Validation of the PHNs precepting experiential learning causal model for preceptors of novice public health nurses in Japan

Abstract

Aims The purpose of this study was to analyse the relationship among public health nurse (PHN) precepting experiential learning (PHN‐PEL) and the outcomes. Background The government supported PHNs' systematic career development and precepting learners. Design A nationwide questionnaire survey was conducted for PHNs who precepted novice PHNs in governmental units from 2012 to 2015. Methods “PHN Precepting Experiential Learning Scale,” “Professional Development for Public Health Nurses” and “Awareness of Responsibility for Organization” were examined through structural equation modelling. Results Usable responses were 378 (43.5%). Significant relationships were as follows: “Role Performance of Fostering Novice PHN” related to “Self‐development as a PHN” (β = 0.72, p < .001); “Role Performance of Fostering Novice PHN” related to “Sharing to Foster Novice PHN” (β = 0.52, p < .001) and “Sharing to Foster Novice PHN” related to “Improving Career Development Environment” (β = 0.69, p < .001). “Role Performance of Fostering Novice PHN” and “Self‐development as a PHN” related to “Professional Development for Public Health Nurse” (β = 0.31, p < .001; β = 0.29, p < .001). Moreover, “Improving Career Development Environment” related to “Awareness of Responsibility for Organization” (β = 0.33, p < .001).

Hypothetical model for on‐the‐job training through case conferences of public health nurses

“…Therefore, there is a need to develop the competencies of PHNs to support individuals and families. Preceptorship is useful in helping new PHNs adjust to the workplace, and develop skills and abilities necessary for practice (Larsen & Zahner, 2011; Shimazu, 2020). However, how to provide workplace support for the development of PHNs remains unclear.…”