Improving Nurse Practitioner and Physician Assistant Preceptor Knowledge, Self-Efficacy, and Willingness in a Hospital Medicine Practice: An Online Experience

Background:The public has become aware of the need for nurses and nurse practitioners in primary care with the widespread public health crisis. As the need for nurses and nurse practitioners grows, there is a need for the clinical educator and preceptor. However, preceptors have noted barriers to precepting such as time constraints, lack of preceptor role education, and role preparedness.Local problem: Currently, neither preceptor role development nor education has been implemented within a local institution. Preceptor vocalization led the charge for preceptor role development education within the institution.Methods: This quality improvement project focused on the preceptor role preparedness and education. A convenience sample was recruited from a large, diverse academic institution. The modified Clinical Supervision Self-Assessment Tool-Skills was utilized to determine the effectiveness of online education in preceptor role preparedness.Interventions: An online, self-directed, evidence-based preceptor education webpage with easily reproducible information related to collaborating with students and faculty situations. Literature, such as the One Minute Preceptor, Ask, Tell, Ask, and engaging student scenarios, was included from the literature review. A voice-recorded PowerPoint summarizing the webpage was included with a transcript for accessibility.Results: A paired t-test was used to assess the mean differences between the preintervention and postintervention periods. The results indicated the online preceptor education was effective.Conclusions: Preparing nurse practitioner preceptors for their roles benefits the health care system. An online, selfdirected, evidence-based preceptor education webpage can be beneficial in future preceptor education planning.

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Nurse practitioner preceptor education to increase role preparedness

Perryman

2022

“…Therefore, it is essential to provide support for this role transition (Hallas et al, 2021). Heusinkvelt and Tracy (2020) developed and evaluated an online preceptor education course that increased preceptor knowledge, self-efficacy, and willingness to serve as a preceptor. The NTF used the AACN Essentials, the NP Core Competencies, and Doctoral Level competencies to establish national standards/competencies as the basis for curriculum and practice recommendations.…”

Section: Introductionmentioning

confidence: 99%

Competency-based evaluation: Collaboration and consistency from academia to practice

Jenkins-Weintaub

Goodwin

Fingerhood³

2023

Competency-based evaluation is not a new concept in nursing education. The Essentials: Core Competencies for Professional Nursing Education (AACN Essentials), published in 2021, and the NONPF Nurse practitioner Role Core Competencies (2022) have provided us with the most recent roadmap for curriculum development and student evaluation. Using these two national guidelines and the Standards for Quality Nurse practitioner Education (2022), we examined ways to unify curriculum and competency in clinical practice. Through a review of the available literature, the lack of standardization in evaluating competency in clinical practice was evident. A framework for evaluation was developed including concepts from other health care discipline competency models. This article presents the resulting evaluation of a tool across academia and practice. Clinical preceptors are an extension of the faculty and play a significant role in developing practice competencies in advanced practice nursing students. Providing preceptors with a comprehensive framework we derived from the already existing PRIME model, and which we use with simulated patients, allows for the evaluation of clinical competencies in a variety of clinical settings. Consistency of evaluation across settings assures the attainment of the competencies necessary to perform safely and effectively in the practice environment.

“…preceptors has led to questions about the resources, motivations, and barriers that APRN and PA preceptors may have when serving in this role (Heusinkvelt & Tracy, 2020;McNeil & Jakubisin Konicki, 2021). Gaining further insight into these elements may assist with shaping a sustainable model for APRN and PA preceptor education and support (Webb et al, 2015).…”

mentioning

confidence: 99%

Perceptions of motivating factors and barriers to precepting

Boyce¹,

Shifrin

Moses

et al. 2022

Background: Advanced practice registered nurses (APRNs) and physician assistants (PAs) are integral to health care delivery in the United States. However, the cultivation of APRNs and PAs relies heavily on the model of precepting. Advanced practice registered nurses and PAs frequently precept students or new hires, yet limited data are available to describe the motivations, incentives, and barriers associated with precepting.Purpose: The purpose of this mixed-method, cross-sectional study was to better understand APRN and PA preceptors' perceived levels of support during precepting, facilitating factors, and barriers to the precepting process.Methods: An electronic survey was distributed via REDCap to a convenience sample of APRN and PA preceptors at an academic medical center. Data collected from the survey were analyzed using both descriptive statistics and qualitative thematic analysis.Results: One hundred fifty-four participants completed the survey. Motivating factors for precepting included "giving back" to the profession, and barriers included inadequate time to precept while in the clinical role. Participants indicated that financial incentives, heightened communication, protected teaching time, preceptor training, meaningful recognition, and organizational support could enhance the precepting process. Conclusion:This study demonstrated that altruistic intentions frequently motivate APRN and PA preceptors, however, navigating multiple clinical responsibilities while precepting serves as a barrier to the precepting process.Preceptor training, ongoing education, dedicated time for precepting, enhanced communication, and organizational or professional incentives may optimize the APRN and PA precepting process.Implications: Further research should focus on how to optimally incorporate education, professional development, support, and incentives into the APRN and PA preceptor role.