Preceptorship in practice

O’Malley, Claire; Cunliffe, E; Hunter, Sally; Breeze, James

doi:10.7748/ns2000.03.14.28.45.c2801

Cited by 25 publications

(4 citation statements)

References 1 publication

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“…Section A included 7 items related to the demographic characteristics of participants while sections B and C comprised 25 items which examined the perceived benefits to precepting student nurses [Questions 8-15 ( . Questions 8 -14 which assessed perceived benefits were ordinal and scored on a five-point Likert scale from minimal (1) to maximal (5). For Questions 16 -31 options ranged from Strongly Disagree (1) to Strongly Agree (5).…”

Section: Data Collection Instrumentmentioning

confidence: 99%

“…Questions 8 -14 which assessed perceived benefits were ordinal and scored on a five-point Likert scale from minimal (1) to maximal (5). For Questions 16 -31 options ranged from Strongly Disagree (1) to Strongly Agree (5). An additional open-ended question allowed nurses to provide comments relating to benefits of preceptorship and possible recommendations for successful preceptorship.…”

Section: Data Collection Instrumentmentioning

confidence: 99%

“…The lack of formal training, technical competence and limited knowledge to facilitate students' learning and professional development are challenges which many nurses face when asked to precept student nurses (Omer et al 2016;Parker et al 2012;Shinners, Mallory, & Franqueiro 2013;Smoker 2018). Failure to prepare registered nurses for the preceptorship role may adversely affect their ability to become effective teachers and role models (Christine et al 2000). There are significant benefits to be gained by training nurse preceptors as the preceptor role provides registered nurses with the opportunity to enhance their professional development, improve self-esteem, knowledge and clinical skills (Liu et is assigned a preceptor for a day or week wherein he or she "shadows" the preceptor (Luhanga et al 2010), while with the Clinical Teaching Associate Model (CTA) the nurse supervises three to four students who have been assigned to one to two patients (Cooper & Lemonde 2011).…”

Section: Introductionmentioning

confidence: 99%

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Registered nursesâ€™ attitude and willingness to precept nursing students in Jamaica

Msn

Lindo²,

Stennett³

2019

IJANS

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Background: Registered nurses’ willingness to precept nursing students is an important factor in ensuring a positive clinical learning environment. However, in resource poor settings with high patient to nurse ratio and other challenges in the delivery of nursing care preceptorship may represent an additional challenge.Aim: To determine the willingness of registered nurses to precept student nurses in Jamaica; their attitude towards the paired preceptorship model and factors which may influence the precepting process.Design: This descriptive cross-sectional study utilized a 32-item self-administered questionnaire to collect data from 76 full-time registered nurses assigned to medical/surgical wards at a major teaching hospital.Results: Nurses had a positive attitude towards precepting (97%) and believed their actions and attitudes positively influenced the learning outcomes of students. Two-thirds of registered nurses (63%) were willing to precept students and 87% preferred the paired preceptorship model. Self-efficacy (p<0.05) best explained their willingness to participate in both paired preceptorship and clinical teaching associate models while, normative beliefs regarding clinical learning environment was significant predictor of overall willingness.Conclusion: Registered nurses studied displayed positive attitude towards preceptorship and were willing to precept students. Policy makers should note that the paired preceptorship model was favoured by the group and that personal satisfaction and professional development were motivating factors for nurses’ willingness to precept students. Formal training opportunities are needed to enhance students’ clinical learning experience. Keywords: Precept; Willingness; Registered Nurses; Student Nurses; Jamaica.

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Section: Data Collection Instrumentmentioning

confidence: 99%

Section: Data Collection Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Registered nursesâ€™ attitude and willingness to precept nursing students in Jamaica

Msn

Lindo²,

Stennett³

2019

IJANS

View full text Add to dashboard Cite

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“…For example, O'Malley et al [15] declared that adopting the preceptorship model has contributed to a decrease of "reality shock" experienced by student nurses when placed in the clinical area. In addition, Nehls et al [16] explained that this model enhanced the collaborative relationship between academia and service and also contributed to the benefits of patients receiving nursing care.…”

Section: Introductionmentioning

confidence: 99%

Preceptorship vs. clinical models of learning: The experiences of Bahraini nursing students

Busebaia

O’Neill²

2017

CNS

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Background: Different models of teaching and learning are used to produce competent skilled clinical nurses. Some are traditional clinical teaching methods while others are grounded in preceptorship principles of mentoring. Knowledge regarding student nurses' experiences of preceptorship and its meaning for them can enhance the understanding of stakeholders in academia and practice to the needs of senior nursing students' and can offer them guidance to construct a more efficient approach to clinical teaching. Objective: The aim of the study was to explore the lived experiences of senior student nurses of preceptorship, while on clinical placements , with the objectives of describing their experiences and their relations with preceptors and also to illustrate the factors that facilitated or hindered the clinical learning process. Methods: A phenomenological hermeneutical inquiry was utilized. Data collection was conducted using semi-structured interviews with ten purposively chosen senior nursing students. Smith's Interpretative Phenomenological Analysis (IPA) was used as a framework for data analysis. Results: Students' lived experiences of preceptorship were mainly positive. Three main themes were identified: (1) Role Model Identification; (2) Team Integration; (3) Interpersonal Professional and Structural Challenges. The findings showed that preceptor relationships shaped the acquisition of skills and knowledge of student nurses' during their clinical placements. Conclusions: The findings illustrate the importance of collaboration between the academy and practice in providing support for student nurses and their preceptors. In addition, careful selection, comprehensive training and rewards for preceptors can enhance and facilitate student nurses' learning.

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The Development of Competence in Newly Qualified Practitioners

Clark

2007

Enabling Learning in Nursing and Midwifery Practice

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Preceptorship in practice

Cited by 25 publications

References 1 publication

Registered nursesâ€™ attitude and willingness to precept nursing students in Jamaica

Registered nursesâ€™ attitude and willingness to precept nursing students in Jamaica

Preceptorship vs. clinical models of learning: The experiences of Bahraini nursing students

The Development of Competence in Newly Qualified Practitioners

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