Contributing to the theory development of preceptorship

Billay, Diane; Yonge, Olive

doi:10.1016/j.nedt.2004.07.010

Cited by 46 publications

(43 citation statements)

References 31 publications

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“…1 The preceptors, who are experienced and competent clinicians, build supportive one-to-one teaching and learning relationships with pharmacy residents, who are usually newly qualified clinicians. 2 Preceptors have been shown to play an important role in the success of residency programs and the education of pharmacy students, 1 even though most have received little formal training to prepare them. 3 Understanding preceptors' specific educational needs is important for institutions to best prepare their staff for preceptorship.…”

Section: Introductionmentioning

confidence: 99%

“…Doing so will ultimately further the goal of the Canadian Society of Hospital Pharmacists (CSHP) to have more residency-trained pharmacists, 4 especially since the demand for hospital residency positions in Canada has been increasing. 5 A literature search of the MEDLINE, PubMed, and International Pharmaceutical Abstracts databases, in July 2010, yielded publications demonstrating that preceptorship is an effective method of teaching in medicine, nursing, and veterinary medicine, in addition to pharmacy, 2,[6][7][8][9][10][11] and supporting the implementation of training programs for preceptors in these fields.…”

Section: Introductionmentioning

confidence: 99%

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A Needs Assessment Study of Hospital Pharmacy Residency Preceptors

Truong

Wyllie

Bailie

et al. 2012

CJHP

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Needs Assessment Study of Hospital Pharmacy Residency Preceptors

Truong

Wyllie

Bailie

et al. 2012

CJHP

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“…Studies of precepting behaviors published in the medical [8][9][10][11][12][13][14][15][16][17][18] and nursing [19][20][21] literature most frequently require student or resident response to a series of educator-defined value statements, [8][9][10][11][12][13][14][15][16][17][18][19] but there may be other characteristics valued by students not represented in the educator-defined value statements. Student-defined value statements about medical and nursing preceptor behaviors are derived from qualitative studies where open-ended statements made by medical students or residents on their evaluation are analyzed and used to identify what students valued (or didn't) about their preceptors.…”

Section: Introductionmentioning

confidence: 99%

Student-Valued Measurable Teaching Behaviors of Award-Winning Pharmacy Preceptors

O’Sullivan

Lau

Patel

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To identify specific preceptor teaching-coaching, role modeling, and facilitating behaviors valued by pharmacy students and to develop measures of those behaviors that can be used for an experiential education quality assurance program. Methods. Using a qualitative research approach, we conducted a thematic analysis of student comments about excellent preceptors to identify behaviors exhibited by those preceptors. Identified behaviors were sorted according to the preceptor's role as role model, teacher/coach, or learning facilitator; measurable descriptors for each behavior were then developed. Results. Data analysis resulted in identification of 15 measurable behavior themes, the most frequent being: having an interest in student learning and success, making time for students, and displaying a positive preceptor attitude. Measureable descriptors were developed for 5 role-modeling behaviors, 6 teaching-coaching behaviors, and 4 facilitating behaviors. Conclusion. Preceptors may need to be evaluated in their separate roles as teacher-coach, role model, and learning facilitator. The developed measures in this report could be used in site quality evaluation.

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“…The preceptorship model is one of the most enduring and researched clinical education models and is considered by many to be a cornerstone of clinical education (Billay & Yonge, 2004;Budgen & Gamroth, 2008;Rebeiro et al , 2016;Sedgwick & Harris, 2012). Furthermore, preceptorship is a well-established educational model in Canadian nursing curricula.…”

Section: Preceptorship Modelmentioning

confidence: 99%

“…Canadian and international evidence suggest that preceptorship is one of the quintessential methods of clinical teaching within nursing education (Billay & Yonge, 2004;Myrick & Yonge, 2003). Preceptors play an important role in nursing students ' education prior to graduation by providing guidance, supervision, and role modelling in order to facilitate students' development of clinical reasoning skills, knowledge, and professional attitudes (Billay & Yonge, 2004;Budgen & Gamroth, 2008;Myrick & Yonge, 2003 ;Sedgwick & Harris, 2012;Yonge, Ferguson, & Myrick, 2006).…”

mentioning

confidence: 99%

It's complicated: staff nurse perceptions of their influence on nursing students' learning

Hanson¹

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The focus of this study is to extend our knowledge of teacher-led clinical practica from the perspective of the staff nurse. Nurses' self-appraisal of their contributions to nursing students' learning is an important element in enhancing our understanding of clinical education. This is particularly important in nursing education, in which much of the integrated learning takes place within the context of complex hospital environments and is often rooted in the informal interactions that occur between students and staff nurses. The student-staff nurse relationship not only impacts students' learning outcomes, but also students' desire to remain in the program, and ultimately, the profession. Given the importance of these interactions to student learning outcomes and the fact that the staff nurses may not even perceive that these interactions are part of the learning cycle, it is time to examine this phenomenon more closely.This study used a qualitative descriptive approach to answer the question: How do staff nurses perceive their contributions to nursing students' learning during teacher-led practica? Interview transcripts of nine staff nurses ' interviews within a Northern British Columbia regional hospital were analyzed. The findings show that nurses ' interactions with nursing students is complicated. Nurses wanted to train up their future colleagues but felt a significant burden of responsibility when having students on the wards. The sense of burden for the staff nurses was influenced by several factors : nurses' experience of the practice environment, their experience of the clinical instructor, their experiences of the students themselves, and their understanding of their own contributions to nursing students' learning.

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Contributing to the theory development of preceptorship

Cited by 46 publications

References 31 publications

A Needs Assessment Study of Hospital Pharmacy Residency Preceptors

A Needs Assessment Study of Hospital Pharmacy Residency Preceptors

Student-Valued Measurable Teaching Behaviors of Award-Winning Pharmacy Preceptors

It's complicated: staff nurse perceptions of their influence on nursing students' learning

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