A web-based clinical pedagogy program to enhance registered nurse preceptors' teaching competencies – An innovative process of development and pilot program evaluation

Wu, Vivien Xi; Chi, Yuchen; Chan, Yah Shih; Wang, Wenru; Ang, Emily; Zhao, Shengdong; Sehgal, Vibhor; Wee, Fong Chi; Selvam, Umadevi Panneer

doi:10.1016/j.nedt.2019.104215

Cited by 24 publications

(19 citation statements)

References 27 publications

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“…Other researchers have designed a program for nursing preceptors through a three-step process of theoretical framework, evidence from a systematic review of the literature, content validation by experts, and pretests. After the implementation of the pilot program, the preceptors stated that the content of the curriculum was useful to them and that they understood the real situation in the clinical environment [ 6 ]. Another study has also used the Delphi technique and literature review to prepare the contents of a competency-based curriculum [ 31 ].…”

Section: Discussionmentioning

confidence: 99%

“…Successful clinical education requires skills beyond clinical expertise to best facilitate student learning. As clinical nursing education is multifaceted, clinical nursing instructors must have skills in clinical practice, effective professional communication, and skills in guiding students in applying theory in practice, evaluating students’ clinical performance, and problem solving [ 6 ]. Having expert clinicians as PTCNIs brings benefits, which include diverse clinical experience and clinical expertise, familiarity with the rules in the clinical system, having a variety of knowledge and ideas to enhance students’ learning, and cost-effectiveness over full-time faculty members.…”

Section: Introductionmentioning

confidence: 99%

“…Although many educational institutions offer orientation programs, they are often not based on logical evidence or frameworks that support clinical content, but are designed based on the hypothetical learning needs of novice instructors. Professional development programs for clinical instructors, if structured and based on competency, lead to positive outcomes, increase job satisfaction, reduce the rate of attrition, and improve the performance of clinical nursing instructors [ 6 ]. The need for a sufficient number of PTCNIs is increasing.…”

Section: Introductionmentioning

confidence: 99%

“…Part of this program was implemented as a pilot study. Nursing preceptors stated that the program content was useful for them and helped them understand the real conditions of the clinical environment [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

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From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

et al. 2022

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Background Transition from a clinical expert nurse to a part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs. Methods A mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.’s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study. Results After integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = − 16.554, p = 0.0005). Conclusions This competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

et al. 2022

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“…Therefore, the clinical supervision process requires innovation to improve the quality of clinical supervision (Aladağ & Kemer, 2016). Several previous studies have shown that web-based clinical supervision is more widely used in the healthcare and aviation fields(X. V. Wu et al, 2020;Goo & Seo, 2020). The lack of online-based clinical supervision on education is the purpose of this study to analyze the clinical supervision [online].…”

Section: Introductionmentioning

confidence: 99%

The Improvement of Elementary School Teachers Through Web-Based Clinical Supervision

Rugaiyah

Kustandi

Rahmawati

et al. 2021

International Journal of Web-Based Learning and Teaching Technologies

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This study aimed to develop a valid draft clinical supervision web-based model for increasing the professionalism of elementary school teachers who have complete commitment, integrity, and competence in Jakarta, Indonesia. This study used qualitative research. Data was collected through observation and interview. The researcher worked together with three supervisors, five schools, two elementary school head chiefs, and three elementary school teachers. Clinical supervision consists of five phases following a research and development procedure, such as the initial preparation, observation, interpretation, post-observation meeting, and reverse meetings. The supervisor assessed explained clinical supervision web-based model was very effective and efficient considering teachers who had to be fostered in one target area, good communication between supervisors and teachers in the target area, because they could use the website and even upload videos teaching teachers in the classroom.

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Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University

Mukhalalati

Elshami

Awaisu

et al. 2022

Health Planning & Management

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Background ‘The Practice Educators' Academy Programme’ is an innovative educational intervention developed following a preceptor‐focussed needs assessment. The primary aim of this study was to evaluate the programme's effect on self‐efficacy and knowledge amongst multi‐disciplinary clinical preceptors who precept students across the Health Cluster in Qatar University. The secondary aim was to assess the preceptors' satisfaction with the programme's comprehensiveness, appropriateness, and relevance. Methods This is a longitudinal study, with the same participants followed at different time points (i.e., pretest‐posttest interventional design). The sample size was calculated to represent 10% of the sample expected for the main study, utilising a stratified convenience sampling technique. Preceptor self‐efficacy was assessed using the Preceptor Self‐Efficacy Questionnaire, a validated 21‐item questionnaire. Preceptor knowledge was assessed through a 25‐item multiple‐choice question test. Satisfaction with programme content and delivery was assessed through a 14‐item questionnaire with open comments. Results Thirty pretest‐posttest respondents for the PSEQ assessment, and 26 pretest‐posttest respondents for the knowledge assessment were appropriately matched and analysed. Participation in the self‐efficacy questionnaire resulted in a statistically significant increase in their posttest median score (pretest‐to‐posttest: 3.3‐to‐3.6, p = 0.001). Participation in the knowledge assessment resulted in a statistically significant increased posttest mean score (pretest‐to‐posttest: 10.2‐to‐15.7, p < 0.001). Participants indicated high levels of satisfaction with the programme (average score = 4.42/5). Conclusions Our findings suggest the programme is effective as demonstrated through a significant improvement in preceptors' self‐efficacy and knowledge. Recommendations for future iterations include placing greater focus on active learning strategies, and inter‐disciplinary interactions.

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A web-based clinical pedagogy program to enhance registered nurse preceptors' teaching competencies – An innovative process of development and pilot program evaluation

Cited by 24 publications

References 27 publications

From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

The Improvement of Elementary School Teachers Through Web-Based Clinical Supervision

Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University

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