A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness

Abstract

Objective. To describe preceptor teaching challenges and preceptor development programming design preferences through a qualitative needs assessment. Methods. In 2018, 148 experiential education stakeholders across North Carolina (eg, preceptors, residency program directors, experiential faculty administrators, and practice site administrators) were invited to participate in 60-minute semi-structured interviews as part of a broad preceptor development needs assessment. Interview questions focused on:(1) precepting challenges, (2) positive and negative features of preceptor development programs and, (3) preferences of program design. Interview transcripts were coded using thematic analysis. Results. Forty-two participants completed interviews, including preceptors from various rotation types, residency program directors, experiential faculty administrators, and institution administrators. Participants identified numerous teaching challenges related to learner, preceptor, and institutional levels. Example responses from these groups included challenging teaching and learning situations, difficulty self-assessing teaching ability, and increasing institutional demands, respectively. Participants often noted there was inadequate time, resources, and support to effectively teach. Desirable preceptor development program features included practical strategies, collaboration with preceptors, delivery by education and practice experts, and topics specific to precepting experience. Participants identified live, on-demand, and webinar formats as acceptable if collaboration and engagement were included. Participants also desired unique training opportunities such as online platforms, coaching programs, and simulated learning environments. Conclusion.Preceptors face numerous teaching challenges and require sufficient time, support, and resources to develop their skills. Participants requested training that included on-demand, frequent sessions delivered through various modalities, collaboration opportunities, a choice in topics and delivery formats, and sessions from educational and practice experts.

Designing an Inclusive Learning Training Series for Pharmacy Educators

“…Inclusive teaching focuses on creating learning environments that enable students to effectively construct knowledge by leveraging student experience, attitude, motivation, confidence, and participation [ 6 , 21 , 22 ]. The findings of our evaluation align with other studies that indicate a desire for more inclusive training and illustrate positive participant perceptions associated with culturally related training [ 8 , 23 , 24 , 25 , 26 , 27 , 28 , 29 ]. Preceptors in our study, for example, indicated that they desired more inclusive training, which aligns with the results of a previous preceptor needs assessment [ 29 ].…”

“…The findings of our evaluation align with other studies that indicate a desire for more inclusive training and illustrate positive participant perceptions associated with culturally related training [ 8 , 23 , 24 , 25 , 26 , 27 , 28 , 29 ]. Preceptors in our study, for example, indicated that they desired more inclusive training, which aligns with the results of a previous preceptor needs assessment [ 29 ]. Furthermore, creating an atmosphere of emotional well-being and mutual respect results in students feeling comfortable asking questions, expressing their thoughts and feelings, fostering safety, promoting collaboration, and building a sense of community [ 30 , 31 , 32 , 33 ].…”

Supporting Preceptors Through the Nursing Shortage

“…Although initial preceptor development is critical to training the novice preceptor, continuing education is key in assuring experienced preceptors can keep akin to the latest strategies for teaching (Williams et al, 2021). Beyond that, The Advisory Board (2021) notes that focusing on professional development opportunities that include career planning can help increase retention.…”

Design and Assessment of a Pharmacy Student–Delivered Preceptor Development Program

“…3 Recent literature described one school's preceptor development needs assessment. 4 Preceptors reported wanting the ability to choose preceptor development topics and wanting frequent sessions delivered via various formats including live at the practice location. 4 Despite the importance of preceptor development, the best delivery method for preceptor development has yet to be identified.…”

“…4 Preceptors reported wanting the ability to choose preceptor development topics and wanting frequent sessions delivered via various formats including live at the practice location. 4 Despite the importance of preceptor development, the best delivery method for preceptor development has yet to be identified. 5,6 There are many challenges associated with preceptor development including time constraints, travel for in-person education, cost, lack of interest, and varied topic needs by preceptors.…”