The experience of two practice education models: Collaborative learning unit and preceptorship

Callaghan, Doris; Watts, Wilda E.; McCullough, Deborah; Moreau, Jeannine; Little, Maureen; Gamroth, Lucia; Durnford, Kerry Lynn

doi:10.1016/j.nepr.2008.08.010

Cited by 43 publications

(39 citation statements)

References 18 publications

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Section: 14mentioning

confidence: 99%

“…Examples of multiple mentoring approaches, with more than one mentor and mentee in a team, have been described in health professions including nursing [23] and occupational therapy [24] . Callaghan and colleagues [23] compared the strengths and limitations for nursing students working with one mentor in the preceptorship model versus with multiple mentors in collaborative learning units. Although the authors reported that each approach provided complimentary learning opportunities, having multiple mentors enabled students to experience different approaches to care, appreciate the importance of a multidisciplinary team in providing complex care, and begin to work independently.…”

Section: 14mentioning

confidence: 99%

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Past experiences, current realities and future possibilities for HIV nursing education and care in Canada

Mill

Caine

Arneson

et al. 2014

JNEP

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Nurses may have inadequate basic education and opportunities for continuing education in relation to HIV care. As well nurses may perpetuate and impose stigma. We developed, implemented and evaluated an educational intervention to reduce stigma and discrimination among nurses providing HIV care. The intervention used a mentorship model that brought experienced nurses in HIV care and people living with HIV together with nurses who wanted to learn more about HIV nursing care. We examined our findings in relation to past experiences, current realities and future possibilities for HIV nursing education and care in Canada. Our findings demonstrated that many nurses were interested in improving their HIV care, yet few opportunities existed for them to do so. We found that HIV nursing education and expertise were significantly different among participants and across clinical sites. This difference was visible in basic education, services offered for HIV and AIDS care, the collaborative and inter-professional nature of care, and opportunities for continuing education. Mentorship education is an effective strategy to not only address a critical void in knowledge, but also to promote a fundamental shift in attitudes. With the recent call by the World Health Organization to place nurses in key positions to provide HIV care, treatment and prevention, it is imperative to prepare nurses at both the undergraduate and graduate level, as well as those in practice, to fulfill this call.

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Section: 14mentioning

confidence: 99%

Section: 14mentioning

confidence: 99%

Past experiences, current realities and future possibilities for HIV nursing education and care in Canada

Mill

Caine

Arneson

et al. 2014

JNEP

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“…These authors suggested that effective mentorship programs required long-term multidimensional teaching strategies. Recent mentorship models highlighted the benefits and challenges of involving individuals with diverse skill sets, areas of expertise, and mentorship qualities (Callaghan et al, 2009;Copley & Nelson, 2012). (Travers et al, 2008).…”

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confidence: 99%

A Mixed-Methods Outcome Evaluation of a Mentorship Intervention for Canadian Nurses in HIV Care

Worthington

O’Brien

Mill

et al. 2016

Journal of the Association of Nurses in AIDS Care

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We assessed the impact of an HIV care mentorship intervention on knowledge, attitudes, and practices with nurses and people living with HIV (PLWH) in Canada. We implemented the intervention in two urban and two rural sites with 16 mentors (eight experienced HIV nurses and eight PLWH) and 40 mentees (nurses with limited HIV experience). The 6-to 12-month intervention included face-to-face workshops and monthly meetings. Using a mixed-methods approach, participants completed pre-and postintervention questionnaires and engaged in semistructured interviews at intervention initiation, mid-point, and completion. Data from 28 mentees (70%) and 14 mentors (87%) were included in the quantitative analysis. We analyzed questionnaire data using McNemar test, and interview data using content analysis. Results indicated positive changes in knowledge, attitudes, and practices among nurse mentees, with qualitative interviews highlighting mechanisms by which change occurred. Mentorship interventions have the potential to engage and educate nurses in HIV treatment and care. *Correspondence to: vera.caine@ualberta.ca. DisclosuresThe authors report no real or perceived vested interests that relate to this article that could be construed as a conflict of interest. PLWH;Mill, Edwards, Jackson, MacLean, & Chaw-Kant, 2010;Mill et al., 2013). Stigma may result in people at risk for HIV delaying testing (Pottie et al., 2014) and lead to HCP providing differential care to PLWH (Mill et al., 2013). Stigma perpetuated by nurses may be related to a lack of knowledge and educational preparation about HIV clinical management and counseling, religious background, or workplace culture (Waluyo, Culbert, Levy, & Norr, 2015).HIV education for HCP is important to promote best practices. Education increases knowledge and promotes positive changes in attitudes, making it key to addressing HIV stigma in health care settings (Aggleton, Yankah, & Crewe, 2011). Despite the benefits, limited evidence exists to evaluate the impact of different approaches to HIV education for HCP (Aggleton et al., 2011). The Canadian Association of Nurses in AIDS Care (CANAC, 2013) recently highlighted deficits in education for nurses in HIV care. CANAC argued that nurses were graduating with insufficient theoretical and clinical experience in HIV care and with "… limited understanding of the broader social, cultural, and historical contexts with which HIV/AIDS is located" (CANAC, 2013, p. 2). WHO (2013) suggested that nurses were in key positions to provide HIV care, treatment, and prevention, and thus it was essential to prepare nurses at the undergraduate and graduate levels, as well as those in practice, to successfully engage in these roles. However, the impact of HIV education programming for nurses to advance knowledge, and practice and address stigma was unclear. Mentorship is one strategy to increase knowledge and skills in HCP. In order to advance education programming for nurses, we implemented and evaluated a mentorship intervention in HIV care for nu...

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“…While there has been a focus in nursing education literature on transition strategies in undergraduate programs, these tend to by driven by government mandates on institutions competing to develop the most cost-effective programs that meet workforce expectations of new graduates concerning consolidation of practice (Callaghan et al, 2009). …”

Section: A Conceptual Landscape Of Transitionmentioning

confidence: 99%

Quiet Lampshade in the Corner? Exploring Fourth Year Nursing Students' Narratives of Transition to Professional Practice

Szabo¹,

Jakubec²,

Janzen³

2016

Quality Advancement in Nursing Education - Avancées en formatio

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The experience of two practice education models: Collaborative learning unit and preceptorship

Cited by 43 publications

References 18 publications

Past experiences, current realities and future possibilities for HIV nursing education and care in Canada

Past experiences, current realities and future possibilities for HIV nursing education and care in Canada

A Mixed-Methods Outcome Evaluation of a Mentorship Intervention for Canadian Nurses in HIV Care

Quiet Lampshade in the Corner? Exploring Fourth Year Nursing Students' Narratives of Transition to Professional Practice

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