Preceptorship: Bridging the Theory Practice Gap and Enhancing Transition of New Graduates

Kalayi, Girija; Madhavanprabhakaran,; Akintola, Adenike Adepero

doi:10.5958/j.2320-8651.1.1.006

Cited by 6 publications

(4 citation statements)

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“…Nurse educators should present nursing students with increased opportunities to integrate theory into practice and familiarize with the varied roles and expectations of the registered nurse. Nurse educators must integrate active teaching strategies that merge knowledge and skills with real-world experiences ( Flood & Robinia, 2014 ; Kalayi & Akintola, 2013 ).…”

Section: Discussion and Implications For Nursingmentioning

confidence: 99%

Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap

Brown

2019

SAGE Open Nursing

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Graduate nurses employed in high-acuity areas can experience a deficit in integrating theoretical concepts in the clinical environment, which is known as the theory-practice gap; this may result in a risk to patient safety with the potential for negative outcomes. Most existing literature address the existence of the theory-practice gap and the benefit of simulation from a faculty perspective. The purpose of this study was to explore the theory-practice gap from the perspectives of graduate nurses based on their experiences and to determine their perceptions of simulation in prelicensure programs as a strategy to address and reduce the gap prior to entry to practice. Cognitive constructivism was the conceptual framework that guided this study. A qualitative phenomenological design was used to explore the lived experiences of 13 graduate nurses with 2 years of less clinical experience by engaging in semistructured interviews. Data analysis revealed that all the graduates experienced the theory-practice gap on their transition to independent clinical practice with variations in degree. In addition, the graduates voiced aspects of their programs which contributed to reducing the challenges experienced during the transition period. The crucial finding was graduate nurses perceived the theory-practice gap could be reduced through the use of high-fidelity simulation utilizing scenario-based learning exercises in prelicensure programs prior to entry to practice.

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Section: Discussion and Implications For Nursingmentioning

confidence: 99%

Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap

Brown

2019

SAGE Open Nursing

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“…Additionally, incorporating both the graduate and preceptor into relationship building workshops would enhance the supportive nature of this relationship. Organisations should identify that an ideal learning environment needs to incorporate theoretical and practical elements which should complement each other for effective graduate nurse support (Kalayi et al, 2013).…”

Section: Recommendations For Practicementioning

confidence: 99%

Exploring the expectations of preceptors in graduate nurse transition; a qualitative interpretative study

Wardrop

Coyne

Needham

2019

Nurse Education in Practice

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Preceptors provide fundamental support for the graduate registered nurse, acting as both teacher and role model with an aim to transition the graduate to becoming an independent practitioner. The purpose of this study was to investigate the expectations of the preceptor role from the preceptor's perspective. An interpretative phenomenological approach was used to explore the experience of being a preceptor with seven nurses working in acute clinical areas.Three themes emerged from the thematic analysis; balancing the preceptor role, exploring past experiences reveals current expectations and developing relationships. Participants had distinctive views on their role during the graduates' transition period, which were influenced by personal experience. Preceptors discussed their role including; education and support and the influence of the connection with the graduate nurse. The participants reflected on their own experiences and how this challenged their role expectations. Graduate characteristics were also highlighted to influence the balance of support. Overall the role of the preceptor was a complex role of balancing support and guidance while aiming to achieve professional development. The development of communication workshops and relationship building programs may be useful in addressing the multiple influencing elements of this relationship.

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“…It is therefore imperative that NEIs embrace new and innovative approaches to clinical nursing education to enhance the development of clinical competence. There has been a drive to increase nursing students' preparation in simulation laboratories before clinical placements in an attempt to address the challenges in clinical nursing education (Flood & Robinia, 2014; Kalayi & Akintola, 2013). Students' exposure to clinical scenarios in the simulation laboratories prior to clinical placement may help them develop clinical competence (Jeffries, 2016; Munangatire et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Frameworks for the design, implementation, and evaluation of simulation‐based nursing education: A scoping review

Salifu

Christmals

Reitsma

2022

Nursing & Health Sciences

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This scoping review was conducted to identify and describe constructs of frameworks and theories used to guide the design, implementation, and evaluation of simulation in nursing education globally, with a focus on their applicability in lowresource settings. Six electronic databases, three of which were on EBSCO Host (CINAHL, MEDLINE, ERIC), PubMed, Scopus, and ProQuest, as well as Google Scholar, were searched to retrieve studies published in the English language between 2012 and February 2022. The review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) checklist, and was guided by Arksey and O 0 Malley's five-step scoping review methodological framework. Data were extracted from five studies (four frameworks and a theory) and narratively synthesized. Hence, seven constructs were identified and described: context, background, simulation design, educational practices, facilitator, participant, and outcomes. The four frameworks and theory were developed in the context of developed countries, which reveals the lack of a context-specific framework to guide the design, implementation, and evaluation of simulation in nursing education in low-resource settings. Given resource limitations and the apparent gaps

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Preceptorship: Bridging the Theory Practice Gap and Enhancing Transition of New Graduates

Cited by 6 publications

References 0 publications

Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap

Graduate Nurses’ Perception of the Effect of Simulation on Reducing the Theory-Practice Gap

Exploring the expectations of preceptors in graduate nurse transition; a qualitative interpretative study

Frameworks for the design, implementation, and evaluation of simulation‐based nursing education: A scoping review

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