Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review.

Abstract

Background: In healthcare, preceptors act as a role model and supervisor, thereby facilitating the socialisation and development of the preceptee into a professional fit to practice. To ensure a consistent approach to every preceptorship experience, preceptor competencies should be measured or assessed to ensure that the desired outcomes are achieved. Defining these would ensure quality management and could inform development of an preceptor competency framework.This review aimed to evaluate the evidence for preceptor competencies and assessment in health professions.Methods: This study followed the PRISMA ScR scoping review guidelines. A database search was conducted in Embase, Medline, CINAHL and IPA in 2019. Articles were included if they defined criteria for competency, measured or assessed competency, or described performance indicators of preceptors. A modified GRADE CERQual approach and CASP quality assessment were used to appraise identified competencies, performance indicators and confidence in evidence. Results: Forty one studies identified 17 evidence-based competencies, of which 11 had an associated performance indicator. The competency of preceptors was most commonly measured using a preceptee completed survey (moderate to high confidence as per CERQual), followed by preceptor self-assessment, and peer-assessment. Preceptee outcomes as a measure of preceptor performance had good but limited evidence. Conclusions: Competencies with defined performance indicators allow for effective measurement and may be modifiable with training. To measure preceptor competency, the preceptor perspective, as well as peer and preceptee assessment is recommended. These findings can provide the basis for a common preceptor competency framework in health professions.

Nurse preceptors' orientation competence and associated factors—A cross‐sectional study

“…A similar finding was reported by Chen et al (2019), stating that more specifically, many preceptors do not have the chance to attend preceptor training before they are accepting a nurse preceptor role. According to Bartlett et al (2020), all nurse preceptors should have—at the very minimum—completed preceptor development training because successfully managing the preceptor role requires expertise. Nurse preceptors need regular education to maintain and strengthen their orientation competence (Goss, 2015; Quek & Shorey, 2018) and it could involve annual update or support sessions like those that student mentors receive (Panzaveccia & Pearce, 2014).…”

“…Investments into, and the development of, a new employee orientation process could enhance recruitment and the retention of professionals at health care organizations (Peltokoski, 2016). The success of a preceptorship period in health professions can be measured through outcomes such as retention at an organization, job satisfaction, and career progression (Bartlett et al, 2020). However, a potentially successful preceptorship period can be disrupted by nursing position readjustments, unit‐unit transfers, the constant rotation of nursing staff, and the workload associated with the preceptor role (Chan et al, 2019; Senyk & Staffileno, 2017).…”

Experienced based co design: nursing preceptorship educational programme

“…Therefore, this professional relationship comprises a triadic relationship between the student nurse, preceptor, and the patient (SPP) [2]. The preceptor acts as a role model, supervises, provides guidance and learning experiences, facilitates the socialisation and development of the student in the nursing profession and provides patient care [3,4]. Furthermore, student assessment and providing continuous ongoing feedback are incorporated within the preceptor role [5].…”

Are we of one mind about core competencies of nurse preceptors? A nominal group technique study

“…Yet, the literature on the core competencies of preceptors has been focussed on professional and teaching abilities without an academic or practical consensus, or much discussion on the requisite core competencies of a preceptor (Nash & Flowers, 2017; Tseng & Lee‐Hsieh, 2015). Bartlett et al (2020) recommended that in order to measure the core competencies of preceptors and develop training courses, we must first understand how preceptors, peers and trainees perceive core competencies.…”

“…Panzavecchia and Pearce (2014) explained that nurse preceptors are registered nurses with practical experience who educate, supervise and evaluate postgraduate‐year nurses (PGY) nurses while also serving as their role models. Bartlett et al's (2020) systemic review combined 41 studies on the perspectives of trainees and noted that requisite preceptor competencies could be separated into two categories: measurable indicators and immeasurable indicators. Measurable indicators included the competencies of communication, role model practitioner, adaptability to the learning needs of students, commitment to excellence in teaching, respect for the learner, reflective practice, effective provision of feedback, critical thinking and problem‐solving skills and decision‐making development.…”