The Impact of Web‐delivered Education on Preceptor Role Self‐Efficacy and Knowledge in Public Health Nurses

Larsen, Rachelle; Zahner, Susan J.

doi:10.1111/j.1525-1446.2010.00933.x

Cited by 39 publications

(45 citation statements)

References 21 publications

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“…[19] Nurses gain knowledge, have an opportunity to provide feedback, evaluate new nurses in a more appropriate manner, and prepare preceptors for their role. The findings of this review are similar to the findings of Larsen et al [3] and Smedley et al [20] who noted an increase in nurses' knowledge about preceptorship after completing preceptorship programs. Nurses' knowledge is improved through continuous education and organizational support.…”

Section: Discussionsupporting

confidence: 77%

“…[21] This will offer the best opportunity to promote safe, timely, effective, and efficient patient care. In a study conducted in hospital that utilizing preceptors (n = 31) in the United States, [3] it was found that preceptorship programs were associated with improved self- efficiency at both immediate and 3-month post-test and increased knowledge at immediate post-test only. Self-efficacy was described by Smedley et al [20] as the way that nurses perceived themselves and their abilities to act in the role of preceptors.…”

Section: Knowledge Of Preceptormentioning

confidence: 99%

“…A significant relationship has been shown between preceptorship programs and retention of new nurses. [3,30,31] A quasiexperimental research design was used by Lee et al [32] to evaluate preceptorship programs effects on turnover rate and turnover cost in the United States. After conducting preceptorship programs, they found that turnover rate was reduced and turnover cost decreased by $186,102.…”

Section: Retention Of New Nurses and Cost Savingmentioning

confidence: 99%

“…Some studies on preceptorship most often attempt to clarify the effects of preceptorship on new nurses [2,3] and approaches to increase retention rate. [4] A few qualitative studies have examined nurses' perceptions to identify their learning needs as a preceptor, [5,6] while other studies examined preceptors and preceptees perceptions to facilitate preceptorship model implementation.…”

Section: Introductionmentioning

confidence: 99%

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The effect of preceptorship on nurses' training and preparation with implications for Qatar: A literature review

Arbabi

Johnson²,

Forgrave³

2018

JNEP

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Background and objective: The Primary Health Care Corporation in Qatar was established in 2012 and is comprised of 23 Health Centers. One of its goals is to create excellence in its workforce. A preceptorship program needs to be initiated at the Primary Health Care Corporation to ensure a high level of training for its nurses. The purpose of these preceptorship programs is to ensure nurses are equipped to carry out Qatar's National Health Strategy and in doing so the Primary Health Care Corporation has this as its goal. This study amis to assess the effectiveness of preceptorship program models that can eventually be used for adoption as training programs for nurses in Health Centers in Qatar. Methods: A literature review of twenty articles published between 2006 and 2017 that focused on different models of preceptorship programs was conducted. The Mixed Methods Appraisal Tool was used to assess the quality of these studies. The data was analyzed by categorizing the included articles in a matrix sheet based on study design. Results and conclusions: Preceptorship programs are effective in four key areas: increasing nursing knowledge, supporting effective and safe care delivery by newly graduated nurses, increasing organizational support, and decreasing turnover rate and cost.

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Section: Discussionsupporting

confidence: 77%

Section: Knowledge Of Preceptormentioning

confidence: 99%

Section: Retention Of New Nurses and Cost Savingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The effect of preceptorship on nurses' training and preparation with implications for Qatar: A literature review

Arbabi

Johnson²,

Forgrave³

2018

JNEP

View full text Add to dashboard Cite

show abstract

“…Formal training of preceptors is mostly non-existent and the training that occurs is haphazardly done (Larsen & Zahner, 2011;Mulder & Uys, 2012;Troxel, 2009;Zilembo & Monterosso, 2008). It is also evident that a good clinician is not necessarily a good preceptor (Ortman, Mann, & Arsenault, 2010;Troxel, 2009).…”

Section: Introductionmentioning

confidence: 99%

Suggested Competences for a Preceptor Training Programme

Botma

2016

TREN

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Purpose: Facilitating learning in the clinical context is a complex act for which preceptors should be trained. However, there is no consensus on what should be included in a training programme for preceptors. The purpose of the article is to describe the competences of a preceptor that emanated from a consensus reaching process among nurse educators in South Africa.Methodology: Nurse educators reached consensus on the core competences of a preceptor through nominal groups. Non-probability convenient sampling was used to sample nurse educators from universities as well as public and private nursing colleges. The two nominal groups generated data that were combined to identify the content of preceptor training programme.Results: Key findings were that preceptors should be able to facilitate learning through a variety of techniques and perform valid and reliable assessment. Preceptors should support students in finding and implementing best available evidence of care for a specific patient. Conclusion and recommendation:It is the responsibility of nursing education institutions to produce clinically competent nurses. A competent nurse is able to think critically, reason clinically, make sound clinical judgments, and reflect on the thinking processes applied. Preceptors, therefore, should support nursing students in these thinking processes and create opportunities where they can practice under supervision to become competent nurses. The training programme should enable preceptors to facilitating learning in the clinical environment through a variety of techniques, conduct valid and reliable assessments, and support students in implementing best practice guidelines.

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Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University

Mukhalalati

Elshami

Awaisu

et al. 2022

Health Planning & Management

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Background ‘The Practice Educators' Academy Programme’ is an innovative educational intervention developed following a preceptor‐focussed needs assessment. The primary aim of this study was to evaluate the programme's effect on self‐efficacy and knowledge amongst multi‐disciplinary clinical preceptors who precept students across the Health Cluster in Qatar University. The secondary aim was to assess the preceptors' satisfaction with the programme's comprehensiveness, appropriateness, and relevance. Methods This is a longitudinal study, with the same participants followed at different time points (i.e., pretest‐posttest interventional design). The sample size was calculated to represent 10% of the sample expected for the main study, utilising a stratified convenience sampling technique. Preceptor self‐efficacy was assessed using the Preceptor Self‐Efficacy Questionnaire, a validated 21‐item questionnaire. Preceptor knowledge was assessed through a 25‐item multiple‐choice question test. Satisfaction with programme content and delivery was assessed through a 14‐item questionnaire with open comments. Results Thirty pretest‐posttest respondents for the PSEQ assessment, and 26 pretest‐posttest respondents for the knowledge assessment were appropriately matched and analysed. Participation in the self‐efficacy questionnaire resulted in a statistically significant increase in their posttest median score (pretest‐to‐posttest: 3.3‐to‐3.6, p = 0.001). Participation in the knowledge assessment resulted in a statistically significant increased posttest mean score (pretest‐to‐posttest: 10.2‐to‐15.7, p < 0.001). Participants indicated high levels of satisfaction with the programme (average score = 4.42/5). Conclusions Our findings suggest the programme is effective as demonstrated through a significant improvement in preceptors' self‐efficacy and knowledge. Recommendations for future iterations include placing greater focus on active learning strategies, and inter‐disciplinary interactions.

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The Impact of Web‐delivered Education on Preceptor Role Self‐Efficacy and Knowledge in Public Health Nurses

Abstract: Web-delivered continuing education targeted to public health nurse preceptors is an effective method to increase confidence and knowledge for the preceptor role.

Cited by 39 publications

References 21 publications

The effect of preceptorship on nurses' training and preparation with implications for Qatar: A literature review

The effect of preceptorship on nurses' training and preparation with implications for Qatar: A literature review

Suggested Competences for a Preceptor Training Programme

Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University

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