Being a preceptor—A Nordic qualitative study

Hilli, Yvonne; Melender, Hanna-Leena; Salmu, Marita; Jonsén, Elisabeth

doi:10.1016/j.nedt.2014.04.013

Cited by 72 publications

(108 citation statements)

References 11 publications

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“…This is a relevant aspect, but quite often poorly regarded. (3) The second category in the study by Santos et al, (24) agrees with the aforementioned, given that nurses feel they are models for the students. This is associated to a sense of responsibility for the formation because, from it, nurses transmit "knowledge, experiences, their way of being, and their own art of care giving" for students to be good professionals in the future.…”

Section: Transmission Of Experiencesupporting

confidence: 62%

“…(24) In this close relationship, mentors learn and stay up to date with the intern, but also transmit their knowledge validated in the task performed and the experience, which is why it is a process of mutual growth. (3,25) Likewise, in this study, in the vocation and gratification category, all mentor nurses feel that the relationship established with students permits mutual growth, given that they are kept up to date and gratified upon seeing the students grow through what they are capable of transmitting.…”

Section: Vocation and Gratificationmentioning

confidence: 66%

“…These include higher education institutions providing the career formation; health institutions acting as clinical field; and health professionals who undertake the role of clinical mentors, who must make compatible care demands with the requirements of clinical teaching. (1)(2)(3) In relation to the concept of clinical tutor, also called preceptor, supervisor, or mentor, no consensus exists in literature on the specific functions associated to this term, which are even used as synonyms. (4,5) Where agreement does exist is in the important contribution made by mentors to the formation of future professionals.…”

Section: Introductionmentioning

confidence: 99%

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In-depth Knowledge of the Role of the Clinical Mentor

Núñez¹,

Reinoso

Raies

et al. 2017

Invest Educ Enferm

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Section: Transmission Of Experiencesupporting

confidence: 62%

Section: Vocation and Gratificationmentioning

confidence: 66%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

In-depth Knowledge of the Role of the Clinical Mentor

Núñez¹,

Reinoso

Raies

et al. 2017

Invest Educ Enferm

View full text Add to dashboard Cite

“…Otherwise, the learning process could be adversely affected. [30] Haitana and Bland [31] added that it is important to establish a professional working relationship, because it enables the preceptor to better assess and promote the student's level of knowledge and understanding and thereby determine when it is safe to allow the student to act in practice.…”

Section: Facilitating Factorsmentioning

confidence: 99%

When are nursing students on clinical placements ready to expand their learning repertoire?

Holmberg¹,

Stisen

Grau

et al. 2018

JNEP

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Learning styles indicate an individual's preferred way of learning. Research suggests that it is important for students on clinical placements to begin the learning process with the preferred learning style and subsequently develop their ability to use other styles and become more balanced learners. What is unknown is when baccalaureate nursing students are ready to develop the other learning styles, and what facilitates such an expansion in their learning style repertoire? This is important, because students need to develop the abilities to learn both by acting and by deepen their knowledge of theory to meet the requirements of the nursing profession. An American study found that operating room students felt confident to adopt new learning styles by the third week of clinical placements. No studies to date have retrieved a similar pattern of readiness to expand learning style repertoire among nursing students. Therefore, the aim of this study was to investigate when students are ready to expand their learning style repertoire in a Baccalaureate Nursing Programme and to investigate the factors that influence such an expansion. Data were generated through participant observations and interviews. The findings indicated that students were ready in different weeks, and that interaction with nurses, the context, and the type of ward in the clinical placement were crucial factors for students to be able to expand their repertoire. The conclusion was that both students and preceptors need to be ready before students can adopt and develop other learning styles.

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“…[19,20] Development of the preceptor-student relationship may be impeded by a lack of time, which is one of the limitations reported to cause excess stress for preceptors during the experience. [13,[21][22][23] Heavy workloads contribute to lack of time, as nurses identify first as patient caregivers and then as preceptors, relegating preceptor responsibilities to a lower priority.…”

Section: Literature Reviewmentioning

confidence: 99%

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

Hall

2016

JNEP

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Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN's perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

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Being a preceptor—A Nordic qualitative study

Cited by 72 publications

References 11 publications

In-depth Knowledge of the Role of the Clinical Mentor

In-depth Knowledge of the Role of the Clinical Mentor

When are nursing students on clinical placements ready to expand their learning repertoire?

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

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