What Motivates Our Practice Colleagues to Precept the Next Generation?

Renda, Susan; Fingerhood, Marianne; Kverno, Karan; Slater, Tammy; Gleason, Kelly; Goodwin, Miki

doi:10.1016/j.nurpra.2021.09.008

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Identifying these NPs and engaging them in precepting is essential to expanding the number of available preceptors. Expanding programs that permit financial compensation of preceptors, providing other monetary incentives including tax incentives, and consistently offering nonmonetary benefits preceptors can demonstrate their value to NP programs, the profession, and aid the recruitment of new preceptors (Aiken et al, 2018; Carelli, Peris & Thompson, 2019; Gaynor & Barnes, 2021; Renda et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…This model is time intensive; however, it is vital to the student's growth and transition into practice. Barriers to precepting identified in the literature include productivity requirements, preceptor fatigue, onboarding students to the electronic medical record, the requirement for affiliation agreements, billing requirements, increased enrollment, lack of support from employers, request for renumeration, and COVID (Doherty et al, 2020; Peck & Sonney, 2021; Renda et al, 2022). Of note, an additional barrier may be the specialty in which a preceptor practices because a preceptor's area of practice must align with the NP program requirements; otherwise, they may not serve as a preceptor (National Task Force on Quality Nurse Practitioner Education, 2016; NTF 2022).…”

Section: Introductionmentioning

confidence: 99%

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Meeting the need for nurse practitioner clinicals: A survey of practitioners

Gigli

Gonzalez

2022

J Am Assoc Nurse Pract

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Background:The increase in the number of nurse practitioner (NP) students requires increased clinical practice sites and prepared preceptors.Purpose:This study describes NPs' clinical experiences as a student and their current practices as an NP preceptor.Methodology:A descriptive study design used a 38-item web-based survey conducted in June and July 2021.Results:A total of 334 NPs practicing in Texas responded; most had been NPs for 10 or fewer years (58.2%) and in their positions less than 5 years (50.3%). A plurality of respondents was required to find their own clinical placements (46%). The most common challenge in obtaining clinical placements was finding preceptors (33%). Nurse practitioners reported excellent clinical experiences (39.3%) as a student and believed that they were generally well prepared for the NP role (38.9%) and to care for their specialty patient population (46.1%) upon graduation. Sixty percent of respondents reported not currently precepting, 37.6% had never been asked to precept, whereas 32.8% reported that employers restricted precepting. Family NPs were the least likely to precept.Conclusions:Nurse practitioners report positive clinical experiences that prepare them for NP careers. Multiple opportunities exist to enlist additional NPs as preceptors for NP students.Implications:There is capacity within the current NP workforce to meet the clinical educational needs of NP students. Future work should examine best practices to engage NPs who are not currently preceptors. As policies change NP education, research should examine the implications of the preparation for NP roles at the time of graduation, organizational outcomes, and quality of care.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Meeting the need for nurse practitioner clinicals: A survey of practitioners

Gigli

Gonzalez

2022

J Am Assoc Nurse Pract

View full text Add to dashboard Cite

show abstract

“…The one area that was not improved, and has been a long-term challenge with clinical education, is the lack of support at the practice level. At the same time, meeting the needs of clinical preceptors through other means like free continuing education, adjunct faculty appointment, and formal recognition for career advancement is essential for optimizing APRN competency development (Renda et al (2022). Cretu and Stilos (2021) stressed the importance of clinical placements for APRN students to develop competencies necessary for successful practice.…”

Section: Introductionmentioning

confidence: 99%

Competency-based evaluation: Collaboration and consistency from academia to practice

Jenkins-Weintaub

Goodwin

Fingerhood³

2023

J Am Assoc Nurse Pract

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Competency-based evaluation is not a new concept in nursing education. The Essentials: Core Competencies for Professional Nursing Education (AACN Essentials), published in 2021, and the NONPF Nurse practitioner Role Core Competencies (2022) have provided us with the most recent roadmap for curriculum development and student evaluation. Using these two national guidelines and the Standards for Quality Nurse practitioner Education (2022), we examined ways to unify curriculum and competency in clinical practice. Through a review of the available literature, the lack of standardization in evaluating competency in clinical practice was evident. A framework for evaluation was developed including concepts from other health care discipline competency models. This article presents the resulting evaluation of a tool across academia and practice. Clinical preceptors are an extension of the faculty and play a significant role in developing practice competencies in advanced practice nursing students. Providing preceptors with a comprehensive framework we derived from the already existing PRIME model, and which we use with simulated patients, allows for the evaluation of clinical competencies in a variety of clinical settings. Consistency of evaluation across settings assures the attainment of the competencies necessary to perform safely and effectively in the practice environment.

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Preceptors and the New Neonatal Nurse Practitioner Educational World

Moss,

Savin,

Sharpe

et al. 2023

Neonatal Network

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The need for neonatal nurse practitioner (NNP) preceptors has never been greater. Precepting is a professional responsibility with both rewards and challenges. The recent pandemic has brought about new challenges, not the least of which is burnout from clinical, learner, and environmental demands. A new educational model from the American Association of Colleges of Nursing and the National Task Force outlines educational and preceptor requirements aimed at improving the advanced practice educational experience for students and preceptors. Available research provides evidence of what preceptors value and how to develop best practices with academic institutions to advocate for their students. This article will discuss new nursing educational models and the role of the NNP preceptor and analyze current best practices in preceptor recruitment and retention while discussing national trends impacting personal and professional NNP practices.

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What Motivates Our Practice Colleagues to Precept the Next Generation?

Cited by 3 publications

References 15 publications

Meeting the need for nurse practitioner clinicals: A survey of practitioners

Meeting the need for nurse practitioner clinicals: A survey of practitioners

Competency-based evaluation: Collaboration and consistency from academia to practice

Preceptors and the New Neonatal Nurse Practitioner Educational World

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