Key Elements to Developing a Preceptor Program

Nash, Denise; Flowers, Monica

doi:10.3928/00220124-20171017-08

Cited by 26 publications

(19 citation statements)

References 12 publications

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“…The findings can also be used to develop a tool that can be used to measure a nurse's mentoring competence and/or to create content that will support mentoring education. Identifying and evaluating nurses' mentoring competence is important because inadequate competence development of students can lead to the developent of incompetent nurses (Almalkawi et al, 2018) and thus affect patient safety and the quality of care (Nash & Flowers, 2017). Mentors need to ensure the high-quality of mentoring of clinical practice in social and health care environments (Kalischuk et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Nurses' experiences of their competence at mentoring nursing students during clinical practice: A systematic review of qualitative studies

Tuomikoski¹,

Ruotsalainen

Mikkonen

et al. 2020

Nurse Education Today

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This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

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Section: Discussionmentioning

confidence: 99%

Nurses' experiences of their competence at mentoring nursing students during clinical practice: A systematic review of qualitative studies

Tuomikoski¹,

Ruotsalainen

Mikkonen

et al. 2020

Nurse Education Today

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“…The developed and evaluated mentoring education was proven to be effective in improving nurses’ competence in mentoring students; for this reason, the same education is continuously being implemented with co‐operation between university and hospital staff. The evidenced‐based mentoring education can improve the competence of healthcare professionals , which can, in turn, improve patient safety. Nurse mentors have been shown to play an important role in supporting students and the development of their professional growth .…”

Section: Discussionmentioning

confidence: 99%

How mentoring education affects nurse mentors’ competence in mentoring students during clinical practice – A quasi‐experimental study’

Tuomikoski¹,

Ruotsalainen

Mikkonen

et al. 2019

Scandinavian Caring Sciences

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Background Mentors need diverse competencies, sources of motivation and characteristics to successfully mentor nursing students and support students’ learning processes. Effective mentoring education can benefit future nursing professionals, students’ satisfaction and learning, as well as the general perception of the nursing profession. Objective The purpose of this study was to evaluate how an educational intervention affects nurse mentors’ competence in mentoring nursing students during clinical practice. Design A quasi‐experimental study design with pre‐ and post‐tests was used. Settings Educational interventions were conducted in one university hospital and two central hospitals in Finland between 2013 and 2017. The intervention was conducted twice per year with a duration of 3 months for each group. The inclusion criteria for the participants were as follows: volunteer participation to mentor education employment at the university hospital or central hospitals in Northern Finland. Methods The intervention aimed to increase Registered Nurses’ competence in mentoring nursing students. The education lasted 3 months and included online learning as well as three face‐to‐face teaching sessions. A total of 120 nurse mentors completed the Mentor Competence Instrument (MCI), which includes 10 subscales that describe various competence areas, before and after the education. Results Nurse mentors’ mentoring competence increased across all mentoring competence areas after the educational intervention. More specifically, the participating nurses showed a statistically significant increase in their competence regarding knowledge of mentoring practices in the workplace, student‐centred evaluation, identifying student needs, mentoring practices between mentor and student, supporting students’ learning processes, goal orientation in mentoring and constructive feedback. Conclusions On an international level, nurse mentors are not typically required to have completed mentoring education prior to the mentoring of nurse students. Since mentoring education increased nurses’ competence at mentoring nursing students, we recommend that all nurse degree programs include mentoring education to prepare future nurses for the important future role in mentoring.

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“…More current preceptors reported they had adequate training resources compared to former preceptors or those who had never precepted. Adequate training for preceptors is an ongoing challenge and programs across the health professions are addressing the need by developing and expanding training programs for their preceptors [ 21 – 23 ]. More current preceptors compared to former preceptors or those who had never precepted felt that their immediate supervisor was supportive of their preceptor role.…”

Section: Discussionmentioning

confidence: 99%

Training interns in nutrition and dietetics: a cross-sectional study of the barriers and motivators to being a Registered Dietitian Nutritionist preceptor

et al. 2021

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Background As is common across the health professions, training of Registered Dietitian Nutritionists (RDNs) requires experiential learning for interns/students to gain skills and demonstrate entry-level competency. Preceptors are essential to the experiential learning component of health care professional training, providing supervision and mentoring as students and interns gain the skills required for entry-level practice competency. Over the past 27 years, 47–73% of applicants to dietetic internships have received a placement. Practitioners willing to volunteer as preceptors are needed to generate more internship or experiential learning opportunities for the profession to continue to meet workforce demands. Methods The objective of this national-level online cross-sectional survey was to identify perceptions and attitudes associated with the preceptor role and incentives that might encourage precepting by current RDNs. A random sample of RDN and Nutrition and Dietetic Technicians, Registered (NDTR) professionals from the Commission on Dietetic Registration credentialed practitioner database were eligible to participate in the online survey. The main outcome measures included perceptions, attitudes, and preferred incentives to precept compared by preceptor experience categories (current, former, never precepted). Comparisons of perceptions, attitudes, and preferred incentives were made between preceptor experience categories using Chi-square and ANOVA. Results Of 2464 invitations, 308 participants had complete variables for analysis. Top incentives were the opportunity to earn continuing education units (65.9%) and having expenses paid to attend a national conference (49.5%). Significantly more (P < 0.001) “former” and “never” preceptors reported the ability to choose when to take an intern, training on how to teach and communicate with interns, and access to an “on-call” specialist as incentives compared to “current” preceptors. Significantly more (P < 0.01) “never” preceptors reported training on internship expectations and the ability to provide input on intern selection process as incentives compared to “current” or “former” preceptors. Conclusions Incentives to serve as a preceptor differ based on “current”, “former”, or “never” precepted status. Promoting and strategizing solutions to the current imbalance between the greater number of dietetic internship applicants compared to preceptors should be targeted based on preceptor status to retain current preceptors, encourage former preceptors to return and recruit professionals who have never served.

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Key Elements to Developing a Preceptor Program

Abstract: The development and implementation of a preceptor program is vital for the success of nurse training and retention to provide quality care. J Contin Nurs Educ. 2017;48(11):508-511.

Cited by 26 publications

References 12 publications

Nurses' experiences of their competence at mentoring nursing students during clinical practice: A systematic review of qualitative studies

Nurses' experiences of their competence at mentoring nursing students during clinical practice: A systematic review of qualitative studies

How mentoring education affects nurse mentors’ competence in mentoring students during clinical practice – A quasi‐experimental study’

Training interns in nutrition and dietetics: a cross-sectional study of the barriers and motivators to being a Registered Dietitian Nutritionist preceptor

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