Preceptorship during health personnel students’ clinical studies in nursing homes—An institutional perspective on an intervention

Aglen, Bjørg; Sørø, Vera Louise; Orvik, Arne; Haugan, Gørill

doi:10.1002/nop2.197

Cited by 4 publications

(3 citation statements)

References 34 publications

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“…Therefore, addressing the challenges faced by preceptors and providing them with the necessary support and resources is crucial to enhancing their effectiveness in training new nurses and ultimately improving patient care outcomes. To overcome these challenges, healthcare organizations should prioritize the implementation of comprehensive preceptorship programs, provide workload management support, foster a culture of appreciation and recognition, establish open communication channels, and invest in the professional development of preceptors [ 27 ]. By doing so, organizations can create a supportive environment that enhances preceptor effectiveness and contributes to a positive and sustainable healthcare workforce.…”

Section: Discussionmentioning

confidence: 99%

The lived experiences of nurse preceptors in training new nurses in Qatar: qualitative study

Varghese,

AL-Balawi,

Joseph

et al. 2023

BMC Nurs

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Background The role of preceptors is vital in the successful integration of new graduate nurses in hospital settings. This study aimed to explore the experiences of nurse preceptors in training newly joined nurses in Qatar. Methods Qualitative study was conducted between May 2022 and May 2023. Online semi-structured interviews were conducted through MS Teams with 13 nurse preceptors who had completed preceptorship training and trained at least one newly joined nurse. Participants were recruited until data saturation was obtained and data were analyzed using qualitative thematic analysis. Results The results of the study revealed several main themes: teaching strategies and progressive skill development in preceptorship, challenges faced by the preceptor and preceptor better supported in training new nurses. The preceptors utilized different techniques to support new nurses including demonstration, discussion, use of technology, application of real-life clinical scenarios, simulations, and a gradual decrease in supervision to promote independence. However, a significant challenge was also reported including preceptors experienced high levels of exhaustion from the dual responsibilities of training new staff while also performing their regular care duties. Conclusions The study underscores the fundamental role preceptors play in the training and development of newly joined nurses. While the challenges are considerable, particularly related to managing workload, the sense of achievement following the successful completion of training a new nurse suggests a strong commitment to this role. Despite the challenges, preceptors demonstrated innovative strategies to ensure the successful development of their preceptees, highlighting the importance of preceptorship in nursing education and practice.

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Section: Discussionmentioning

confidence: 99%

The lived experiences of nurse preceptors in training new nurses in Qatar: qualitative study

Varghese,

AL-Balawi,

Joseph

et al. 2023

BMC Nurs

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“…16 The literature supports the finding that RNs want some sort of acknowledgement for the additional effort and time they dedicate to being supportive of students and providing them with learning opportunities. 27 Both healthcare management and tertiary institutions should acknowledge RNs' efforts with students.…”

Section: Discussionmentioning

confidence: 99%

Recognition for registered nurses supporting students on clinical placement: a grounded theory study

Anderson¹,

Moxham²,

Broadbent³

2020

AJAN

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Objective: This study examined registered nurses’ perspectives of being supportive of nursing students and providing them with learning opportunities when on clinical placements. Background: In Australia, as part of their three-year Bachelors degree, undergraduate nursing students undertake a minimum of 800 hours of clinical placement. During these clinical placement hours, nursing students are supervised by registered nurses who are required to be supportive of the students and provide them with learning opportunities. Study design and methods: This study used a grounded theory approach. In this qualitative study there were fifteen registered nurse participants. Thirteen participants were female participants and two were male. Participants were individually interviewed. Transcripts from these in–depth interviews were analysed using constant comparative analysis. Results: The major category, an added extra, emerged from this study. An added extra is about registered nurses’ perception that having a student is an added extra to their daily duties. The major category an added extra is informed by three emergent themes. The first theme was time, the second theme was workload and the third theme was wanting recognition. Discussion: Registered nurses perceived that their workloads tend not to be taken into consideration when they have nursing students. The literature suggests that nursing students often miss out on learning opportunities when they are on clinical placement because registered nurses do not have additional time to effectively support students’ clinical learning. Conclusion: Participants in this study believed being supportive of nursing students and providing them with learning opportunities was an added extra to their daily nursing duties. Findings revealed registered nurses want to be recognised for the extra time and effort they dedicate to students’ learning.

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“…Accordingly, there is a need for skilled and competent nurses in primary healthcare settings (Miura et al, 2020). Therefore, to educate competent nurses who can meet the needs of patients with complex health situations, a greater need for highly qualified nurse preceptors and high standard of preceptorship (Aglen et al, 2018), as well as for a learning environment that facilitates students' learning and their professional identity development (Dalsmo et al, 2022), are required.…”

Section: Introductionmentioning

confidence: 99%

Nurse preceptors' experiences of promoting and teaching fundamental care to undergraduate nursing students: A qualitative study

Stănesu-Yadav

Lillekroken

2022

Journal of Advanced Nursing

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Aims To explore nurse preceptors' experiences in promoting and teaching the delivery of fundamental care to nursing students during their clinical period at nursing homes. Design The study used a qualitative descriptive approach. Methods Nine in‐depth, semistructured interviews were conducted with clinical nurses employed at five different nursing homes. Data collection lasted from September 2020 to April 2021. The interviews were recorded and transcribed verbatim. Inductive, qualitative content analysis was employed to analyse the data. Results Qualitative content analysis yielded one main category—‘Fostering nursing students’ knowledge and understanding of fundamental care’—supported by two subcategories: (i) ‘Raising awareness of the importance of fundamental care’ and ‘Providing for learning through exchange and cooperation’, which are interpreted as the ways nurse preceptors enable students to learn how to provide fundamental care during their clinical period at nursing homes. Conclusion By taking the role of nurse preceptors, clinical nurses act as enablers for students' learning of the provision of fundamental care within nursing homes as the learning context. Nurse preceptors possess the pedagogical skills to initiate and conduct nursing students' learning processes. The study reveals that nurse preceptors stress the importance of providing fundamental care to patients; hence, teaching students to provide fundamental care was also found to be important. Impact Within a nursing home context, nurses are responsible for providing fundamental care; therefore, they play an essential role in both providing and teaching about caregiving. The study shows that because of their preceptorship, nurse preceptors can enhance students' awareness of the importance of learning to provide fundamental care to patients. In addition, the study reveals that nurse preceptors work to enhance student's reflection and critical thinking by targeting the student's zone of proximal development, which represents a preliminary phase in students' learning.

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Preceptorship during health personnel students’ clinical studies in nursing homes—An institutional perspective on an intervention

Cited by 4 publications

References 34 publications

The lived experiences of nurse preceptors in training new nurses in Qatar: qualitative study

The lived experiences of nurse preceptors in training new nurses in Qatar: qualitative study

Recognition for registered nurses supporting students on clinical placement: a grounded theory study

Nurse preceptors' experiences of promoting and teaching fundamental care to undergraduate nursing students: A qualitative study

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