Advancing Nurse Practitioner Preceptor and Student Engagement in Evidence-based Practice at the Point of Care

Psychiatric-mental health nurse practitioner student preceptorship: Perspectives on the clinical training

“…[26] This paper discusses the extent the literature supports establishing the types of relationships and environments aimed at achieving a successful PMHNP-student clinical preceptorship. This includes Lucas & Bischof (2014) [7] and Trede, Sutton & Bernoth (2016) [9] who noted that preceptors should provide the environment and teaching strategies conducive to learning and retaining of information. Putting the concept of PMHNPstudent preceptorship into reflective focus is in line with our contemporary society's evolving health conditions, healthcare sectors, delivery of health care; and where innovative and transformative educational approaches are necessary to keep pace.…”

“…In reviewing the nursing literature, it is evident that preceptorship can be conceptualized as a mid-range theoretical construct that forms the framework for the practice specialty. [5][6][7][8][9] As a concept, Marfell [10] (2011) defined nursing preceptorship as the relationship between two nurse learners, one novice and one experienced in their chosen professional specialty. In the PMHNP-student relationship, the nurse practitioner is the preceptor with the knowledge and expertise to effectively: (1) orient the student to the practice specialty, (2) bridge theory to practice, (3) teach required skills and techniques, (4) evaluate clinical progress and outcomes, and (5) support professional transitioning.…”

“…Additionally, Elisabeth et al (2009) [16] and Trede et al (2016) [9] highlighted the importance of preceptors' pedagogical and epistemological competence in order to facilitate best practice clinical scholarship. Lucas & Bischof (2014), [7] Schumacher & Risco (2017), [17] and Weber et al (2016) [18] noted that preceptors who lack pedagogical abilities on accessing and utilizing evidence-based knowledge may have difficulty engaging and/or inspiring students during the preceptorship relationship-building process. Intrinsically, PMHNP preceptors' characteristics include: The commitment to give back as well as the enthusiasm to take on the demanding and timeconsuming challenges and responsibilities in order to share their expertise with students.…”