Applying the Stetler Model of Research Utilization in Staff Development

Abstract

Using a model for the utilization of research can aid and direct staff development educators in the appropriate application of existing research-based knowledge and help prevent the pitfalls of using research inaccurately. The Stetler Model of Research Utilization was applied to obtain support for and revitalize a preceptor program at one large metropolitan tertiary medical center. Applying the Stetler Model resulted in the improvement of nurses' satisfaction with their preceptors and a reduction in turnover rate.

The Theory of Interpersonal Relations Applied to the Preceptor–New Graduate Relationship

“…This model facilitates development of competence and confidence, acceptance, and retention in new graduates (Fox, Henderson, & Malko-Nyhan, 2006). Although there is no published research measuring the strength of this relationship, research does exist explaining the effects of the relationship and its effect on the new graduates' work environment, which may influence job satisfaction and turnover (Lavoie-Tremblay et al, 2011; Romp & Kiehl, 2009). Roche, Lamoureux, and Teehan (2004) conducted research evaluating an orientation program in collaboration with a healthcare system.…”

“…These sentiments show a lack of understanding of the need for relationship building (Romp & Kiehl, 2009) and illustrate one problem that may lead to an unsuccessful transition. The purpose of this study was to determine if the theory of interpersonal relations could be applied to the preceptorYnew graduate relationship and to quantitatively measure the presence, strength, direction, and magnitude of that relationship.…”

Stakeholder Focus Groups to Inform a Technology-Based Strategy of Preceptor Support

“…The central role nurse preceptors play in supporting the transition of student nurses and new nurses into professional practice is well recognized. Yet, ongoing support for nurse preceptors is too often lacking in clinical settings [1–4]. Staff nurse preceptors expect support from their practice site [5, 6].…”

“…Staff nurse preceptors expect support from their practice site [5, 6]. Although support is initially provided, it frequently diminishes or ends after orientation [1–4, 7]. Preceptors view support as recognition from the institution, authorization to share from their personal experiences, and the opportunity to create environments for safe practice through mentoring students and novice nurses [8].…”

“…Most frequently, support is provided as a formal, face-to-face preceptor orientation in preparation for coaching novice nurses [5, 23], although web-based preceptor courses have also been successful [24]. After orientation, updates in preceptor knowledge may be provided, but ongoing preceptor support is less likely to occur [1–4]. Once a preceptor is “established,” that person is considered the resident resource for novices within the organization.…”