A Three-Tiered Team Model for Undergraduate Preceptor Programs

Zerbe, Melissa B.; Lachat, Maryanne F.

doi:10.1097/00006223-199103000-00010

Cited by 14 publications

(4 citation statements)

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“…41 During this experience, students record patient histories, assess and treat patients, and provide counseling on a myriad of issues, such as diet, medication, and exercise. Preceptorships purport to increase clinical competence, promote socialization, foster development of a positive selfimage, help students meet expectations of the work force, 42 and allow educators and mentors to collaborate in enhancing the transition from student to professional. 43 The professionals who supervise and manage students' learning during these preceptorships are referred to as preceptors, clinical educators, clinical supervisors, clinical instructors, or clinical mentors, 44 which reflects the multiple guiding roles played by preceptors.…”

Section: Professional Confidence In Health Care Researchmentioning

confidence: 99%

Importance of Building Confidence in Patient Communication and Clinical Skills Among Chiropractic Students

Hecimovich

Volet

2009

Journal of Chiropractic Education

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Purpose: One important objective of chiropractic education is to foster student professional confidence and competence in patient communication and clinical skills. Therefore, the aim of this article is to review the extant literature on this topic, stressing the significance of building students' confidence for effective practice and the need for more research in this area. Methods: The authors reviewed MEDLINE and ERIC from 1980 through 2008 using several key words pertinent to confidence and health care. Three distinct, but interrelated, bodies of literature were assessed, including professional confidence in health care research, the nature and development of confidence in educational psychology research, and fostering professional confidence in chiropractic education. Results: It was apparent through the review that chiropractic education has developed educational methods and opportunities that may help develop and build student confidence in patient communication and clinical skills. However, there has not been sufficient research to provide empirical evidence of the impact. Conclusion: Fostering chiropractic students' development of confidence in what they say and do is of paramount importance not only to them as new practitioners but more importantly to the patient. There is no doubt that a better understanding of how confidence can be developed and consolidated during tertiary study should be a major goal of chiropractic education. (J Chiropr Educ 2009;23(2):151-164)

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Section: Professional Confidence In Health Care Researchmentioning

confidence: 99%

Importance of Building Confidence in Patient Communication and Clinical Skills Among Chiropractic Students

Hecimovich

Volet

2009

Journal of Chiropractic Education

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“…A preceptorship is a one to one relationship between a nurse and a student that allows for learning experiences to be exchanged under the supervision and guidance of the nurse (Goldenberg et al 1997). The preceptorship model is advocated as being able to increase clinical confidence and competence, promote socialization, develop a positive self‐image as well as the necessary clinical skills to meet work expectations (Dibert & Goldenberg 1995; Zerbe & Lachat 1991). For the purposes of the present study, each student was assigned to a clinician or preceptor.…”

Section: Introductionmentioning

confidence: 99%

Clinical placements in mental health: Are clinicians doing enough for undergraduate nursing students?

Mullen

Murray

2002

Int J Mental Health Nurs

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There are growing concerns identified in the literature about the lack of quality clinical placements in mental health for undergraduate nursing students. This study outlines an innovative student programme, designed and implemented by clinicians, committed to providing a quality clinical placement for students. The programme was evaluated by the use of an open-ended questionnaire administered to a sample of 10 undergraduate nursing students. Results of this evaluation suggested that the programme was able to provide a positive clinical experience in mental health for nursing students and is worthy of a more controlled investigation.

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“…Although Allanach and Jennings (1990) reported findings that did not support the notion that the transition should necessarily be an emotion‐laden experience and concluded that effective preceptorship was the key to graduates’ positive affective states. Preceptors, in particular, have been described as essential to increase graduates’ independence and decrease stress levels (Zerbe & Lachat 1991). However, to be effective, preceptors need to be educated about the stressors that graduates may encounter and have realistic expectations about the graduates’ knowledge and skills (Oermann & Garvin 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation of a forensic psychiatric setting to provide a graduate nurse programme

Martin

Donley

Parkes

et al. 2007

Int J Mental Health Nurs

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There has been growth in the number and diversity of models of Australian graduate nurse programmes in psychiatric nursing. Programmes have also been established in specialist areas, and evidence is needed regarding best models of graduate nurse programmes and the ability of specialist areas to prepare nurses for psychiatric nursing. This paper reports on a qualitative project that examined the adequacy of a forensic psychiatric hospital to provide a graduate nurse programme. Individual, semistructured interviews were undertaken with nurses participating in the programme, and nurses who had completed the programme and had remained at the hospital or were nursing in other areas. Participants identified that the environment was safe and supportive of professional practice and development, and that skilled nurses were willing to encourage and teach graduates. Processes such as orientation, preceptorship and academic study were appreciated; however, their colleagues' willingness to be available, to teach, and to support were more valued. Participants reported that they felt confident and prepared as psychiatric nurses. Although limitations of undertaking a graduate nurse programme in a forensic setting were identified, the participants from past programmes who had gone on to work in other services did not report that their nursing careers had been disadvantaged. It can be concluded that as long as the context of the programme has adequate resources to support and assist graduates to develop the skills, knowledge and attitudes of psychiatric nursing, then the specialist nature may not be a limitation.

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A Three-Tiered Team Model for Undergraduate Preceptor Programs

Cited by 14 publications

References 0 publications

Importance of Building Confidence in Patient Communication and Clinical Skills Among Chiropractic Students

Importance of Building Confidence in Patient Communication and Clinical Skills Among Chiropractic Students

Clinical placements in mental health: Are clinicians doing enough for undergraduate nursing students?

Evaluation of a forensic psychiatric setting to provide a graduate nurse programme

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