Putting knowledge to work in clinical practice: Understanding experiences of preceptorship as outcomes of interconnected domains of learning

Allan, Helen; Magnusson, Carin; Evans, Karen; Horton, Khim; Curtis, Kathy; Ball, Elaine; Johnson, Martin

doi:10.1111/jocn.13855

Cited by 16 publications

(22 citation statements)

References 35 publications

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“…In Taiwan, most preceptor training courses involve more than or equal to 8 hr of training and cover topics such as the role and responsibilities of preceptors, teaching strategies, evaluation and coaching skills, problem‐solving, and emotion awareness and management (Ke, Kuo, & Hsu, ; Lee et al, ). A study in Canada by Willemsen‐McBride () and one in England by Allan et al () found that most nurses had a positive attitude towards preceptorship programmes and that trained preceptors were capable of teaching clinical skills, providing positive feedback, building self‐confidence, creating learning goals, giving suggestions, correcting errors and providing career planning advice. However, Clark and Holmes’ () qualitative study in the UK reported more mixed, both positive and negative effects of preceptors, and Ishihara et al () mentioned poor interactions with senior nurses as a factor contributing to new nurse stress.…”

Section: Discussionmentioning

confidence: 99%

On the difficulty of finding one’s place: A qualitative study of new nurses’ processes of growth in the workplace

Stocker

2019

Journal of Clinical Nursing

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Aims and objective To explore new nurses’ processes of growth in the workplace in order to understand the challenges they face. Background Quantitative and qualitative research to date has not adequately explored the complex ways in which initial work experiences may shape new nurses’ very high quit rate and, consequently, impact the long‐term nursing shortage in Taiwan. Design/Methods We conducted in‐depth interviews with new nurses to explore their professional development, including the challenges they faced, and their feelings about staying or quitting. Twenty newly registered nurses who had worked in a hospital setting full‐time for a year or less in two southern Taiwan medical centres were interviewed. Data were collected from March–November 2016. EQUATOR guidelines were followed, using the COREQ checklist. Results Interview transcripts were analysed and coded; three stages of growth were discovered: Feeling disillusioned and shocked, Gaining experiential knowledge and Making a place for oneself. Most nurses (n = 18/20) went through these three stages within 9 months and continued to work in nursing at follow‐up 2 years later. Conclusions Job continuity was contingent upon new nurses’ enduring a painful process of adjustment in the first two stages when new nurses were unsure of themselves and their interactions with preceptors were wrought with social tensions. New nurse development and retention efforts should make explicit the possibility of these tensions and how to deal with them. Relevance to clinical practice A better understanding of new nurses’ growth processes and adjustment pains can help refocus professional development and retention efforts towards how new nurses can succeed in finding a place for themselves.

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Section: Discussionmentioning

confidence: 99%

On the difficulty of finding one’s place: A qualitative study of new nurses’ processes of growth in the workplace

Stocker

2019

Journal of Clinical Nursing

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“…preparation or pre-transition, orientation/induction, post-orientation and being a NQN). Allan et al (2018), Harrison-White (2013), Lewis and McGowan (2015), LeeSpiva et al (2013) and Ya-Ting Ke and Min-Tao Hsu (2015) focused mainly on preceptorship…”

Section: Resultsmentioning

confidence: 99%

“…Tricco, A.C., Antony, J., Zarin, W., Strifler, L., Ghassemi, M., Ivory, J., Perrier, L., Hutton, B., Allan et al (2018) Qualitative…”

Section: (Which Was Not Certified By Peer Review)mentioning

confidence: 99%

Approaches used to enhance transition and retention for newly qualified nurses (NQNs): a rapid evidence assessment

Wray

Gibson

Barrett

et al. 2020

Preprint

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Aim: To undertake a rapid evidence assessment of approaches used to enhance nurse transition and retention for NQNs. Design: A rapid evidence assessment. Data sources Electronic databases (CINAHL complete, Academic search premier, Open Grey, ERIC* (Education), Web of Science--Social Science Citation Index and PubMed) Review methods: A rapid evidence assessment (REA) was undertaken to gain an overview of the density and quality of evidence on nurse transition and retention from student to Registered Nurse. Electronic databases were searched, and the full texts of relevant papers were retrieved and classified according to methodology. Studies were appraised using relevant CASP and MMAT tools and a single descriptor of quality: high; medium; or low was assigned to each output. Given the disparity in methods, the lack of randomized trials, results could not be combined; therefore, a descriptive approach was used to synthesise and present the data. Result: Orientation and creating supportive environments were frequently reported as being effective in enhancing transition across a range of studies. A range of methods: quasi-experimental, survey and qualitative were used. Generally speaking the quality of most studies was poor. Conclusions: Despite decades of research into the experiences of NQNs and development of schemes and frameworks to support them during this period, there is little substantive or robust evidence in terms of impact on retention. Further research into the longer-term retention of NQNs is recommended. Longitudinal studies would be beneficial in assessing the efficacy of approaches to enhancing retention. Impact: Nurse managers need to work with education providers to facilitate experiences for final year nursing students to ease transition and also implement effective evidence based practices during the first year of registration and monitor the impact of this on retention. Registration: The study is registered with the Open Science Framework: https://osf.io/m5n3y/ Prospero registration of this review is in process

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“…Clinical placement can also affect student confidence in clinical practice, enhance teamwork, and organizational skills and readiness to qualify for the profession 3 . In nursing education, classrooms, simulations and practice-based laboratory experiences make important contributions to the development of student learning 4 , however experience in actual clinical exercise settings is an irreplaceable component in preparing students to be professional and competent in practice 5 .…”

Section: Introductionmentioning

confidence: 99%

“…In the review, Cooper Brathwaite & Lemonde 1 , identify ten types of basic models: facultysupervised practicum, preceptorship, education unit, joint appointment, secondment, affiliate position, internship, internship, cooperative education (cooperative education), work-study and undergraduate nurse employme, but this review is limited to the search for types of models, main features, benefits, and limitations. It is clear that the clinical education model including significant variations in roles and responsibilities between students, lecturers and clinical nurses at this hospital is linked to supervision; teaching, learning and evaluating; and differences in the nature of the relationship between clinical and academic organizations 4 .…”

Section: Introductionmentioning

confidence: 99%

Preceptorship Model for Nursing Undergraduate Students: A Systematic Review

Muhammad Irwan,

Nur Isriani Najamuddin,

Risnah

et al. 2021

Indian Journal of Forensic Medicine & Toxicology

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Objectives: To find out the effectiveness of clinical education models for nursing undergraduate programs.Methods: From the PubMed, Science direct, Wiley online, and Secondary Search databases, 7 articles were obtained consisting of qualitative research that discussed the model of implementing preceptorship for nurses and undergraduate nursing students. The selection of research articles to be reviewed by establishing the inclusion and exclusion criteria then the process of searching for articles is synthesized into PRISMA flow diagram. Journal criticisms have been carried out using Qualitative CASP tools and Case-control.Results: Researches from 8 countries that have been published and can be generalized to where the average participant is described as a student undergraduate nursing, nursing staff and clinical facilitators / supervisors. This type of intervention is focused on various clinical education models for undergraduate nursing programs. The findings obtained regarding the effectiveness of the clinical education model for undergraduate nursing programs. This review literature proves that the clinical facilitator model (preceptrorship) is better than the educator model based on student perception and learning outcomes. Conclusion:This review literature proves that the clinical facilitator model (preceptrorship) is better than the standard educator model based on student perceptions and student learning outcomes themselves, it is proven that the preceptorship model provides greater involvement and learning environment compared to the standard facilitator model. All clinical education models show the advantages or disadvantages and limitations of each, however the potential student learning outcomes can be maximized if the model used is the results evaluated using systematic research.

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Putting knowledge to work in clinical practice: Understanding experiences of preceptorship as outcomes of interconnected domains of learning

Abstract: Aims and objectives: To explore how preceptor support can assist newly qualified nurses to put knowledge to work across interconnected forms of knowledge when delegating to healthcare assistants.Background: Current literature on preceptorship in nursing has failed to explore

Cited by 16 publications

References 35 publications

On the difficulty of finding one’s place: A qualitative study of new nurses’ processes of growth in the workplace

On the difficulty of finding one’s place: A qualitative study of new nurses’ processes of growth in the workplace

Approaches used to enhance transition and retention for newly qualified nurses (NQNs): a rapid evidence assessment

Preceptorship Model for Nursing Undergraduate Students: A Systematic Review

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