Review of State Boards of Nursing Rules and Regulations for Nurse Preceptors

L’Ecuyer, Kristine M.; Lancken, Shelley von der; Malloy, Diane; Meyer, Geralyn; Hyde, Matthew J

doi:10.3928/01484834-20180221-02

Cited by 20 publications

(8 citation statements)

References 23 publications

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“…Regulatory requirements and accreditation initiatives promote professional development of preceptors. Although some state boards of nursing require “orientation” of preceptors who work with students (L'Ecuyer, Lancken, et al, 2018), 11 states have no requirements for precepting. The Arizona State Board of Nursing (2018) states that precepting is within the experienced nursing professional’s scope of practice only pursuant to “specific education/training” (para.…”

Section: Discussionmentioning

confidence: 99%

“…Empirical evidence supports the importance and benefits of preceptors in preparing new and experienced healthcare workers in their roles (Cotter & Dienemann, 2016; Edward et al, 2017; Irwin et al, 2018). Although the literature is replete with research studies about preceptor roles, responsibilities, and competencies (L'Ecuyer, Hyde, & Shatto, 2018; L'Ecuyer et al, 2020); qualifications (L'Ecuyer, Lancken, et al, 2018); selection criteria (Bohnarczyk & Cadmus, 2020; Cotter et al, 2018); preparation, support, and role challenges (Quek & Shorey, 2018; Schuelke & Barnason, 2017); and impact on the learner and organization outcomes (Piccinini et al, 2018; Quek et al, 2019), a comprehensive national practice analysis underpinned by a theoretical framework describing nursing preceptor roles and competencies is missing.…”

Section: Introductionmentioning

confidence: 99%

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Preceptor Practice

et al. 2021

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In 2020, the Association for Nursing Professional Development commissioned a national preceptor practice analysis study using the Ulrich Precepting Model to identify the roles, knowledge, and activities essential to preceptor practice. In a survey of 3,623 preceptors, the model's seven preceptor roles and their associated domains of knowledge and practice were validated. Findings indicate that nursing professional development practitioners should provide preceptors with initial role preparation in addition to ongoing education. Nursing professional development (NPD) practitioners serve as partners for practice transitions supporting the "transition of nurses and other healthcare team members across learning and practice environments, roles, and professional stages" (Harper & Maloney, 2016, p. 17). Because preceptors are integral to successful transitions, NPD practitioners are responsible for ensuring that individuals are developed for this critical role (Schuelke & Barnason, 2017). Although preceptors are commonly used during transitions, little evidence exists to guide their development. The purpose of this study was to identify the roles and competencies essential to preceptor practice and to validate the seven roles of precepting delineated in the Ulrich Precepting Model (Ulrich, 2019). BACKGROUNDPreceptors are foundational to clinical learning and socialization of healthcare workers who are new to the practice, the organization, or setting. No universally agreed-upon definition of preceptorship or comprehensive operational description of the preceptor process exists in the literature (Ward & McComb, 2017). Ulrich (2019) defines a preceptor as "an individual with demonstrated competence in a specific area who serves as a teacher/coach, leader/influencer, facilitator, evaluator, socialization agent, protector, and role model to develop and validate the competencies of another individual" (p. 1). In nursing, preceptors help students with prelicensure clinical experiences, new nurses transitioning from academia into professional practice, and experienced nurses transitioning from one organization to another, one specialty to another, or one role to another. Precepting is "an organized, evidence-based, outcome-driven approach to ensuring competent practice" (Ulrich, 2019, p. 1).Empirical evidence supports the importance and benefits of preceptors in preparing new and experienced healthcare workers in their roles (

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Preceptor Practice

et al. 2021

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“…Moreover, this type of education improves students' selfconfidence and their ability to provide high-quality nursing care. In order for nurse preceptors to be effective at this role, they should expand and develop their knowledge, clinical and scientific capabilities, and ability to build effective relationships with students (8,9).…”

Section: Introductionmentioning

confidence: 99%

Career Development of Nursing Preceptors in Iran: A Descriptive Study

et al. 2022

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Background: The career development of nursing preceptors is key to improving the quality of clinical education. However, there is a lack of sufficient and specific information about the career development of nursing preceptors in Iran. Objectives: This study aimed to investigate the nursing preceptors’ career development status. Methods: A descriptive cross-sectional study was carried out with the participation of 92 nursing preceptors. Participants were selected by census sampling method from 5 hospitals in Tabriz, Iran. Demographic and 6-dimension career development questionnaires were used to collect data. The collected data were analyzed using SPSS version 22, and the significance level for all statistical tests was determined to be less than 0.05. Results: Participants received the highest career development on ethical, cultural, and individual dimensions with mean scores of 3.55 ± 0.471, 3.41 ± 0.525, and 3.38 ± 0.540, respectively. However, they obtained the lowest career development on the organizational, research, and educational dimensions with mean scores of 2.68 ± 0.580, 2.28 ± 0.672, and 2.20 ± 0.690, respectively. Moreover, a comparison of career development based on demographic information showed that female preceptors, preceptors with more than 20 years of work experience, preceptors with master’s degrees, and contract employees had the highest mean scores for career development. Conclusions: Given the preceptors’ cooperation with nursing faculty as clinical nursing educators and their role in nursing education, officials of nursing faculties should develop specific career development programs (especially in organizational, research, and educational dimensions) and establish an effective relationship between preceptors and professors to enhance nursing students education.

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“…Despite the lack of a comprehensive study of its use across the United States, generalizations about increased use of preceptor-facilitated clinical education in prelicensure nursing programs are common in literature. [1,2] Within professional nursing education, preceptors are expected to assist in the student's education, socialization, and development of a safe and competent nursing practice as nursing faculty provide direction, supervision, and evaluate student progress. Given sparse objective evidence supporting the effectiveness of this model of prelicensure clinical education, it is important to gain a better understanding of current use of preceptors.…”

Section: Introductionmentioning

confidence: 99%

Nationwide use, challenges, facilitators, and impact of preceptors in prelicensure clinical nursing education

Novotny

Stark

2020

JNEP

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Background and objective: Preceptor-facilitated clinical nursing education prevalence information is dated. Information is most often limited to regional baccalaureate programs and provides sparse evidence of its education-related outcomes. The purpose of this study is to describe the nationwide use, structures, facilitators, and challenges of using preceptors in prelicensure clinical education; compare its use by program characteristics; and explore its impact on education-related outcomes.Methods: In this cross-sectional comparative study, prelicensure programs in randomly selected jurisdictions in all four regions of the US were identified and official pass rates obtained. Program administrators completed an online questionnaire about preceptor use, incentives used, challenges, facilitators, and perceived impact on program capacity.Results: Preceptors were used in 73% of the 366 responding programs. Prevalence rates ranged from 25% to 87% by program type and from 64% to 86% by region. Programs’ NCLEX-RN® pass rates and perceived impact on program capacity did not differ by use of preceptors. Most respondents indicated there was no impact although one-fifth perceived moderate to high impact. The top five challenges and facilitators to preceptor use were identified. Programs used a variety of preceptor incentives, ranging from 62% using informal recognition to 7% providing some type of financial compensation.Conclusions: Most programs use preceptors with differences by program type and region. Designating resources to enhance preceptor orientation and preceptor-student-faculty communications may be useful, as well as identifying the challenges and facilitators. While a variety of preceptor incentives are available, few offer direct monetary compensation. Regional preceptor incentive data provide useful benchmarks. With high rates of use in some sectors and yet no demonstrable influence on pass rates, closer scrutiny of the quality of preceptor-facilitated educational experiences and associated outcomes are warranted.

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Review of State Boards of Nursing Rules and Regulations for Nurse Preceptors

Abstract: Because preceptors are utilized to such a great extent, the eligibility, selection, preparation, and expectations of preceptors and faculty who work with them should be more explicit. [J Nurs Educ. 2018;57(3):134-141.].

Cited by 20 publications

References 23 publications

Preceptor Practice

Preceptor Practice

Career Development of Nursing Preceptors in Iran: A Descriptive Study

Nationwide use, challenges, facilitators, and impact of preceptors in prelicensure clinical nursing education

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