A Systematic Review on Interventions Supporting Preceptor Development

Abstract

Increases in newly licensed nurses and experienced nurses changing specialties create a challenge for nursing professional development specialists (NPDS). The NPDS must use the best available evidence in designing programs. A systematic review of interventions for developing preceptors is needed to inform the NPDS in best practice. A search was conducted for full-text, quantitative, and mixed-methods articles published after the year 2000. Over 4000 titles were initially identified, which yielded 12 research studies for evaluation and syntheses. Results identified a limited body of evidence reflecting a need for NPDS to increase efforts in measuring the effectiveness of preceptor development initiatives.(See CE Video, Supplemental Digital Content 1, http://links.lww.com/JNPD/A9).

The effects of nursing preceptorship on new nurses’ competence, professional socialization, job satisfaction and retention: A systematic review

“…The study findings showed that preceptorship significantly increased new nurses’ overall competence. A systematic and planned preceptorship programme could strengthen new nurses’ learning capabilities and clinical adaptation (Earle, Myrick, & Yonge, ; Whitehead, Owen, Holmes, Beddingham, Simmons, Henshaw,… Walker, ; Windey, Lawrence, Guthrie, Weeks, Sullo, & Chapa, ). However, the results showed limited effects of preceptorship on new nurses’ competence in the dimension of critical care, administration and clinical teaching.…”

How mentoring education affects nurse mentors’ competence in mentoring students during clinical practice – A quasi‐experimental study’

“…Mentoring education generally includes versatile themes, such as the roles and responsibilities of a mentor, adult learning theories, clinical teaching pedagogies, clinical assessment strategies, feedback skills, effective communication , management of challenging situations and leadership techniques . In this way, most mentoring education aims to develop mentors’ knowledge, skills and attitudes towards clinical practice mentoring students; hence, the content of the education includes evidenced‐based practice, time management, diversity, rewards and benefits and motivation . Mentoring education also commonly utilises virtual environments, as online learning is feasible and more appropriate for continuing education .…”

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

“…Similar to our findings, many health care professions, such as nursing, have continued to use formal in-person workshops as a primary mechanism to deliver preceptor development. 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.…”

“…Although the body of evidence that has examined the content included within preceptor development opportunities is somewhat limited, a few authors have noted this content has focused on improving specific skills associated with clinical teaching. 4,24,27,36,37 For example, the systematic review conducted by Windey et al 24 focused on reviewing interventions that support nursing preceptor development. They reported the content most frequently included in preceptor development was giving and receiving feedback, effective communication, facilitating adult learning, and reviewing roles and responsibilities of the preceptor, as well as development and evaluation of clinical judgment.…”