the nursing students. AimsThis study explored the preceptors’ experience to understand their challenges and support received in the facilitation of the preceptorship and learning experience of the nursing students in an acute care hospital in Singapore. MethodsSemi-structured interviews were conducted from June to October 2021 with ten registered nurses working in an acute hospital. Thematic analysis was conducted. ResultsThree main themes emerged from the thematic analysis: (1) preceptor-student relationship; (2) barriers and challenges to successful preceptorship; and (3) outcomes of successful preceptorship. ConclusionsThis study provided valuable insights in the experience of the preceptors in Singapore. Recommendation for nursing management and leaders to establish support system in promoting recognition of preceptors, establish dialog sessions between stakeholders. Nursing education to provide support and to review the efficacy of the current preceptorship program to identify correlation with successful precepting experience for both preceptors and nursing students. Despite challenges faced by the preceptors, their experience had been positive and they are committed in precepting the nursing students.

Expatriate professional nurses’ experiences of preceptorship in a tertiary hospital in Saudi Arabia

Background: Professional nurses relocate to foreign countries as expatriate nurses due to host countries’ push or pull factors. Preceptorship programs are designed to support newly hired nurses in transitioning into a new health-care environment. Aims: This study aimed to understand expatriate professional nurses’ preceptorship experiences in a tertiary hospital in Riyadh, Saudi Arabia, with the goal of providing recommendations to enhance the preceptorship program and facilitate better adaptation among expatriate nurses. Setting and Design: This study was conducted at a tertiary military hospital in Riyadh, Saudi Arabia, and employed a phenomenological research approach. Materials and Methods: Based on inclusion criteria, ten expatriate professional nurses were selected by purposive sampling. Data were collected through unstructured, audio-recorded, verbatim transcribed interviews, observations, and field notes. Statistical Analysis: Colaizzi’s seven-step methodology was employed for data analysis. Results: The results identified three themes: (1) participants experienced both positive and negative aspects of preceptorship, encountering personal adjustment challenges and issues with the initial orientation program; (2) preceptors’ abilities and dedication played a crucial role in assisting participants in adjusting to their new workplace; and (3) participants reflected on their preceptorship experience, expressing their expectations and opinions of the preceptorship program. Conclusions: Preceptorship is an effective onboarding strategy to support expatriate nurses in their adaptation process, emphasizing the importance of teamwork and continued management support.

Experiences of baccalaureate nursing students in preceptorship during the COVID-19 pandemic: a systematic review protocol.

The objective of this review is to appraise and synthesize current evidence of the clinical experiences of baccalaureate nursing students in preceptorship during the COVID-19 pandemic. Nursing education programs support quality clinical practice learning experiences, which are essential for preparing students for both the current and future workforce. The COVID-19 pandemic has drastically changed the health care system and, previous estimates of the global shortage of nurses have now almost doubled. Understanding nursing students' clinical experiences during the pandemic can assist with identifying the needs of the future workforce. Nursing students complete the final practicum, also known as the last clinical, internship, or preceptorship, before they are eligible to apply for licensure. This review seeks to explore these pre-transitional, unprecedented preceptorship experiences during COVID-19 to better understand how to prepare pre-licensure nurses for the altered workforce. This review will include qualitative studies that address the clinical experiences of undergraduate nursing students in preceptorship during the COVID-19 pandemic from 2020 until the present. The databases to be searched will include CINAHL, MEDLINE, ERIC, Google Scholar, and Embase. Reference lists of included studies will be reviewed to identify additional studies. Gray literature will be searched for via ProQuest Dissertations and Theses, Google, and GreyNet International. Unpublished studies will be searched for on websites, including those of national associations of nursing. Study selection, critical appraisal, data extraction, and data synthesis will be performed independently by 2 reviewers. The findings will be collated using meta-aggregation to produce comprehensive synthesized findings and a ConQual Summary of Findings. PROSPERO CRD42022328303.

Meeting accreditation expectations for preceptor experiences

Nursing programs must demonstrate compliance with nursing accreditation standards when implementing teaching and learning experiences including those involving clinical preceptorships. This article provides suggestions for the preparation, implementation, and evaluation of these preceptor experiences to facilitate appropriate documentation to meet accreditation standards.

Barriers to and Facilitators of Contraceptive Implant Training in New Jersey Family Medicine Residencies: A Qualitative Study.

The aim of this study was to examine experiences of New Jersey family medicine residents and preceptors with the etonogestrel subdermal contraceptive implant and to explore barriers to and facilitators of training. In this qualitative study, we conducted semistructured individual interviews to explore residents' and preceptors' experiences with contraceptive implant procedural training. We invited residents and preceptors from programs with high (5.2-10.9) and low (0.0-0.1) implant procedures per resident to participate. Participants discussed factors that supported or inhibited implant training and provision. We transcribed, coded, and analyzed interviews on a rolling basis. We used memoing to reflect on the data and identify saturation. We developed and refined our codebook using a collaborative, iterative process. We analyzed interviews using deductive and inductive techniques to identify themes. We interviewed 25 subjects: 14 residents and 11 preceptors from four family medicine residency programs with the highest and lowest implant training numbers. Common barriers included lack of hands-on experience with the procedure, lack of teaching with the procedure, and difficulty scheduling patients. Facilitators included formal training and inclusion of contraception in residency curricula, preceptors' comfort with the procedure, office sessions dedicated to procedures or gynecology visits, and patient familiarity with the implant. Family medicine residencies provide unique opportunities to impact provision of long-acting reversible contraception (LARC). We identified potential interventions, including formal implant training sessions, dedicated procedure office sessions, stocking of devices in the office, and staff focused on reproductive health that can aid in scheduling, obtaining devices, and setup.

Addressing the Preceptor Gap in Nurse Practitioner Education

The shortage of qualified preceptors in nurse practitioner (NP) education is a pressing issue that creates numerous challenges for clinical training experiences. This article examines the impact of the preceptor gap on NP students during their clinical placements, as well as the potential consequences on the future NP workforce. We outline strategies for preceptor recruitment and retention, including partnerships, incentives, support, and communication. Addressing the preceptor gap is crucial to ensuring a skilled NP workforce and providing quality patient care. This article highlights practical solutions to enhance preceptorship experiences and bridge the preceptor gap.

Preceptorship and Telehealth: Nurse Practitioners’ Perspectives

During the coronavirus disease 2019 pandemic, universities and preceptors pivoted to telehealth as a learning method. The purpose of our study was to describe nurse practitioner (NP) experiences of preceptorship while using telehealth. This was a phenomenological study using semi-structured interviews and a demographic survey. The sample included 27 NPs. Four major themes arose: (1) barriers encountered during the clinical experience, (2) strategies to overcome barriers, (3) augmenting clinical education, and (4) transforming clinical education via telehealth. Participants recognized telehealth as feasible for clinical education but opined that telehealth should supplement other clinical experiences and be used with more experienced students.

Reflecting on the preceptorship year

Rebecca Alexandra Manning explores her experience of a year-long preceptorship experience and what she knows now

Nurses' perceptions of preceptorship of undergraduate students in clinical context.

Nurses' perceptions of preceptorships for undergraduate nursing students are crucial for designing effective and tailor-made strategies to improve nurses' involvement, motivation, commitment, and satisfaction in preceptorships. The aim of this study was to determine nurses' perceptions of preceptorships for nursing students in two hospitals located in northern Spain. This study was conducted in two highly specialized, medium-large, university tertiary care hospitals, including one public and one private hospital, located in northern Spain. The participants of this study were clinical nurses in private and public health centers who had been preceptors for at least one year. A descriptive cross-sectional study was carried out between October 2021 and April 2022, with a total sample of 307. The validated "Involvement, Motivation, Satisfaction, Obstacles and Commitment" (IMSOC) questionnaire was used. Descriptive statistics and bivariate analysis were carried out. The variables included sex, age, educational level, preceptorship training, professional experience, work sector, work setting, and type of contract. The mean global questionnaire score was 115.25±33.86 (95% CI: 111.62-123), with the highest score obtained for the "Involvement" dimension (29.96; SD: 9.23; 95% CI: 29.01-34.87). Age showed statistically significant negative correlations with the overall and dimension scores (p<0.05). Comparisons by work sector and type of contract reflected that nurses working in the private sector and those with permanent contracts had higher motivation and commitment scores. Preceptors had positive perceptions of their role in undergraduate nursing students' education. Age, work sector, type of contract and time allocation should be considered when designing strategies to enhance the involvement, motivation, commitment, and satisfaction of nurses in their experiences as preceptors for undergraduate nursing students. Improving the preceptorship experience will benefit both nurses and students by improving preparation, satisfaction, and retention.

Preceptoring of Graduate Nursing Students in Iraq.

The objective of this study is to explore and examine the approaches utilized by preceptors in guiding graduate nursing students toward developing critical thinking skills within governmental nursing colleges in Iraq. The study involved 215 preceptors employed in Al governmental nursing colleges in Iraq. Purposive sampling was used to select participants who had at least two years of nursing preceptorship experience. A survey instrument consisting of two open-ended questions was used to collect data, and descriptive and inferential statistics were used to analyze the data. Most preceptors (82.8%) agreed that critical thinking is important to graduate nursing education, and 93.5% agreed that critical thinking skills are adequately taught during preceptorship. Case studies (92.1%), simulation (87.4%), and problem-based learning (81.9%) were the most commonly used methods to enhance critical thinking skills in nursing students during preceptorship. The study identified six main challenges, including managing the diverse needs and abilities of students, integrating students into the clinical environment, educators' lack of knowledge, selection criteria, teaching strategies, and language. The study concluded that most preceptors acknowledged the significance of critical thinking in nursing education and felt that these skills were effectively taught during preceptorship. Preceptors employed different techniques like case studies, simulation, and problem-based learning to enhance critical thinking abilities in nursing students.