Becoming a super preceptor: A practical guide to preceptorship in today's clinical climate

Barker, Elizabeth; Pittman, Oralea

doi:10.1111/j.1745-7599.2009.00487.x

Cited by 61 publications

(35 citation statements)

References 10 publications

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“…Other well-known challenges to the current model of clinical education include the shrinking availability of clinical sites due to competition among nursing program s and the changing regulations of the health care environment; inefficiencies and inconsistencies in the student clinical experience, such as the time wasted waiting for faculty to be available, and variations of sites and preceptors; and diffi culty securing preceptors due to issues such as burnout, fatigue, and concerns about loss of clinical practice productivity (Barker & Pittman, 2010).…”

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confidence: 99%

The Good News—Simulations Work, So Now What?

Jeffries

2015

J Nurs Educ

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confidence: 99%

The Good News—Simulations Work, So Now What?

Jeffries

2015

J Nurs Educ

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“…[24] The other forms of support that can be used to address DSS faced by CPs can be in the form of motivation such as remuneration for the time and energy expended by CPs and strategies to address issues such as poor communication between the faculty and CPs, burden of being responsible for the success and failure of a student, perceived powerlessness during decision making about the student, and lack of skills to manage conflict situations with students. [25] Training of CPs and preparation of students for clinical learning can help to familiarize, increase acceptance and consistent application of the good strategies the CPs reported to be using to manage DSS such as giving feedback and counselling, enforcing rules and regulations, giving simple tasks, acknowledging good behaviour and improvements, rewarding or penalizing during evaluation, and reporting to supervisors. The training programs can also be used to give CPs concrete approaches to precepting when faced with DDS.…”

Section: Discussionmentioning

confidence: 99%

An exploratory study of the perspectives of clinical preceptors about difficult student situations during clinical teaching of final year undergraduate nursing students

Muliira

Fronda

Raman

2014

JNEP

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The aim of this study was to explore the perceptions of clinical preceptors (CPs) about difficult student situations during clinical teaching and the strategies they use to deal with such situations in the clinical setting. The participants were nurses who perform the role of clinical preceptor for senior nursing students at a University Hospital. The study used a descriptive qualitative approach to collect data through focus group discussions (FGD). Transcribed FGD data were content analyzed and coded to generate categories of difficult student situations in the clinical setting. The findings show that the CPs perceptions about difficult student situations in the clinical setting fall under four major categories of slothfulness, obstinateness, attentiveness and selfishness. The CPs also identified some of the strategies they use to manage these difficult student situations. In conclusion, it seems that during clinical teaching CPs experience challenging difficult student situations some of which can be considered as incivility and have significant implications for clinical teaching or learning and patient care outcomes. There is need for further studies about difficult student situations and incivility in the clinical setting and the effect it has on clinical student teaching, learning outcomes, and patient safety.

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“…Their role is to promote critical thinking and problem-solving skills that form the essence of an academic education (Carlson, Wann-Hansson & Pilhammar, 2009). They are also expected to direct students towards organizing their behaviours and strategies for achieving effective and efficient patient care (Barker & Pittman, 2010). For this reason, it is important that preceptors find the time to support students in reflecting on their clinical practice, for which one of the tools at their disposal is guided reflection (Duffy, 2009).…”

Section: The Role Of the Preceptor In The Student's Assimilation Of Tmentioning

confidence: 99%

Upgrading Learning In Nursing Preceptorship Using A Reflection Tool

Goldman¹

2018

The European Proceedings of Social and Behavioural Sciences

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Nursing, as a progressive and developing profession, requires those who engage in it to demonstrate well developed critical thinking, as early as their undergraduate training. Reflection skills are a mechanism for developing critical thinking and they form part of the core of the nursing training programme. Preceptors have a major role in helping students perform reflection, through guided reflection that facilitates the development of critical thinking. Nonetheless, it is hard to instil productive reflective thinking in students and to sufficiently develop their critical thinking. An academic nursing school in central Israel developed a tool called Reflective Nursing Debriefing (RND), based on well-established principles of reflection, which constitutes an initiated, systematic and structured reflective learning tool for the development of critical thinking. This tool is used by students to perform reflection and by preceptors for the purpose of monitored involvement in guided reflection. In practice, preceptors do not achieve full utilization of the tool, and thus students are not exposed to its potential contribution to developing their critical thinking. The case study presented in this paper portrays the issue by analysing three cases that utilized this tool, with the preceptor employing guided reflection, and it suggests important recommendations for preceptors.Additionally, it offers professional nursing education recommendations with regard to the system's responsibility for achieving professionalization of preceptors. This will help preceptors use the tool properly and develop a prominent skill necessary for guided reflection and in general, develop better critical thinking among students.

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Becoming a super preceptor: A practical guide to preceptorship in today's clinical climate

Abstract: The education of tomorrow's practitioners is a mutual professional partnership among the stakeholders in the educational process. Application of practical strategies for enhancing this partnership will make the experience realistic and rewarding.

Cited by 61 publications

References 10 publications

The Good News—Simulations Work, So Now What?

The Good News—Simulations Work, So Now What?

An exploratory study of the perspectives of clinical preceptors about difficult student situations during clinical teaching of final year undergraduate nursing students

Upgrading Learning In Nursing Preceptorship Using A Reflection Tool

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