A report on the development and implementation of a preceptorship training programme for registered nurses

Jeggels, June; Traut, Annelene; Africa, Florence

doi:10.4102/curationis.v36i1.106

Cited by 20 publications

(20 citation statements)

References 9 publications

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“…The reported benefits from participating in the CPD course, that is, increased ability to give collegial support; increased trust in one’s abilities; increased emphasis on reflection; and increased professional status may be explained by a course targeting the needs of preceptors as its development was guided by input not only from preceptors but also service providers. This confirms the findings from a study by Jeggels et al [ 20 ] who concluded that collaborative partnerships are imperative to the success of preceptorship education. Hilli et al [ 6 ] argue that a supportive environment is fundamental for both preceptors and students.…”

Section: Discussionsupporting

confidence: 91%

“…In conclusion, the literature seems to underline the importance of preceptor education [ 10 , 16 , 17 ]. Even though, the course content seems to share some commonalities, for example, adult learning principles, communication skills and feedback strategies, the educational programmes seem to differ considerably in duration; from two hour courses [ 18 ], one to two days’ workshops [ 3 , 10 , 19 ] to a two week long course [ 20 ], and few courses are presented as continuous professional development meriting academic credits. The aim of the current study was to evaluate preceptors’ experiences of preceptorship in clinical practice after completion of a credit bearing continuous professional development (CPD) course on advanced level.…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of preceptorship in clinical practice after completion of a continuous professional development course- a qualitative study Part II

Carlson

Bengtsson

2015

BMC Nurs

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BackgroundFor health care professionals, clinical practice is a vital part of education, and in several countries, teaching is a regulated part of the role of nurses and health care staff. The added responsibility of taking on the teaching of students during clinical practice; thus, balancing clinical and educational demands, might lead to feelings of stress and burnout. Being a skilled and experienced professional is not automatically linked to being a skilled educator as teaching of a subject is a completely different story. Preceptors who participate in educational initiatives are better prepared to address challenges and are more satisfied with the preceptor role. The aim of the current study was to evaluate preceptors’ experiences of preceptorship in clinical practice after completion of a credit bearing continuous professional development course on advanced level.MethodsThis was a small-scale interpretative qualitative study drawing data from focus group interviews and written accounts from reflective journals. Data were analysed through the process of naturalistic inquiry.ResultsOur findings show that the participants, who took part in and completed the CPD course, had developed skills and competences they believed to be necessary to drive pedagogical development at their respective workplaces. This is illustrated by the main category Leading educational development and explained by four sub-categories: 1/ increased ability to give collegial support; 2/ increased trust in one’s abilities; 3/ increased emphasis on reflection; and 4/ increased professional status.ConclusionsA well-structured program based on the needs of preceptors and developed in partnership between educational and clinical settings seems to be successful in terms of preceptors’ perceived increase of their competence, abilities and professional status. What seems to be missing, not only from the current study but also from previous research, is to what extent properly prepared preceptors impact on student learning and this needs to be further investigated.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Perceptions of preceptorship in clinical practice after completion of a continuous professional development course- a qualitative study Part II

Carlson

Bengtsson

2015

BMC Nurs

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“…These age ranges may be considered acceptable considering the average age of graduates in Caliskan and Ergun’s ( 2012 ) study was 24.05 years. It was also below the average age of those that were reported to be studying for the degree in nursing in Western Cape (Jeggels, Traut & Africa 2013 ). The greater number of women (76.6%; n = 82) suggests a dominance of women for nursing, as confirmed by Dyess and Sherman ( 2009 ) and by Caliskan and Ergun ( 2012 ) in their study on graduate nurses.…”

Section: Discussionmentioning

confidence: 84%

Perceptions of newly-qualified nurses performing compulsory community service in KwaZulu-Natal

Govender¹,

Brysiewicz

Bhengu

2015

curationis

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BackgroundCompulsory community service (CCS) for nurses commenced in South Africa in January 2008 after it was legislated in the new Nursing Act (Act No. 33 of 2005). Nurses completing their registered nurse programme are registered as community nurse practitioners (CNPs) during the CCS period and make up the largest number of health professionals serving CCS. Whilst health institutions have welcomed CNPs as additional resources for the shortage of nursing staff, no structured guidelines have been provided at a regional level as to how these nurses should be utilised or managed during the CCS year. To date, no large-scale study has been conducted on nurses carrying out CCS in order to generalise the findings.ObjectivesTo establish the perceptions of newly-qualified nurses carrying out CCS in KwaZulu-Natal, South Africa.MethodA quantitative survey design was used to obtain data from a randomly selected sample of the 2012 cohort of nurses carrying out CCS in KwaZulu-Natal.ResultsCNPs have a positive attitude toward CCS and perceive themselves as being well prepared for the year of community service in terms of knowledge, skills and ability to administer nursing care. They identified positive benefits of the year of community service. The concerns raised were limited orientation and support; and a few CNPs experienced problems of acceptance by the nurses with whom they work.ConclusionIt is recommended that all health institutions who receive CNPs develop structured orientation and support for these nurses in order to promote their development, thereby enhancing their benefit to the communities they serve.

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“…The school is the largest residential nursing school in South Africa and has been offering the Bachelor of Nursing (B Nursing) degree as its core undergraduate programme since 2004 ( Jeggels, Traut & Africa 2013 :2). The school positions itself as an innovative School of Nursing and Midwifery in the country and advocates a community-, problem- and competency-based curriculum.…”

Section: Research Methods and Designmentioning

confidence: 99%

Cracking the nut of service-learning in nursing at a higher educational institution

2015

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BackgroundThe readiness of academics to engage in the service-learning (SL) institutionalisation process is not accentuated in research on SL institutionalisation in South Africa. The argument has been advanced that SL scholarship and willingness of key stakeholders are crucial for SL institutionalisation at the academic programme level.AimThe research focus of the study being reported here was on readiness of respondents to embed SL in the curricula of the nursing programme.MethodThis study used a quantitative, exploratory and descriptive design. A self-administered structured questionnaire was used to collect data from a stratified sample comprising 34 respondents. The data were analysed for descriptive statistics using SPSS 19.ResultsThe demographic profile of the respondents indicated that 31 (66%) were between 31 and 50 years old; 36 (75.16%) had a minimum of 10 years’ nursing experience; 19 (39.6%) had a master's degree, two (4.2%) had a doctorate; and 29 (60.4%) had been employed by the school for a maximum of five years. The results indicated that the nurse educators were in need of SL capacity-building because 9 (18.8%) had limited or no knowledge of SL and 24 (50%) confused SL with other forms of community engagement activities. However, only 15 (33%) of the clinical supervisors and 13 (27%) of the lecturers indicated a willingness to participate in such a programme.ConclusionThe school was not ready to embed SL in the academic programme because of a lack of SL scholarship and willingness to remediate the identified theory–practice gaps.

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A report on the development and implementation of a preceptorship training programme for registered nurses

Cited by 20 publications

References 9 publications

Perceptions of preceptorship in clinical practice after completion of a continuous professional development course- a qualitative study Part II

Perceptions of preceptorship in clinical practice after completion of a continuous professional development course- a qualitative study Part II

Perceptions of newly-qualified nurses performing compulsory community service in KwaZulu-Natal

Cracking the nut of service-learning in nursing at a higher educational institution

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