Interprofessional education in the clinical setting: A qualitative look at the preceptor's perspective in training advanced practice nursing students

Abstract

With the shift towards interprofessional education to promote collaborative practice, clinical preceptors are increasingly working with trainees from various professions to provide patient care. It is unclear whether and how preceptors modify their existing precepting approach when working with trainees from other professions. There is little information on strategies for this type of precepting, and how preceptors may foster or impede interprofessional collaboration. The purpose of this qualitative description pilot study was to identify current methods preceptors use to teach trainees from other professions in the clinical setting, particularly advanced practice nursing and medical trainees, and to identify factors that support or impede this type of precepting. Data collected through observations and interviews were analyzed by the research team using thematic analysis procedures. Three major themes were identified: 1) a variety of teaching approaches and levels of engagement with trainees of different professions, 2) preceptor knowledge gaps related to curricula, goals, and scope of practice of trainees from other professions, and 3) administrative, structural and logistical elements that impact the success of precepting trainees from different professions in the clinical setting. This study has implications for faculty development and evaluation of current precepting practices in clinical settings.

Práticas exitosas dos preceptores de uma residência multiprofissional: interface com a interprofissionalidade

“…Thus, in this text, interprofessionality was used focusing on the best practices developed by preceptors, even though these are related to multiprofessionality, as the elements brought by the group of preceptors reveal characteristics related to interprofessional education in the daily routine of the services and in the action of preceptors, residents, and service professionals. These experiences are opposed to those of interprofessional education that occur in classroom activities or clinical simulations, and that is why they deserve to be disseminated 24 .…”

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

“…Organisational support could involve specifying practicebased IPE in the organisational strategy, thus increasing visibility and status. In practical terms offering interprofessional facilitation training would both support educators to work with students from other professions [16] while also evidencing organisational investment and value in practice-based IPE.…”

Use of Simulation to Increase Self-Directed Learning for Nurse Practitioner Students

“…Preceptors may have had previous training in IP education, or preceptors may have presumed that they understood or could extrapolate the NP clinical learning trajectory. IP preceptors may incorrectly presume or extrapolate learning trajectories from other professions, leading to less ideal learning situations (Chen et al, 2016).…”

“…Traditionally, clinical training was limited within a profession, with NPs teaching NP students and physicians teaching medical students or physician assistants. With the increase in interprofessional (IP) health care settings and the shortage of preceptors, educators are using IP precepting for student training across professions (Chen, Rivera, Rotter, Green, & Kools, 2016;World Health Organization, 2010). Although health professionals have a strong grasp of their own profession's training and educational trajectory, they typically receive no education about other professions, yet this knowledge is key to IP practice (Macdonald et al, 2010).…”