Preceptor Role Research Articles

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.

Programmatic Efforts to Provide Progressively Autonomous Clinical Education Experiences

Context In previous research, athletic trainers (ATs) have identified the formal coursework and clinical experiences of their professional program as contributing to preparedness for autonomous practice. However, new graduates have reported a perceived lack of skills necessary for practicing autonomously. Objective The purpose of this study was to evaluate how programs provide progressively autonomous clinical education experiences and the role of these experiences in preparing future ATs. Design Qualitative study. Setting Virtual interviews. Patients or Other Participants A sample of 17 program administrators (program directors = 12, coordinators of clinical education = 5) representing 16 master of science in athletic training programs participated in this study. Main Outcome Measure(s) Each program completed a virtual interview guided by a semistructured interview protocol. A 3-person data analysis team identified emerging domains and categories through a multiphase approach. Member checking, multiple researcher triangulation, and auditing were used to establish trustworthiness. Results Four domains emerged from participant responses: (1) curricular design, (2) preparatory experience and outcomes, (3) preceptor role, and (4) assessments. We found that intentionality in curricular design to promote progressive autonomy was beneficial in facilitating transition to practice through improved knowledge, skills, and confidence. Due to the importance of clinical education in AT preparation, preceptors played a critical role in creating opportunities for learning in the clinical environment. However, the degree to which experiences were autonomous and the effectiveness of the student in those encounters were rarely measured. Limitations outlined by participants included accreditation and program length. Conclusions The development of knowledge, skills, and confidence through intentionally selected clinical experiences and guided by preceptor feedback are critical to establishing an autonomous practitioner. However, the program’s evaluations were predominantly traditional practice assessments and informal feedback, instead of an assessment of readiness for practice.

Peran Preceptor terhadap Ansietas Mahasiswa Praktik Klinik Terkait Penularan Penyakit Tuberkulosis Paru di Rumah Sakit

This study aims to determine the relationship between the role of the preceptor and the anxiety of clinical practice students in hospitals. This research method is quantitative, using a cross-sectional study design approach. The results of the study showed that there was a significant relationship between the role of preceptor, knowledge, and students' level of anxiety regarding TB transmission in hospitals with a p-value <0.05. In conclusion, there is a relationship between the role of the preceptor and the fear of clinical practice students in hospitals regarding the transmission of pulmonary TB.
 Keywords: Anxiety; Nursing, Student, Perceptor, Tuberculosis

Corrective and Preventive Actions of Pharmacist Preceptor in Guiding Pharmacy Internship at Public Health Center during the COVID-19 Pandemic

During the COVID-19 pandemic, a pharmacy internship at the Public Health Centers (PHC) was carried out by complying with the implementation of health protocols. There were risks for students to be exposed to COVID-19 when a pharmacy internship was carried out directly at the PHC, and some pharmacy internship materials could not be applied easily due to the pandemic. This study aimed to identify the corrective and preventive actions of the preceptor in guiding the pharmacy internship at the PHC during the COVID-19 pandemic. This descriptive study was conducted using the in-depth interview method and examined using qualitative data analysis. The results of interviews were categorized into six issues, namely: 1) roles and abilities as preceptors; 2) pharmacy college institution support; 3) pharmacy internship mentoring methods; 4) corrective and preventive actions to overcome problems in pharmacy internships during pandemics; 5) pharmacy internship modules; and 6) barriers and factors supporting the role of preceptors. Preventive action taken by the preceptor was generally in relation to government policies during the pandemic and infection prevention and control programs in PHC. Concurrently, the corrective actions were modifying learning methods and using information technology to support pharmacy internship learning outcomes during the pandemic and post-pandemic.

The lived experiences of nurse preceptors in training new nurses in Qatar: qualitative study

BackgroundThe role of preceptors is vital in the successful integration of new graduate nurses in hospital settings. This study aimed to explore the experiences of nurse preceptors in training newly joined nurses in Qatar.MethodsQualitative study was conducted between May 2022 and May 2023. Online semi-structured interviews were conducted through MS Teams with 13 nurse preceptors who had completed preceptorship training and trained at least one newly joined nurse. Participants were recruited until data saturation was obtained and data were analyzed using qualitative thematic analysis.ResultsThe results of the study revealed several main themes: teaching strategies and progressive skill development in preceptorship, challenges faced by the preceptor and preceptor better supported in training new nurses. The preceptors utilized different techniques to support new nurses including demonstration, discussion, use of technology, application of real-life clinical scenarios, simulations, and a gradual decrease in supervision to promote independence. However, a significant challenge was also reported including preceptors experienced high levels of exhaustion from the dual responsibilities of training new staff while also performing their regular care duties.ConclusionsThe study underscores the fundamental role preceptors play in the training and development of newly joined nurses. While the challenges are considerable, particularly related to managing workload, the sense of achievement following the successful completion of training a new nurse suggests a strong commitment to this role. Despite the challenges, preceptors demonstrated innovative strategies to ensure the successful development of their preceptees, highlighting the importance of preceptorship in nursing education and practice.

Creation of an Enhanced Primary Care Registered Nurse Preceptor Role: A Pilot Project

ABSTRACT Historically, community health nursing education has not encompassed clinical sites in primary care. Primary care can be an important domain of community health nursing education. However, student practicum opportunities are limited by the number of and underutilization of RNs practicing at the full scope of their licensure (including assessment, client education, care planning and evaluation of care interventions) who can serve as student preceptors, especially in rural areas. This article describes the creation and implementation of the Enhanced Primary Care Registered Nurse (EPCRN) role in rural primary care clinics, as well as evaluates student perceptions of the EPCRN-precepted clinical experience. One nursing school used a federal training award to create the role of Enhanced Primary Care Registered Nurses (EPCRNs) to practice in federally-designated Rural Health Clinics. The EPCRNs worked in the Rural Health Clinics performing patient care and also functioned as student preceptors. Student experiences were evaluated through quantitative and qualitative methods, namely the Clinical Learning Experience, Supervision, and Nurse Teacher (CLES+T) scale and focus groups. This pilot project demonstrated positive pre-licensure student experience feedback as well as role value and sustainability for the health system. This pilot served as an example of a process for EPCRN role design within a primary care clinic site. It also demonstrated the importance of innovative, sustainable academic-practice partnerships.

Preceptors and the New Neonatal Nurse Practitioner Educational World.

The need for neonatal nurse practitioner (NNP) preceptors has never been greater. Precepting is a professional responsibility with both rewards and challenges. The recent pandemic has brought about new challenges, not the least of which is burnout from clinical, learner, and environmental demands. A new educational model from the American Association of Colleges of Nursing and the National Task Force outlines educational and preceptor requirements aimed at improving the advanced practice educational experience for students and preceptors. Available research provides evidence of what preceptors value and how to develop best practices with academic institutions to advocate for their students. This article will discuss new nursing educational models and the role of the NNP preceptor and analyze current best practices in preceptor recruitment and retention while discussing national trends impacting personal and professional NNP practices.

What do medical students and their clinical preceptors understand by primary health care in South Africa? A qualitative study

BackgroundThe definition of Primary Health Care (PHC) issued by the World Health Organisation in 1978 indicated that essential health care should be made accessible to individuals and their communities close to where they live and work. In 1992 Starfield articulated the four pillars of PHC: the patient’s first contact with healthcare, comprehensive care, coordinated care and continuous care. Using this literature guidance, this study sought to explore what undergraduate medical students and their clinical preceptors understood by PHC in four South African medical schools.MethodsA qualitative study using the phenomenological design was conducted among undergraduate medical students and their clinical preceptors. The setting was four medical schools in South Africa (Sefako Makgatho Health Sciences University, Walter Sisulu University and the University of KwaZulu-Natal and the Witwatersrand University). A total of 27 in-depth interviews were conducted among the clinical preceptors and 16 focus group discussions among the students who were in their clinical years of training (MBChB 4–6). Interviews were digitally recorded and transcribed verbatim, followed by thematic data analysis using the MAXQDA 2020 (Analytics Pro) software.ResultsFour themes were identified in which there were similarities between the students and their preceptors regarding their understanding of PHC: (1) PHC as the patient’s first contact with the healthcare system; (2) comprehensive care; (3) coordination of care and (4) continuity of care. A further two themes were identified in which these two groups were not of similar understanding: (5) PHC as a level or an approach to healthcare and (6) the role of specialist clinical preceptors in PHC.ConclusionsMedical students and their clinical preceptors displayed an understanding of PHC in line with four pillars articulated by Starfield and the WHO definition of PHC. However, there remains areas of divergence, on which the medical schools should follow the guidance provided by the WHO and Starfield for a holistic understanding of PHC.

Perceptions of academic staff on pharmacist preceptor roles, skills, attributes and training requirements: A qualitative report

Objective: To investigate the perceptions of academic staff at a regional Australian university of the role and ideal skills and attributes of pharmacist preceptors and the requirements for their training. Methods: Nine semi-structured interviews were conducted using a purposive sample of academic staff. Opinions on preceptor roles, skills and attributes, and training requirements were sought. Interviews were transcribed verbatim and thematically analysed. Results: Academic staff perceived the need for training to be based on preceptor core competencies and individual preceptor needs and to be delivered online in a flexible format. Training content was recommended to include an overview of the pharmacy curriculum and university expectations, clinical teaching strategies, managing students, and providing feedback. Mandatory training was recommended to facilitate communication and promote consistency in the placement experience. Conclusion: Academic staff have highlighted that flexible, competency-based preceptor training tailored to the individual preceptor will deliver on the university’s expectations to optimise the experiential learning of pharmacy students.

How Should We Prepare Our Pharmacist Preceptors? Design, Development and Implementation of a Training Program in a Regional Australian University.

Increased experiential learning within pharmacy education has highlighted the need for quality preceptors, leading to a recent focus on their development and training. This study describes the design, development and implementation of a pharmacist preceptor training program in a regional Australian University. The design of this program utilized the results of a previously conducted scoping review of preceptor training programs and a comprehensive preceptor training needs analysis. In addition, participation was sought from an expert advisory group, comprising preceptors and pharmacy professional organizations. Program materials were developed and transferred onto a suitable online learning platform for implementation. Post-training program evaluation will follow Kirkpatrick's model of training evaluation criteria, gaining feedback from both preceptors and students. The four flexible online modules that were designed are aligned with the main preceptor roles: role model, educator, mentor and assessor. The program also included a small-group online interactive networking session and an online discussion forum. Following implementation, 28 pharmacist preceptors completed the training. Preliminary feedback on the training program was extremely positive, particularly to the interactive networking activity. Future programs will continue to be adapted to reflect stakeholder feedback and optimize student placement experiences.

Pandemic Impact on the Preceptor/New Nurse Dyad.

This qualitative study examined the impact of the pandemic on the preceptor role in out-of-hospital settings, including the preceptor/new nurse working relationship prepandemic and the challenges encountered during the pandemic. On the basis of the study findings, suggestions for adapting preceptor education to address this working relationship in the "new normal" including more preparation for "letting go" of the preceptor/new nurse relationship and the increased use of technology for just-in-time learning for the preceptor are highlighted.

Analysis of Factors Influencing Learning Outcome of Clinical Learning Competency among Nursing Students in Indonesia: Literature Review

The quality of clinical education and the generation of nursing resources in Indonesia are influenced by the success of achieving clinical nursing learning by students in clinical practice. Because clinical learning is an important stage in improving clinical competence for students to practice skills, increase knowledge and develop a professional spirit of students into an atmosphere of clinical trials to evaluate real cases. The purpose of this study was to analyze the factors that influence learning outcomes in clinical learning among nursing students in Indonesia. This study used the Literature review method by taking electronic database data sources, namely Google Schloar, Science Direct, PubMed and Garuda with articles published in 2017 to 2022 with the keywords Clinical Learning, Learning Outcome, Clinical Competence, Nursing Student. After selection and identification according to the inclusion criteria, 15 articles were reviewed. Based on the results of the analysis of 15 research articles reviewed. There are several factors that influence the learning outcomes of clinical competency learning for clinical nursing practice students in Indonesia, namely the application of clinical learning methods, the role of academic preceptors and clinical preceptors and factors from students (preceptees). Suggestion: it is hoped that students, academic preceptors and clinical preceptors can improve interpersonal relationships and communication optimally and determine effective learning methods to improve the Learning Outcome Of Nursing Clinical Practice.

What Motivates Dietitians to Accept the Role of Preceptor?

What Motivates Dietitians to Accept the Role of Preceptor?

Pharmacy preceptor training: addressing the challenges of clinical supervision in community practice.

Pharmacist preceptors are fundamental to experiential placements and their training is considered essential to provide a quality and consistent student placement experience. To optimise the impact of training, the views of key stakeholders are required to inform the design of a training program. This commentary aims to synthesise the perceptions of the stakeholders, including community pharmacy preceptors, academic staff and students on preceptor training requirements. Their opinions were sought to gain an understanding of preceptor roles and associated skills and attributes, training and support requirements, and barriers and enablers to training. Responses indicated a preference for a flexible online training program, with content including an overview of the university curriculum and expectations, teaching strategies, how to provide feedback and student management. A role was identified for the university to acknowledge the work of preceptors and ensure that they are included in their plans for future experiential placement activities and curriculum development. Several barriers were identified, which challenged precepting, providing the opportunity for this commentary to focus on preceptor training that will address these key challenges, in the context of a clinical teaching environment.

The Impact of Preceptor Education, Experience, and Preparation on the Role.

Findings from the 2020 Association for Nursing Professional Development National Preceptor Practice Analysis study validated the Ulrich precepting model. This secondary data analysis examines the influence of preceptor training, experience, and education on perceptions of the importance of the preceptor roles, domains (knowledge and practice), and required competencies. Preceptor training compared with education and experience best predict nurses' perceived importance of precepting and its seven roles.

Reimagining the Preceptor Role.

Preceptors are responsible for departmental specific orientation and shaping the development of the new graduate in the early weeks and months of their nursing career. Turnover of direct care nurses has increased at an alarming rate since the start of the pandemic and new graduate nurses continue to be in high demand, but the diminishing number of qualified preceptors presents a challenge. Innovative approaches are needed to make way for increasing the pace of hiring and onboarding new graduates. A group orientation approach was identified as an opportunity to redesign orientation for newly licensed registered nurses in an employer-based transition to practice nurse residency programs. Findings from the first cohort suggest that leaders, preceptors, direct care nurses, and new graduate orientees were satisfied with a group orientation model. Preparing novice nurses to enter practice requires organizational commitment and resources. Group orientation may be a useful approach to foster new graduate nurses' transition to practice and advance the preceptor role.

PRECEPTOR MENTOR TRAINING FOR MIDWIVES

Midwifery education programme is an educational forum that graduate professionals to support women throughout their life cycle, using the paradigm that the process women experience is a natural thing. Efforts must be made to improve midwive students' competencies through hands-on learning using the preceptorship method. The preceptorship is a form of clinical learning that helps students to be better prepared for organizational and professional structures and to become more productive. A preceptor's role is to provide support, supervision, monitor learning and assess student placements. Effective Preceptorship can be carried out by preparing Preceptors through an understanding of the duties, responsibilities and use of methods in accompanying students in clinics. Therefore, training is needed to improve the competency of supervising midwives as educators and mentors in clinics. The training was conducted online for 2 days. The assessment of competence improvement is carried out according to the method used in the training process, namely audio-visual. The results of the activities are effective and go in the right direction according to the objectives aimed at in the planning.

Thresholds of becoming: an exploration of threshold concepts as a means to support professional identity formation in competency-based curricula.

Inherent in every clinical preceptor's role is the ability to understand the learning needs of individual trainees, enabling them to meet their potential. Competency-based medical education frameworks have been developed to this end, but efforts to identify behaviours and activities that define competence are based on mapping knowledge, skills and ability, which can be difficult to integrate into a comprehensive picture of who the trainee is becoming. Professional identity formation, in contrast, prioritizes attention to who trainees are becoming, but provision of detailed guidance to preceptors on how to best support this form of development is challenging. The tension that results limits our ability to optimally support learners as strengths in competency development may mask professional identity development gaps and vice versa. To address this tension, this paper examines how the theory of threshold concepts - troublesome ideas that, once appreciated, fundamentally change how you understand and approach a particular activity - can shine light on professional identity formation and its relationship with developing competence. The recognition and identification of threshold concepts is offered as a means to improve our ability to identify, discuss and support behaviours and actions that impact the learner's capacity to act competently as they develop their identity at various stages of training.

Electronic Logbook sebagai Strategi Quality Improvement Model Preceptorship dan Mentorship Perawat

This study aims to identify problems and develop a quality improvement strategy design in the perinatology installation of X Hospital. The method used is a case report using an action research approach. The results showed that the majority level of the preceptor's role was still low (68.2%), but the psychological empowerment and self-efficacy level of preceptor nurses was high (54.5%; 59.1%). The story of commitment to the preceptor's role and the preceptor's perception of benefits and rewards was also low (66.7%; 66.7%), but the preceptor's perception of support was high (66.7%). Evaluation of the implementation of the electronic logbook obtained data that the majority of nurses felt that the role and function of the head of the room in program implementation were good and the technical evaluation of program implementation was also appropriate, but the need for socialization in implementing the program needed to be increased again. In conclusion, nurse managers must strive to educate and improve the motivation and commitment of nurses in supporting the change program, followed by program monitoring and evaluation activities.
 Keywords: Electronic Logbook, Mentorship, Nurse, Preceptorship

Investigating preceptor experiences with cultural intelligence in pharmacy education.

A culturally intelligent pharmacy workforce is critical for addressing health disparities and ensuring that healthcare teams are equipped to support the medication needs of patients. Despite the critical role of preceptors in developing aspiring pharmacists, little is known about how they create or manage cross-cultural situations for students. The objective of this study was to explore preceptor experiences teaching cultural intelligence within experiential pharmacy settings. A convergent parallel mixed methods approach was used with a 10-item survey measuring preceptor teaching self-efficacy (measured from 0-cannot do at all to 10-highly certain can do) and interviews/focus groups to further understand cultural intelligence teaching experiences. Data were analyzed according to the 4 domains of the cultural intelligence framework (i.e., cultural awareness, cultural knowledge, cultural practice, and cultural desire). Survey data were analyzed descriptively and qualitative data were analyzed deductively. Participants (n=24) were most confident Discussing factors underlying health and healthcare disparities (e.g., access, socioeconomic status, environment, racial/ethnic) (7.54±2.04) and least confident in Understanding the importance of cultural desire in teaching students to be culturally intelligent healthcare practitioners (5.21±2.72). All four cultural intelligence domains were identified in the qualitative data (n=315 codes), with preceptors providing evidence of cultural awareness (n=38, 12.1%), cultural knowledge (n=54, 17.1%), cultural practice (n=183 codes, 58.1%), and cultural desire (n=40, 12.7%). Preceptors described various pedagogical strategies, such as case discussions, reflection, and simulation. Participants provided insight into pedagogical strategies for cultural intelligence that could promote student learning in experiential settings and help explicate curricular gaps. Further research regarding applicability of the cultural intelligence framework is needed, including application of these strategies and opportunities for preceptor development.