Worth Their Weight in Gold: The Role of Clinical Coordinator in a Family Nurse Practitioner Program

Schools offer preceptor rewards varying widely in their monetary value, from tuition and continuing education vouchers, verification of hours toward recertification, access to services and events on campus, reduced price or free admission to museums, cultural and sports events, and lectures. Faculty nurture preceptors by nominating them for awards, providing letters of reference, editing manuscripts, and collaborating on research projects. Supports for preceptors from the literature reflected National Organization of Nurse Practitioner Faculties guidelines (2000), and the policies of schools and clinical agencies, such as providing copies of program objectives and student credentials. IMPLICATIONS FOR PRACTICE AND EDUCATION: As NP programs have proliferated, there is increased pressure on faculty to find, nurture, reward, and retain good preceptors. Faculty must continue to work with program and agency administrators to comply with policies and create preceptor rewards to recognize their gifts to us, to our schools, and to the profession.

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“… a Compiled from Amelia et al, 2001; Haussler, 2001; Hayes, 1994; Lyon & Peach, 2001; NONPF, 2000; Sobralske & Naegele, 2001. …”

Section: The Literaturementioning

confidence: 99%

“…A considerable body of literature exists in which the authors have cited examples of supports and resources critical to the faculty-student-preceptor triad (Amelia et al, 2001;Gibson & Hauri, 2000;Hildebrandt, 2001;Lyon & Peach, 2001;NONPF, 2000;Sobralske & Naegele, 2001). These are detailed in Table 2.…”

Section: The Literaturementioning

confidence: 99%

Preceptor rewards: How to say thank you for mentoring the next generation of nurse practitioners

Campbell

Hawkins

2007

Journal of the American Academy of Nurse Practitioners

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“…Their study found that the majority of academic clinical coordinators were not tenure eligible, partly due to the extensive demands of the position, and recommend their effectiveness be evaluated differently and by those with whom they interact the most when carrying out tasks (Buccieri and Brown 2006). Similarly, Sobralske and Naegele (2001) describe the nurse practitioner clinical coordinator role as complex, acknowledging that the value of the role is not clearly understood by administrators or by clinical coordinators themselves. They propose that the difficulty in understanding is due to associated multifaceted duties and the competencies needed for effectiveness (i.e., clinical, academic, and scholarship competence), as well as personal qualities such as creativity, flexibility, and communication skills.…”

Section: Complexity Of the Rolementioning

confidence: 92%

“…Additionally, 64% of Stickler's survey participants did not have written job descriptions, role tasks, or functions (Strickler, 1991, p. 6). Nurse practitioner clinical coordinator responsibilities include working with students and clinical faculty to resolve conflict, which entails communication skills, flexibility, and creativity (Sobralske and Naegele, 2001).…”

Section: Tasks Of the Rolementioning

confidence: 99%

Exploring the Complexity of the Academic Fieldwork Coordinator Role

Stutz-Tanenbaum

Hanson

Koski

et al. 2015

Occupational Therapy In Health Care

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A nation-wide survey was conducted of occupational therapy and occupational therapy assistant academic fieldwork coordinators (AFWCs) to describe demographic characteristics and tasks of the role. From the data, 10 clusters of role tasks of the AFWC are described. AFWCs view the position as a final career goal although the majority of respondents reported 5 years or less experience. Administrative assistant support and hours dedicated to fieldwork tasks are higher at the professional level than for occupational therapy assistant AFWCs. AFWCs reported difficulty accomplishing tasks in a 40-h work week and limited time for research and scholarship. Recommendations are provided for recruitment and retention through development of a systematic training program and establishment of a national fieldwork education research agenda.

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“…The lack of preceptors is noted to be one reason nearly 30 percent of nursing programs cite for turning away qualified applicants to their programs [12]. Sobralske and Naegele believe "finding clinical sites and qualified NP preceptors is the biggest challenge for FNP programs and is a time consuming and costly endeavor" [13].…”

Section: Unique Challenges For Online Programsmentioning

confidence: 99%

Online Learning: Advantages and Challenges in Implementing an Effective Practicum Experience

Mitchell¹,

Delgado²

2014

OJN

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Executing an effective clinical practicum experience for distance learners requires systems to be in place to ensure that all students receive a quality clinical experience and meet course and program objectives. Key to achieving these successful outcomes is recognizing and overcoming the challenges involved in designing graduate practica for Master of Science in nursing candidates. A systematic approach is presented for consideration.

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Worth Their Weight in Gold: The Role of Clinical Coordinator in a Family Nurse Practitioner Program

Cited by 10 publications

References 10 publications

Preceptor rewards: How to say thank you for mentoring the next generation of nurse practitioners

Preceptor rewards: How to say thank you for mentoring the next generation of nurse practitioners

Exploring the Complexity of the Academic Fieldwork Coordinator Role

Online Learning: Advantages and Challenges in Implementing an Effective Practicum Experience

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