The utilization and role of the preceptor in undergraduate nursing programs

Rose, Stacy

doi:10.1016/j.teln.2008.03.001

Cited by 7 publications

(4 citation statements)

References 4 publications

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“…In support of the incentives for preceptors, Rose ( 2008 :106–107) and Tan et al ( 2011 :18) highlighted that recognition can be offered as a luncheon, certificates, invitations to recognition events, or even a letter as a token of appreciation for the job well performed. Findings also corroborate with Liu et al ( 2010 :807) who posited that provision of ongoing professional development activities may be a valuable strategy to replace the monetary rewards.…”

Section: Resultsmentioning

confidence: 99%

A preceptorship model to facilitate clinical nursing education in health training institutions in Botswana

Dube

Rakhudu

2021

Curationis

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Background: Despite the wide use of preceptorship, there is evidence that preceptorship and the role of preceptor in clinical nursing education are not clearly understood or supported.Objectives: To develop a preceptorship model to facilitate clinical nursing education in Botswana.Method: The model development in this study followed the steps of theory generation as described by Chinn and Kramer. These four steps are concept analysis, relationship statements, description and critical reflection of the model.Results: Four main themes emerged from the empirical study that formed the basis for key concepts and model development. The model has six components, namely, agent, recipient, context, procedure, dynamics and terminus. The description of the model is based on Chinn and Kramer.Conclusion: The need for a preceptorship model to facilitate preceptorship cannot be overemphasised in this regard. This model will guide the planning and implementation of preceptorship procedures by different stakeholders to improve its effectiveness in clinical nursing education.

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Section: Resultsmentioning

confidence: 99%

A preceptorship model to facilitate clinical nursing education in health training institutions in Botswana

Dube

Rakhudu

2021

Curationis

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“…17 With a strong interest from capable applicants, a dedicated educator, and financial resources along with support from hospital administrators, orienting new perioperative nurses is a viable way to staff the OR and ensure the future of perioperative nursing. To help nurses successfully transition from newly hired nurse to fully functional perioperative nurse, orientation must provide a solid foundation of knowledge from which the student can expand his or her confidence, competence, and professional practice.…”

Section: Resultsmentioning

confidence: 99%

“…To help nurses successfully transition from newly hired nurse to fully functional perioperative nurse, orientation must provide a solid foundation of knowledge from which the student can expand his or her confidence, competence, and professional practice. 17 With a strong interest from capable applicants, a dedicated educator, and financial resources along with support from hospital administrators, orienting new perioperative nurses is a viable way to staff the OR and ensure the future of perioperative nursing.…”

Section: Resultsmentioning

confidence: 99%

Meeting the Challenge of Perioperative Education

Martin¹

2011

AORN Journal

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The staffing challenges faced by perioperative nurse managers today are not easily met by waiting for experienced perioperative nurses to apply for positions. As Baby Boomer nurses retire, managers must consider hiring and orienting new graduates and nurses experienced in other subspecialties who are interested in working in the OR. An effective didactic and clinical education program can produce nurses with a basic perioperative knowledge from which they can build a solid clinical practice. Using Periop 101: A Core Curriculum™, the director of perioperative services at a level II trauma center implemented a successful program to solve a staffing need and help students gain the knowledge and skills necessary to become effective perioperative nurses. Strong interest from capable applicants, a dedicated educator, and financial resources and support from hospital administrators helped make this program a viable way to staff the OR.

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“…It is equally advantageous to orient agency nurses to the expected student objectives and outcomes of the clinical practicum experience (Baltimore, 2004; Rose, 2008), and to enhance the commitment of these nurses to their preceptor role (Usher, Nolan, Reser, Owens, & Tollefson, 1999). The AFF provided the opportunity for faculty and agency nurses to interact and discuss expected learning outcomes for students.…”

Section: Preceptor Involvement With the Agency Feedback Formmentioning

confidence: 99%

Collaborative Design and Use of an Agency Feedback Form for Student Clinical Practicum Experience in Community/Public Health Nursing

Reilly

Collier

Edelstein

et al. 2011

Public Health Nursing

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Evaluation of students in community and public health (C/PH) nursing clinical practica is a challenge, especially when preceptors are expected to evaluate students from different academic nursing programs. The need for a standardized student evaluation tool was identified during federally funded collaborative meetings held between C/PH academic and practice partners in Northeastern Wisconsin. This article focuses on the development and appraisal of the standardized Agency Feedback Form (AFF) for Student Practicum Experience in Community/Public Health Nursing, which was designed to meet the identified need. Four baccalaureate nursing programs implemented the AFF for 3 purposes: (1) to provide a consistent and easy evaluation form for preceptors to complete; (2) to communicate useful information about students' individual professional behaviors observed during practicum; and (3) to increase students' and preceptors' understanding of the population-based nursing interventions, using the Public Health Intervention Wheel. Future uses and implications of the AFF are also discussed.

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The utilization and role of the preceptor in undergraduate nursing programs

Cited by 7 publications

References 4 publications

A preceptorship model to facilitate clinical nursing education in health training institutions in Botswana

A preceptorship model to facilitate clinical nursing education in health training institutions in Botswana

Meeting the Challenge of Perioperative Education

Collaborative Design and Use of an Agency Feedback Form for Student Clinical Practicum Experience in Community/Public Health Nursing

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