Strategies and resources for successful preceptor development

Ricchetti, Charlotte; Jun, Allison

doi:10.2146/ajhp100654

Cited by 13 publications

(12 citation statements)

References 3 publications

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“…Differences in age and educational background need to be considered when pairing a mentor with a mentee (Fox ). To become a mentor, training in socialisation, adult learning, professional skills, teaching strategies, communication and providing feedback are necessary (Baltimore , Ricchetti & Jun ). A mentor would use an open and friendly approach to communication, provide positive feedback, create a safe learning environment, offer career planning advice and act as a model for patient care (Hayes ).…”

Section: Mentor Selectionmentioning

confidence: 99%

The effectiveness and application of mentorship programmes for recently registered nurses: a systematic review

Chen

Lou

2013

J Nurs Manag

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Section: Mentor Selectionmentioning

confidence: 99%

The effectiveness and application of mentorship programmes for recently registered nurses: a systematic review

Chen

Lou

2013

J Nurs Manag

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“…This is similar to several programs in the United States, where common modalities for preceptor development are the use of live educational events, such as educational seminars, preceptor journal clubs, and online educational modules. 1,4 Participants in this study reported using the following development strategies for existing preceptors: one-on-one preceptor development, online preceptor education, and internal, live education seminars. Woloschuk and Raymond 8 described the use of preceptor coaches to provide feedback and support to existing preceptors in the Winnipeg Regional Health Authority (WRHA).…”

Section: Discussionmentioning

confidence: 99%

“…The education and development of preceptors can be offered in various formats, including live educational events (e.g., presentations 1,3 or journal clubs 1,4 ), print 1,5 or digital 1,6 education, virtual networking, 7 and one-on-one assessment and feedback. 1,8 Vos and Trewet 1 performed a before-and-after assessment of a multimodal preceptor development program, which included live, online, and written educational materials, as well as assessment of and feedback to individual preceptors.…”

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confidence: 99%

Assessment of Preceptor Development Strategies across Canadian Pharmacy Residency Programs

Bolt

Baranski

Bell³

et al. 2016

CJHP

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“…24 Others, such as pharmacy, are beginning to use other modalities such as formal online modules to present preceptor development while accommodating the needs of the preceptor. 25 Ricchetti and Jun, 26 for example, listed several online seminars and self-study modules aimed to improve the clinical teaching skills of pharmacy preceptors. Moreover, a few athletic training program administrators have also turned to online, asynchronous learning to deliver preceptor development.…”

Section: Deliverymentioning

confidence: 99%

The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs

Rager

Cavallario

Hankemeier

et al. 2019

Athletic Training Education Journal

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Context As professional athletic training programs transition to the graduate level, administrators will need to prepare preceptors to teach advanced learners. Currently, preceptor development is variable among programs and ideal content has yet to be identified. Exploring the development of preceptors teaching graduate learners can lead to an understanding of effective preceptorships. Objective To explore graduate professional athletic training program administrators' (ie, program directors', clinical education coordinators') experiences preparing and implementing preceptor development. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Eighteen program administrators (11 women, 7 men; 5.92 ± 4.19 years of experience; 17 clinical education coordinators, 1 program director). Participants were recruited and interviewed until data saturation was achieved. Main Outcome Measure(s) Interviews were conducted using a semistructured interview guide, and were recorded and transcribed verbatim. Data were analyzed by a 4-person research team and coded into themes and categories based on a consensus process. Credibility was established by using multiple researchers, an external auditor, and member checks. Results Participants reported the delivery of preceptor development occurs formally (eg, in person, online) and informally (eg, phone calls, e-mail). The content typically included programmatic policies, expectations of preceptors, clinical teaching methods, and new clinical skills that had been added to the curriculum. Adaptations to content were made depending on several factors, including experience level of preceptors, years precepting with a specific program, and geographical location of the program. The process of determining content involved obtaining feedback from program stakeholders when planning future preceptor development. Conclusions Complex decision making occurs during planning of preceptor development. Preceptor development is modified based on programmatic needs, stakeholder feedback, and the evolution of professional education. Future research should explore the challenges associated with developing preceptors, and which aspects of preceptor development are effective at facilitating student learning and readiness for clinical practice.

show abstract

Strategies and resources for successful preceptor development

Cited by 13 publications

References 3 publications

The effectiveness and application of mentorship programmes for recently registered nurses: a systematic review

The effectiveness and application of mentorship programmes for recently registered nurses: a systematic review

Assessment of Preceptor Development Strategies across Canadian Pharmacy Residency Programs

The Preparation and Development of Preceptors in Professional Graduate Athletic Training Programs

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