Challenges Faced by Preceptors Serving in Dual Roles as Health Care Providers and Clinical Educators

Abstract

Context Preceptors play an integral role in training athletic training students (ATSs). Balancing roles as health care providers and educators can often be challenging. Role strain is a documented concern for the preceptor, yet limited information is available regarding other issues faced while supervising ATSs. Objective To explore preceptor challenges. Design Qualitative study. Setting Athletic training programs. Patients or Other Participants A total of 41 preceptors from 2 different data collection procedures (cohorts) participated in the study. Preceptors had an average of 6 ± 2 years (cohort 1) and 5 ± 3 (cohort 2) years of experience as clinical educators, respectively. The preceptors were distributed between college (25) and secondary school (16) settings. Data Collection and Analysis Data were collected via telephone interviews (cohort 1) and asynchronous online interviews using Question Pro (cohort 2). We used a combination of grounded theory and inductive procedures for data analysis. Credibility of the data was established by investigator and data analyst triangulation in addition to peer review. Results Role strain was reported by preceptors as they attempted to balance their responsibilities as health care providers and clinical educators. Working conditions characterized by long hours, high patient volumes, and inadequate compensation hindered preceptors' ability to foster a positive learning environment. Because of contrasting personalities and different expectations, some preceptors experienced challenges interacting with students. Conclusions The preceptor position involves meeting the high standards for education and health care simultaneously. Preceptor training does not often address the challenges of balancing multiple roles. It therefore becomes important for ATSs and preceptors to develop strong lines of communication and determine an appropriate schedule for educational activities. Clinical coordinators should consider both the personalities of preceptors and ATSs and the workload of the preceptor when determining clinical assignments.

Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

“…4 Recent research suggests preceptors experience role strain because of the increased demands serving as a preceptor places on their time. 4,5 Providing preceptors with appropriate training and socialization into their roles may help mitigate some of that role strain. 4 Recently, Mazerolle et al 6 found preceptors are typically socialized into their roles through a combination of formal and informal processes.…”

Challenges of the preceptors working with new nurses: A phenomenological research study

“…Overall, studies that have focused on the experiences of preceptors are scarce, and the available research has mainly addressed the experiences of preceptors working with undergraduate nursing students (Dodge et al, 2014;Higgins et al, 2010;Muir et al, 2013;Omansky, 2010). The aim of this study is to explore the experiences of preceptors working with new nurses in Iran.…”

Cultivating Symbiosis of Preceptor-Student Interactions in Clinical Education

“…Moreover, clinical expertise is often a key element to mentoring, 8 yet little data is available on the importance of experience and expertise and how they affect the mentoring received by students. The apprenticeship model for educational training, a model that is built upon the notion of mentoring and modeling best practices, is commonplace in healthcare programs (i.e., physical therapy, medical school, and others).…”

“…11 Coupling the role as a preceptor with expectations that, as healthcare providers, preceptors must also (1) stay current in their practice, (2) continue to cultivate their clinical skills and competence, and (3) comply with additional responsibilities, can place a great deal of strain on preceptors to balance the various responsibilities. 8 This strain can be exacerbated because often the athletic trainer, who does not typically possess a background in pedagogy, is asked to provide instruction and feedback to the student. Developing an understanding for the role expectations as a preceptor is often completed through two means: formal and informal activities.…”

“…8 The athletic trainer, upon taking their first position or moving to a new one, must learn the "ropes" and gain an appreciation for the breadth of their role and expectations associated with their workplace environment, a process that can often take a few years. This process, in the literature, is often referred to as role inductance.…”