Implementing and assessing the value of nursing preceptorship

Abstract

Preceptorship was first promoted as part of the Project 2000 reforms, and evidence suggests it remains valuable to newly qualified nurses. Although there is a lack of research of its effect on patient care, what research there is highlights various positive aspects of preceptorship programmes for newly qualified nurses, preceptors, and organisations. This article summarises the results of a scoping review of the literature, published since 2009, on preceptorship. It also describes a preceptorship initiative in London led by Health Education England.

In-depth Knowledge of the Role of the Clinical Mentor

“…These are ambiguity of the role, associated to the lack of a definition of functions related to the mentorship; lack of recognition for the extra work they carry out with students, both from their co-workers and from their bosses; and work overload that leads to lack of time to properly perform their teaching duties. (7,8,12,20,26,27) Although this is not the case of the nurses in this study, studies describe that these obstacles begrudge the work of the clinical mentor, finding a correlation that implies a decrease in the commitment with the mentor role. (20,27) For this reason, there is increasing emphasis in the literature on the need to have real supports for the mentors, like formation programs and a mentorship model that provides tools to exert this role.…”

“…The importance of clinical mentorship when training nursing students and in achieving an optimal study learning environment has been recognized over decades in many Anglo-Saxon countries, like Canada (Canadian Nurses Association), the United Kingdom (Nursing Midwifery Council), and Spain, among others, where the phenomenon has been studied and programs have been created for mentors and directives to facilitate and provide guidelines to undertake the role. (6,(11)(12)(13) In Latin America and Chile, the experience related to the role of the clinical nurse mentor is hardly studied and much less is its function defined. Estimates show that in Chile an increasing number of nursing professionals are engaged in this activity, considering that in recent decades there has been a considerable increase in Nursing Schools, which are in need of these professionals.…”

Tingkat Kepuasaan Mahasiswa DIII Keperawatan Dalam Pembelajaran Klinik

“…Telah menyoroti betapa pentingnya model preceptorship, mereka menyimpulkan bahwa komitmen organisasi sangat penting dan menguraikan persyaratan untuk mendukung keberhasilan model preceptorship, peran dosen, dan siswa serta melakukan. tinjauan program preceptorship memeriksa preceptorship (Health Education England, 2017) Odelius, Traynor, Mehigan, Wasike, & Caldwell, 2017 Pendidikan Diploma keperawatan di Indonesia menghasilkan lulusan perawat vokasional yang memiliki sikap dan kemampuan melalui penerapan kurikulum dengan berbagai bentuk pengalaman belajar, meliputi pengalaman belajar dikelas, laboratorium, klinik dan lapangan dengan fasilitas belajar yang menunjang tercapainya tujuan pembelajaran (AIPVIKI, 2015). Pembelajaran klinik memiliki keunggulan yang berfokus pada masalah nyata sehingga dapat memotivasi mahasiswa untuk berpartispasi aktif dalam pencapaian kompetensi (Nursalam & Efendi, 2008).…”

“…(Asmara, 2012) Health Education England (HEE) (2017), menerbitkan standar preceptorship untuk mengklarifikasi persyaratan preseptor sebagai bagian dari Shape of Caring Review. Penelitian Odelius et al, (2017) menunjukkan bahwa mayoritas preceptee (mahasiswa) mendapatkan manfaat dari peningkatan kompetensi dan kepercayaan diri melalui program preceptorship. Minoritas preceptee merasa kurang berguna baik karena mereka berada di area spesialis atau karena hubungan yang buruk dengan pembimbing mereka.…”

“…Preceptorship klinis dalam keperawatan adalah program pengajaran dan bimbingan di mana mahasiswa didampingi perawat berpengalaman di lingkungan klinis untuk membekali mereka dengan keterampilan klinis dan nilai-nilai keperawatan (Teferra & Mengistu, 2017). Program preceptorship meliputi pembelajaran di dalam kelas dan fokus pada peran yang spesifik, dimana komponen yang penting adalah dimana setiap individu mendapatkan bimbingan (Odelius et al, 2017). Preceptorship penting bagi perawat yang baru lulus karena mereka berpindah dari mahasiswa menjadi seorang praktisi, yang mana bisa membuat stres bagi para pembimbing.…”