Evaluating Preceptors

Bradley, Heather; Cantrell, Donita; Dollahan, Katherine; Hall, Brittany; Lewis, Preston; Merritt, Sharon L.; Mills, Linda G.; Moe, Krista; White, Dolores

doi:10.1097/nnd.0000000000000166

Cited by 7 publications

(5 citation statements)

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“…Orientees anonymously completed the Baptist Health Lexington Preceptor Performance and Proficiency Assessment (bhlpppa) 1 month after completing orientation. 3 Investigators identified the bhlpppa as an instrument that reflects the components of the TSAM and measures orientee confidence in their precepting experience as it prepares them for independent nursing practice. The bhlpppa is a 28-item instrument with a total score ranging from 28 to 112.…”

Section: Methods and Designmentioning

confidence: 99%

“…During this study, there was variability in the number of preceptors: two of the orientees worked with two preceptors during the orientation period, two other orientees worked with three preceptors, and the remaining four orientees worked with four preceptors. Orientees anonymously completed the Baptist Health Lexington Preceptor Performance and Proficiency Assessment (BHLPPPA) 1 month after completing orientation 3…”

Section: Methods and Designmentioning

confidence: 99%

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The tiered skills acquisition model

Kjelland¹,

Allen²,

Holder³

et al. 2021

Nursing Management

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Section: Methods and Designmentioning

confidence: 99%

Section: Methods and Designmentioning

confidence: 99%

The tiered skills acquisition model

Kjelland¹,

Allen²,

Holder³

et al. 2021

Nursing Management

View full text Add to dashboard Cite

“…Research by Bradley et al (2015) was completed at the facility serving as the host site for this study. They found that, in the NGNs’ opinion, preceptors did not consistently address early identification and management of deteriorating patients.…”

Section: Literature Reviewmentioning

confidence: 99%

“…They found that, in the NGNs’ opinion, preceptors did not consistently address early identification and management of deteriorating patients. Administrators, preceptors, and NGNs all agreed that this was an area that needed further development (Bradley et al, 2015). Therefore, an educational program that included simulation was designed to assist NGNs in identifying and managing patient deteriorations.…”

Section: Literature Reviewmentioning

confidence: 99%

Preparing New Graduate Nurses for Patient Rescue

Norris

New²,

Miller³

et al. 2022

J Nurses Prof Dev

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A patient deterioration educational program was offered to new graduate nurses. Pre and post self-confidence scores were compared, and competency performance was evaluated during a simulation. The results indicate that most of the participants successfully demonstrated simulation competencies, and there was a statistically significant improvement in self-confidence scores. Based on these findings, education on identifying and managing patient deterioration that includes a simulation experience may be beneficial.

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“…3 As CNSs transition from education to practice, formal programs that include CNS preceptors are critical to practice development and social support of nurses to promote nurse retention and optimal patient and organizational outcomes. 4,5 The healthcare industry would benefit from a formalized seamless transition that would enable the CNS to achieve effective and efficient role assimilation that results in quality outcomes and reduces attrition. 6,7 CNSs often face reality shock during TTP as they recognize immense practice responsibilities combined with a steep learning curve.…”

mentioning

confidence: 99%

Clinical Nurse Specialist Transition to Practice

2022

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PurposeA quality improvement/evidence-based practice project identified the critical components of clinical nurse specialist (CNS) transition-to-practice (TTP) needs based on the experiences and perceptions of entry-level CNSs (n = 4), experienced CNSs (n = 7), and directors of nursing (n = 6) employed in a tertiary healthcare center. Structured 60- to 90-minute face-to-face discussions were conducted.DescriptionAs knowledge workers, CNSs are critical to investigating, solving, and transforming some of the most challenging current and future healthcare problems. Lack of standardized CNS TTP may result in variable levels of practice, knowledge, skill attainment, and ability to attain interdisciplinary practice competencies.OutcomesFindings included identification of entry-level CNS TTP key components: 16 categories with 8 critical categories identified as imminent needs. Challenges identified included stakeholders' lack of knowledge/understanding of the CNS role and scope; enormous TTP expectations of entry-level CNSs; transdisciplinary relationships and collaboration; leadership culture and collaboration; organizational culture; deliberate practice; and lack of support, resources, and basic needs.ConclusionCritical components for advanced deliberate practice within a CNS TTP program include an organizational culture and subculture that understands and values the CNS, along with tiered sustainable support from preceptors, mentors, and support CNSs across the setting and system.

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Evaluating Preceptors

Cited by 7 publications

References 0 publications

The tiered skills acquisition model

The tiered skills acquisition model

Preparing New Graduate Nurses for Patient Rescue

Clinical Nurse Specialist Transition to Practice

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