Preceptor support to improve nurse competency and satisfaction: A pilot study of novice nurses and preceptors in a pediatric intensive care unit

Hickerson, Kirsten A; Terhaar, Mary; Taylor, Laura A.

doi:10.5430/jnep.v6n12p57

Cited by 6 publications

(4 citation statements)

References 23 publications

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“…Some studies indicate that programmes to improve competency among preceptors increase satisfaction in both novice nurses and preceptors (Hickerson et al, 2016; Kim & Shin, 2017). The work of Wu et al (2014) reports that standard education for nursing practice competency has been shown to enhance clinical competency such as collection of health information, physical assessment, scenario simulation and communication in an experimental group compared with a control group.…”

Section: Discussionmentioning

confidence: 99%

Factors associated with teaching efficacy among nurse educators in hospital settings

Shin

Kang

Hwang

et al. 2021

Journal of Clinical Nursing

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Aims and objectives The objective of this study was to examine differences in personal characteristics, core practice competency and role stress according to levels of teaching efficacy among clinical nurse educators working in general hospitals. Background In the clinical setting, successful adaptation to instruction among practicing clinical nurse educators is challenging. Design Secondary analysis of data through a cross‐sectional study design was adopted. Methods Originally, 565 nurses were recruited from general hospitals; 364 were included in this study. Participants were nurses with more than 1 year of experience in various settings from 16 general hospitals wherein nursing students trained for clinical practicum in five cities in South Korea. Self‐reported data were collected via the Teaching Efficacy, Core Practice Competency and Perceived Stress Scales assessing clinical education‐related teaching efficacy, core practice competency and role stress. In the analyses, comparison between nurses with high and low teaching efficacy was conducted. We have followed through the EQUATOR (e.g. STROBE) research checklist for the preparation of this manuscript. Results According to univariate analysis, levels of teaching efficacy were shown to be higher with age, longer clinical careers, in those undergoing a doctoral course or with a doctorate, previous experience in providing clinical education and enrolment in continuing education for clinical education. In the multivariate analysis, enrolment in continuing education for clinical education, assessment and intervention skills, critical thinking skills, teaching skills and role ambiguity were associated with level of teaching efficacy among nurse educators. Conclusion Based on the results of this study, we recommend that nursing administrators should foster the recognition of personal characteristics in potential clinical nurse educators or preceptors with high teaching efficacy. Relevance to clinical practice Nurses should be supported by providing them with opportunities for professional development to enhance teaching efficacy.

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Section: Discussionmentioning

confidence: 99%

Factors associated with teaching efficacy among nurse educators in hospital settings

Shin

Kang

Hwang

et al. 2021

Journal of Clinical Nursing

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“…In 2016, a preliminary evaluation of the existing preceptorship model was conducted across the nearly 600-bed organization, which employs 2,644 clinical nursing full-time equivalents and hires nurses at a rate of approximately 500 per year. Hickerson et al (2016) found that a large proportion of nurse preceptors reported a lack of support, low morale, and poor satisfaction with the role. These results indicated that, although the long-standing model may have been adequate in meeting nursing onboarding demands, the institution had significant room for improvement.…”

Section: Needs Assessmentmentioning

confidence: 99%

Elevating the Preceptor Role

et al. 2022

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“…However, these checklists were designed to ensure that NGNs had received training and mastered certain skills, rather than focused on completion of specific daily tasks. Most of the research regarding NGN orientation program improvement initiatives involves preceptor development and training (Hickerson et al, 2016; Senyk & Staffileno, 2017). One review evaluated various strategies utilized in the literature to develop critical thinking skills in NGNs and concluded that preceptors were critical to developing the critical thinking skills of NGNs, regardless of strategy used (Schuelke & Barnason, 2017).…”

Section: Available Knowledgementioning

confidence: 99%

The Use of Checklists Among New Graduate Nurses in a Surgical Intensive Care Unit to Improve Patient Safety and Outcomes

Dippel¹,

Duli²,

Keckeisen³

2021

J Nurses Prof Dev

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New graduate nurses (NGNs) in the intensive care unit have trouble learning standards of care essential to patient safety and outcomes. Two checklists were developed to help NGNs learn to consistently practice to the unit standards of care during orientation. NGNs were more consistently able to practice to the standards of care compared to a control group that had not utilized the checklists. Preceptors noticed modest improvements in the abilities of NGNs to practice to the standards of care. It is essential that nursing care be held to the highest standard to maintain patient safety and achieve positive outcomes. This includes regular assessment and care of intravenous (IV) drips and IV access, vital signs monitoring and emergency equipment, invasive devices, and hemodynamic monitoring systems as well as preparation for shift change to ensure a smooth handoff. In the transplant/ surgical intensive care unit (ICU) in a large academic medical center, the new graduate nurses (NGNs) are expected to master difficult medical concepts and operate multiple complex devices after 12 weeks of orientation. Based on staff feedback, preceptor evaluation, and direct observation, it became clear that recent cohorts of NGNs were not consistently practicing to the unit standards of care. For example, NGNs would often fail to change expired central line dressings and IV tubing, which would put patients at risk for serious infectious complications. This was observed to be an issue across multiple NGN cohorts, and so it was determined that there was opportunity to reexamine the unit-based NGN orientation program.Discussion with unit leadership, preceptors, and former cohorts of NGNs revealed that although NGNs were trained how to complete the tasks necessary to practice to the unit standard of care, they were not provided with any standardized method with which to reliably remember to complete these tasks. Experienced nurses complete these tasks from memory gained through years of repetition; however, it is not reasonable to expect the same of NGNs being oriented to the ICU environment. RationaleAccording to Patricia Benner's novice to expert theory, NGNs are classified as "novices" and are by nature task-oriented and rely on rules to guide their actions. They lack the ability to prioritize tasks to focus the overall clinical picture of the patient (Benner, 1982). NGNs often become entirely focused on remembering to complete tasks and consequently forget to pay attention to more important external demands, such as subtle changes in vital signs. Their ability to think critically is extremely limited, and they are unable to develop these skills until they master routine tasks (Benner, 1982).The use of checklists in an ICU NGN orientation program is an ideal way to provide a standardized tool for NGNs to help them learn to practice to the standards of care. The tasks that must be completed to meet these standards, though seemingly mundane, are critical to maintaining patient safety, high-quality care, and patient/family satisfaction. I...

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Preceptor support to improve nurse competency and satisfaction: A pilot study of novice nurses and preceptors in a pediatric intensive care unit

Cited by 6 publications

References 23 publications

Factors associated with teaching efficacy among nurse educators in hospital settings

Factors associated with teaching efficacy among nurse educators in hospital settings

Elevating the Preceptor Role

The Use of Checklists Among New Graduate Nurses in a Surgical Intensive Care Unit to Improve Patient Safety and Outcomes

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