Nursing Clinical Faculty Revisited: The Benefits of Developing Staff Nurses as Clinical Scholars

Kowalski, Karren; Homer, Marianne; Carroll, Kimberly; Foss, Katherine A.; Jarrett, Sara; Kane, Lee Ann

doi:10.3928/00220124-20070301-08

Cited by 43 publications

(29 citation statements)

References 16 publications

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“…Use of EBP in the health care setting Delunas & Rooda, 2009;Seldomridge, 2004Bonnel et al, 2003Delunas & Rooda, 2009Stahl et al, 2008 Satisfaction (n = 12) Satisfaction of clinical faculty Satisfaction of students. Delunas & Rooda, 2009;Kowalski et al, 2007;Murray, 2007;Warren & Mills, 2009;Bonnel et al, 2003;Seldomridge, 2004Delunas & Rooda, 2009Kowalski et al, 2007;Murray, 2007;Bonnel et al, 2003;Seldomridge, 2004 Recruitment and retention (n = 6) Recruitment Students into the program Faculty into the program Students into workforce Retention of nursing staff and clinical faculty.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Strategies to Address the Clinical Nursing Faculty Shortage

Wyte-Lake¹,

Tran²,

Bowman³

et al. 2013

J Nurs Educ

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This systematic review provides a comprehensive assessment of models used to expand the ranks of clinical nursing faculty. Nursing faculty shortages constrict the pipeline for educating nurses and make addressing the projected nursing shortage more difficult. Schools of nursing have denied admission to qualified applicants, citing insufficient numbers of nursing faculty as one major reason. Using key search terms in PubMed(®) and CINAHL(®), we identified 14 peer-reviewed articles published between 1980 and 2010 about models for expanding clinical faculty. Partnership models (n = 11) and expanded use of faculty resources (n = 9) were the most common strategies. Few (n = 8) studies assessed program efficacy. A need was identified for studies to assess the effect of alternative models on educational capacity and student performance and to examine the subcomponents of academic-practice partnerships and other innovative approaches to understand the essential factors necessary to implement successful programs.

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Section: Discussionmentioning

confidence: 99%

A Systematic Review of Strategies to Address the Clinical Nursing Faculty Shortage

Wyte-Lake¹,

Tran²,

Bowman³

et al. 2013

J Nurs Educ

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“…The Institute of Medicine Report (2009) testified the shortage of health professions faculty is one of the major challenges facing the twenty-first century; so innovative solutions must be sought to meet the objectives of the nursing (Kowalski et al, 2007). This idea of the role of CP was conceived by the nursing management at school of nursing.…”

Section: Q1 Why Was There the Need For Clinical Preceptors In The Unmentioning

confidence: 99%

Emerging Role of Clinical Preceptors (CPs) at a Private University, Karachi, Pakistan

Dias¹,

Lalwani²,

Khowaja³

et al. 2017

JETS

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Clinical preceptors (CPs) play an integral role to prepare skilled, competent and caring student nurses to perform their future roles as members of the health care team. The aim of this study was to explore processes and effectiveness of the new role of clinical preceptors (CPs) in a low income country. A case study using Tellis (1997) approach was used. Data was collected from different viewpoints including, nursing administration, nursing services, co-faculty and students. The findings of the study will contribute to an in-depth understanding about the emerging role of CPs and operationalization of this role within the undergraduate nursing programme in Pakistan. The study findings endorse that CPs support clinical education of the nursing students' provided there is mentorship and a program for teaching and learning. Through this case study the authors demonstrated the complexities and challenges of introducing a new role. Additionally, factors like institutional support, resources and mentorship are vital elements to support the new emerging role of CPs. It is envisioned that this new role can be replicated in other health care disciplines locally and regionally.

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“…[13] Staff nurses' ability to facilitate clinical learning, role transition, and professional socialization of students is documented in research; [14,15] however, simply because a nurse is an expert clinician does not mean that he or she is an expert preceptor. In fact, the preceptor role has been described as one that is full of role ambiguity, overload, and conflict.…”

Section: Literature Reviewmentioning

confidence: 99%

“…[28] Preceptors themselves have stressed the need for clearer role expectations, guidance, and support; [17,29] however, preceptors have reported that they feel ill-prepared to assume the role. [13,30,31] Kowalski et al [15] suggest that a lack of preparation is a reason for burnout and dissatisfaction with nurses working as preceptors. There is consensus in the literature that preceptors need some type of preparation.…”

Section: Literature Reviewmentioning

confidence: 99%

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

Hall

2016

JNEP

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Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN's perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

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Nursing Clinical Faculty Revisited: The Benefits of Developing Staff Nurses as Clinical Scholars

Cited by 43 publications

References 16 publications

A Systematic Review of Strategies to Address the Clinical Nursing Faculty Shortage

A Systematic Review of Strategies to Address the Clinical Nursing Faculty Shortage

Emerging Role of Clinical Preceptors (CPs) at a Private University, Karachi, Pakistan

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

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