New roles to support practice learning – Can they facilitate expansion of placement capacity?

Improving student support using Placement Development Teams: staff and student perceptions

“…2005, Murray & Williamson 2009). When placements are ‘overloaded’ with students, this can affect the quality of students’ practice placement experience (Magnusson et al. 2007, Mallik & Hunt 2007) and their ability to learn in practice.…”

Being a personal preceptor for nursing students: Registered Nurses’ experiences before and after introduction of a preceptor model

“…Other models have focused on a clinical placement coordinator (Drennan 2002), two preceptors for one learner (Hutchings et al. 2005) and roles to facilitate expansion of placement capacity (Magnusson et al. 2007).…”

“…Most recent models have focused on clinical supervision which bridges the theorypractice gap (Severinsson 1998, Baxter 2007, problem-based learning (Ehrenberg & Haggblom 2007), the role of a practice educator (Jowett & McMullan 2007), and the role of a placement facilitator (Clarke et al 2003). Other models have focused on a clinical placement coordinator (Drennan 2002), two preceptors for one learner (Hutchings et al 2005) and roles to facilitate expansion of placement capacity (Magnusson et al 2007).…”

Clinical teaching competence inventory for nursing preceptors: Instrument development and testing

“…Many existing frameworks are not necessarily applicable to contemporary teaching approaches. These frameworks included bridging the theorypractice gap (Baxter, 2007;Severinsson, 1998;Twinn & Davies, 1996), the collaboration model (Hallin & Danielson, 2009), the expansion of clinical experiences (Charleston & Happell, 2005;Magnusson, O'Driscoll, & Smith, 2007), and the role of practice educators (Jowett & McMullan, 2007;Kaviani & Stillwell, 2000), creating a positive learning environment (Zilembo & Monterosso, 2008), and one minute preceptor (OMP) model (Furney et al, 2001;Salerno et al, 2002;Teherani, O'Sullivan, Aagaard, Morrison, & Irby, 2007). These frameworks concern a generalized scope of a preceptor's functions, but hardly explore the aspects of effective teaching or preceptor's commitment in teaching.…”