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Kristin J Effland, Karen Hays
Increasing the midwifery workforce requires that aspiring midwives complete education and training, but structural racism and microaggressions impact the lives of underrepresented midwifery students and apprentices, adding stressors and disparities to the usual demanding educational challenges. In order to be resilient, students rely on preceptors, faculty, administrators and institutions to promote equity. Equity-focused learning environments improve student experiences and success rates, and better prepare all students to provide culturally humble and sensitive care to diverse childbearing persons and other essential competencies outlined by the International Confederation of Midwives...
February 15, 2018: Midwifery
Matthew J Snyder, Dana R Nguyen, Jasmyne J Womack, Christopher W Bunt, Katie L Westerfield, Adriane E Bell, Christy J W Ledford
BACKGROUND AND OBJECTIVES: Collection of feedback regarding medical student clinical experiences for formative or summative purposes remains a challenge across clinical settings. The purpose of this study was to determine whether the use of a quick response (QR) code-linked online feedback form improves the frequency and efficiency of rater feedback. METHODS: In 2016, we compared paper-based feedback forms, an online feedback form, and a QR code-linked online feedback form at 15 family medicine clerkship sites across the United States...
March 2018: Family Medicine
Cary Cuncic, Glenn Regehr, Heather Frost, Joanna Bates
INTRODUCTION: The relationship between preceptor and trainee is becoming recognized as a critical component of teaching, in particular in the negotiation of feedback and in the formation of professional identity. This paper elaborates on the nature of the relationships between preceptor and student that evolve in the context of rural longitudinal integrated clerkships (LICs). METHODS: We drew on constructivist grounded theory for the research approach. We interviewed nine LIC family practice preceptors from three sites at one educational institution...
March 12, 2018: Perspectives on Medical Education
Lello Tesema, Jeffrey Marshall, Rachel Hathaway, Christina Pham, Camille Clarke, Genevieve Bergeron, James Yeh, Michael Soliman, Danny McCormick
BACKGROUND: The prevalence of opioid use disorder (OUD) has increased sharply. Office-based opioid treatment with buprenorphine (OBOT) is effective but often underutilized because of physicians' lack of experience prescribing this therapy. Little is known about US residency training programs provision of OBOT and addiction medicine training. METHODS: We conducted a survey of residency program directors (RPD) at all U.S. residency programs in internal medicine, family medicine and psychiatry to assess the frequency with which their residents provide care for OUD, presence and features of curricula in OBOT and addiction medicine, RPD's beliefs about OBOT and potential barriers to providing OBOT training...
March 7, 2018: Substance Abuse
Alyssa Indar, Sherry Espin, Karen LeGrow, Nadine Janes
BACKGROUND: The use of teaching-learning strategies that emphasize critical reflection aids students in making sense of complex clinical placement settings, such as those in long-term care (LTC) settings. METHOD: A qualitative descriptive research design was used to explore the assumptions, anticipations, and realizations of six undergraduate nursing students regarding aging, gerontological nursing, and LTC as they engaged in facilitated critical reflection activities during a 12-week LTC placement...
March 1, 2018: Journal of Nursing Education
Kristine M L'Ecuyer, Shelley von der Lancken, Diane Malloy, Geralyn Meyer, Matthew J Hyde
BACKGROUND: The clinical education of undergraduate nursing students relies heavily on the use of staff nurses who assume the preceptor role. The best and most efficient utilization of preceptors is unknown. METHOD: This study reviewed Board of Nursing rules and regulations for all 50 states, the District of Columbia, and the U.S. territories for their published requirements regarding preceptors. Specifically, this review focused on preceptor-student and faculty-student ratios, role responsibilities, and requirements of preceptors and faculty in undergraduate precepted clinical experiences...
March 1, 2018: Journal of Nursing Education
Sara L Nottingham, Tricia M Kasamatsu
BACKGROUND: Preceptors are important contributors to the professional development of students in allied healthcare programs. Considering their role in supervising and teaching students during clinical education, it is important that preceptors understand and embody effective characteristics and behaviors. Most existing research on preceptor effectiveness in nursing, medicine, and dietetics professions has examined preceptor and student perceptions of effective behaviors independently...
2018: Journal of Allied Health
Creina Mitchell, Lael Ridgway, Leanne Sheeran
BACKGROUND: Quality preceptorship is an integral aspect of nursing education. Evidence suggests that preceptor education programs can be designed to support RNs in their capacity as preceptors. Little has been reported on the effectiveness of preceptor programs for community-based nurses who provide primary health care for preschool children and their families. METHOD: The project evaluated the effectiveness of a 4-hour face-to-face tailored preceptor education program undertaken by 59 nurses in Victoria, Australia...
March 1, 2018: Journal of Continuing Education in Nursing
Jan Hundertmark, Sandra Karina Apondo, Jobst-Hendrik Schultz
Background: Direct patient contact is crucial in learning important interactional and examination skills. However, medical students have limited opportunity to self-responsibly practise these skills in authentic clinical settings and typically receive insufficient feedback on their performance. We developed a novel single-session ambulatory teaching concept (Heidelberg Student Ambulatory training, "HeiSA") to prepare students more adequately for clinical-practical responsibilities. Methods: To identify challenges and target group needs, we reviewed current literature and consulted an expert group of faculty lecturers and training researchers...
2018: GMS Journal for Medical Education
Mel Lienert-Brown, Peta Taylor, John Withington, Evelyn Lefebvre
BACKGROUND: The core of pre-registration nursing education is the learning that takes place during the clinical placement. However, despite the fact that registered nurse preceptors are key players in supporting students during their placements there is a lack of literature examining the views of preceptors working with nursing students in mental health settings. OBJECTIVES: To explore mental health nurses' views and experiences of working with undergraduate nursing students and determine what factors influence this experience...
February 26, 2018: Nurse Education Today
Nicole R Pinelli, Jacqueline E McLaughlin, Julia Khanova, Stephen F Eckel, Maihan B Vu, Morris Weinberger, Mary T Roth
Objective. To identify the presence of cognitive apprenticeship themes in the layered learning practice model (LLPM). Methods. Attending pharmacists who had implemented an LLPM completed an individual 90-minute face-to-face semi-structured interview. Three researchers independently reviewed transcripts to identify cognitive apprenticeship themes according to the framework's dimensions and sub-dimensions. Results. Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. All core dimensions of the cognitive apprenticeship framework emerged during the interviews; however, preceptors varied in how they used the framework in the training of pharmacy learners at different levels...
February 2018: American Journal of Pharmaceutical Education
Lester Liao, Edwin Cheng
Empathy has been difficult to sustain and foster in medical training. Based on empirical evidence and intuitive human experience, this paper proposes that empathy can be re-conceptualized as a dynamic reservoir, referred to as an "empathy tank." Physicians and learners who have personally experienced or received much empathy will naturally have a stronger tendency and greater capacity for empathy than others who have experienced little. These instances of empathy that fill the "empathy tank" can take the form of personal experiences, re-experiencing memories, and vicarious experiences...
February 28, 2018: Medical Teacher
Kimberly A Slate, Debra H Stavarski, Barbara J Romig, Karen S Thacker
The outcomes of a longitudinal research study on a nurse residency program indicated improvement in the onboarding experience for new graduate nurses. Practice changes and implications for nursing professional development practitioners resulting from the study include the number and orientation of preceptors, program length standardization, and improvement of emergency clinical response education. Additional research studies were implemented to further explore issues novice nurses and their proficient registered nurse colleagues experience throughout the organization...
March 2018: Journal for Nurses in Professional Development
Carrie L Cormack, Elizabeth Jensen, Catherine O Durham, Gigi Smith, Bonnie Dumas
BACKGROUND: The 360 Degree Evaluation Model is one means to provide a comprehensive view of clinical competency and readiness for progression in an online nursing program. OBJECTIVES: This pilot project aimed to evaluate the effectiveness of implementing a 360 Degree Evaluation of clinical competency of graduate advanced practice nursing students. DESIGN: The 360 Degree Evaluation, adapted from corporate industry, encompasses assessment of student knowledge, skills, behaviors and attitudes and validates student's progression from novice to competent...
February 5, 2018: Nurse Education Today
Karen Johanne Ugland Vae, Maria Engström, Gunilla Mårtensson, Anna Löfmark
Nursing students' learning process during clinical practice is dependent on the quality of their assessment, and the feedback that is given, however an issue that is very little examined. The aim of this study was to investigate student-preceptor dyads and their experiences of mid-course discussions and final assessment. Data were collected through repeated semi-structured individual interviews with 13 dyads close in time to the assessment discussions, and were analyzed by searching for similarities and differences in their experiences...
November 29, 2017: Nurse Education in Practice
Mary Ann Shinnick, Mary A Woo
BACKGROUND: There is a lack of objective and valid measures for assessing nursing clinical competence which could adversely impact patient safety. Therefore, we evaluated an objective assessment of clinical competence, Time to Task (ability to perform specific, critical nursing care activities within 5 min), and compared it to two subjective measures, (Lasater Clinical Judgement Rubric [LCJR] and common "pass/fail" assessment). DESIGN/METHODS: Using a prospective, "Known Groups" (Expert vs...
February 12, 2018: Nurse Education Today
Linda B Cain, Sherill Nones Cronin, Debbie Nelson, Darla A Meredith, Karen Profitt Newman, Steven Rudolf
OBJECTIVE: The purpose of this project was to identify key behaviors and attributes that distinguish high-performing nurses to develop a tool for employment screening, staff development, and performance management. BACKGROUND: Selecting nurses who will complement an organization's mission and philosophy is a key step toward achieving quality and safety goals, ensuring patient and family satisfaction, and improving retention rates and overall costs. METHODS: Focus group methodology was used to determine perceptions of high-performing nurses' behaviors and attributes...
February 21, 2018: Journal of Nursing Administration
Ashley B Thrasher, Stacy E Walker
CONTEXT:   Orientation is an important part of socialization and transition to practice, yet the orientation process for newly credentialed athletic trainers (ATs) is unknown. OBJECTIVE:   To determine how newly credentialed ATs are oriented to their roles. DESIGN:   Cross-sectional study. SETTING:   Online survey. PATIENTS OR OTHER PARTICIPANTS:   Three hundred thirty-two of 1835 newly credentialed ATs (18%) certified and employed between January and September of 2013 completed the survey (129 men, 203 women; age = 23...
February 21, 2018: Journal of Athletic Training
Stephanie M Mazerolle, Jessica Kirby, Stacy E Walker
CONTEXT:   The transition to clinical practice is an important topic in athletic training as it is viewed as a stressful time that is accompanied by self-doubt. Mentorship and previous experience support the transition to practice, but little information is available on the organizational entry of the athletic trainer (AT) who is employed full time in the secondary school setting. OBJECTIVE:   To understand the experiences of newly credentialed ATs in full-time positions in the secondary school setting...
February 21, 2018: Journal of Athletic Training
Nicholas M Hudak, April Stouder, Christine M Everett
PURPOSE: Preceptors value communication with physician assistant (PA) educational programs. This study describes preceptors' perspectives about one PA program's established and new communication strategies to promote preceptor development and retention. METHODS: An electronic survey of preceptors was conducted in December 2014. Quantitative and qualitative data were analyzed using descriptive statistics. RESULTS: Eighty-eight of 209 preceptors completed the survey (42% response rate)...
March 2018: Journal of Physician Assistant Education
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