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Sheila Walter, Katrina Mulherin, Craig D Cox
BACKGROUND: Pharmacy faculties in Canada are transitioning to the doctor of pharmacy degree which will require approximately one-third of curricula contact time in experiential education. Preceptors will be responsible for delivering this experiential component and many have received little or no training in how to be an effective educator. Although training is mandated through accreditation standards, competencies to serve as a foundation for preceptor development have yet to be created...
March 2018: Currents in Pharmacy Teaching & Learning
Elizabeth Landrum Michalets, Charlene Williams, Irene Park
INTRODUCTION: Skills gained from research experience allow student pharmacists to evolve as practitioners, innovators and perpetual learners in an increasingly complex healthcare environment. Data published regarding pharmacy resident research are focused on external dissemination rates and research programs. Little is published regarding student research. METHODS: This descriptive study was a five-year before and after comparison between the existing co-curricular model and a new longitudinal, 12-month research advanced pharmacy practice experience (L-APPE) model for student pharmacist research...
March 2018: Currents in Pharmacy Teaching & Learning
Craig D Cox, Katrina Mulherin, Sheila Walter
INTRODUCTION: Preceptor development is critical to successful delivery of experiential learning. Although many preceptor development programs exist, a more individualized approach to training is needed. To accomplish this a national preceptor development program should be considered based on the continuing professional development model. A detailed prototype for this program has been described. METHODS: In this final installment of the series, the twelve evidence-based recommendations from the first installment were utilized to construct a prototype for a preceptor development program...
March 2018: Currents in Pharmacy Teaching & Learning
Katrina Mulherin, Sheila Walter, Craig D Cox
INTRODUCTION: Priority #3 of the Canadian Experiential Education Project for Pharmacy provided evidence-based guidance for the design and implementation of a national approach to preceptor development. In this first article (of three), findings from the project and recommendations to achieve a high-quality preceptor development program (PDP) are presented. METHODS: A multi-method approach including detailed semi-structured interviews, classic literature review, and advisory committee feedback was employed...
March 2018: Currents in Pharmacy Teaching & Learning
Darin Brink, Deb Simpson, Byron Crouse, Jeffrey Morzinski, Douglas Bower, Ruth Westra
BACKGROUND AND OBJECTIVES: Although community physicians provide one-fourth of the outpatient training received in medical school, usually there is no formal training of the preceptor. Currently there is no agreed-upon list of teaching competencies for community physician-preceptors. Using a modified Delphi process, the authors aimed to identify core teaching competencies for community preceptors for use in training and evaluation. METHODS: A medical educator and three faculty members with expertise in faculty development created a list of teaching competencies organized in five domains...
May 2018: Family Medicine
Catherine D Noonan, Sarah Scow, Brittany A Sheagley, Jennifer Bunn
Interprofessional education and international service learning (ISL) experiences are increasing in healthcare education and have the potential to broaden healthcare providers' strategies to manage patients' pain. After the addition of a physical therapy (PT) cohort to an existing interprofessional ISL, survey data was collected for program evaluation. Responses indicated altered ideation regarding the role of PT in pain management, and this theme was investigated further. Following two one-week interprofessional ISL experiences in Honduras in 2015 (Y1) and 2016 (Y2), participating students and preceptors in pharmacy, physician assistant and osteopathic medicine and Y1 PT preceptors were surveyed regarding their impressions of the PT cohort and the PT profession in general...
May 9, 2018: Journal of Interprofessional Care
Ashley Aluko, Jasmine Rana, Susan Burgin
Challenge: Clinical teaching in dermatology largely occurs in the outpatient setting. Herein, we review common barriers to teaching in the ambulatory setting and discuss strategies preceptors can take to "teach on the run" during clinic sessions.
June 2018: International Journal of Dermatology
Suzanne Alton, Sheba A Luke, Maureen Wilder
BACKGROUND: Clinical site visits (CSVs) are critical to assess the progress of nurse practitioner (NP) students. To overcome the challenges of effectively assessing long-distance students while maintaining a reasonable faculty workload, faculty implemented a project using FaceTime® to conduct online CSVs to assess NP student progress. FaceTime is a videoconferencing program available on Apple® devices. METHOD: Site visits were conducted by school of nursing faculty with real-time observation of the NP student-patient encounter...
May 1, 2018: Journal of Nursing Education
Shunda Wilburn, Stacey Jones, Bernita K Hamilton
Preceptors guide the transition of new graduate nurses into practice. Having access to evidence-based tools for evaluation of new graduate nurses promotes preceptor confidence and consistent measures of performance. The Norwegian Nurse Competence Scale was implemented across three acute care organizations for evaluation of new graduate nurse performance. After implementing a standardized process to evaluate new graduate nurses, individual summary scores ranged from 17-25 (preintervention) to 20-25 (postintervention), indicating mid to high levels of preceptor confidence...
May 2018: Journal for Nurses in Professional Development
Muhib Khan, Grayson L Baird, Theresa Price, Tricia Tubergen, Omran Kaskar, Michelle De Jesus, Joseph Zachariah, Adam Oostema, Raymond Scurek, Robert R Coleman, Wendy Sherman, Cynthia Hingtgen, Tamer Abdelhak, Brien Smith, Brian Silver
Background: Advanced practice providers (APPs) are important members of stroke teams. Stroke code simulations offer valuable experience in the evaluation and treatment of stroke patients without compromising patient care. We hypothesized that simulation training would increase APP confidence, comfort level, and preparedness in leading a stroke code similar to neurology residents. Methods: This is a prospective quasi-experimental, pretest/posttest study. Nine APPs and 9 neurology residents participated in 3 standardized simulated cases to determine need for IV thrombolysis, thrombectomy, and blood pressure management for intracerebral hemorrhage...
April 2018: Neurology. Clinical Practice
LeAnne Honeycutt Varner, Remya Radhakrishnan, Brent L Rollins
INTRODUCTION: The objective of this study was to gain an understanding of preceptors' grading scale preferences for introductory and advanced pharmacy practice experiences (IPPE/APPE). Secondarily, assess if there is a common grading scale for IPPE/APPE rotations among US pharmacy programs. METHODS: An online, 22-item survey questionnaire was sent to all preceptors at a fully accredited school of pharmacy. The survey instrument assessed preceptor attitudes toward the effectiveness of the primary grading scales, letter or pass/no pass...
February 2018: Currents in Pharmacy Teaching & Learning
Kristine M L'Ecuyer, Matthew J Hyde, Bobbi J Shatto
BACKGROUND: Many variables contribute to the success of nursing students and new nurses in their transition to practice. Clinical orientation and training usually falls to staff nurse preceptors. Inherent in this dynamic is the assumption that staff nurses are prepared and able to assume this responsibility. Ideal characteristics and attributes of preceptor competency have not been conclusively defined. METHOD: This qualitative study explored the defining attributes of preceptor role competency as described by preceptors who attended one of 44 continuing education preceptor academies over 9 years in Missouri...
May 1, 2018: Journal of Continuing Education in Nursing
Carina J Piccinini, Nancy Hudlun, Karen Branam, Jill M Moore
BACKGROUND: New graduate RNs (NGRNs) may experience difficulties in their transition to independent practice. The main role of preceptors is to guide, validate, and supervise the care that NGRNs provide. However, preceptors may not receive training to serve in the role. METHOD: A literature review of the past 5 years was conducted, with 10 articles meeting the inclusion criteria to analyze the effects of preceptor training on NGRN outcomes. RESULTS: Ten studies indicated a range of positive effects of preceptor training on NGRN transition experiences and organizational outcomes, including critical thinking and retention...
May 1, 2018: Journal of Continuing Education in Nursing
Gloria R Grice, Angela R Thomason, Lisa M Meny, Nicole R Pinelli, Jay L Martello, Joseph A Zorek
The experiential component of a doctor of pharmacy curricula is an ideal, yet underutilized vehicle to advance interprofessional education (IPE) initiatives. To date, most experiential-based IPE initiatives occur in a naturally occurring, non-deliberate fashion. The American Association of Colleges of Pharmacy (AACP) Experiential Education Section formed the Task Force on Intentional Interprofessional Education in Experiential Education in academic year 2015-2016 to explore the issue. This commentary describes the work of the task force, including the following elements: defining intentional interprofessional experiential education as "the explicit effort by preceptors and practice sites to create/foster educational opportunities or activities designed specifically to achieve interprofessional educational competencies;" conducting a systematic literature review to identify examples of intentional interprofessional experiential education in the published literature; surveying faculty with oversight of experiential education programs and preceptors within those programs; and generating recommendations to stakeholders including AACP, pharmacy schools, and experiential education administrators...
April 2018: American Journal of Pharmaceutical Education
Jessica L Kirby, Stacy E Walker, Stephanie M Mazerolle
CONTEXT:   Transition to clinical practice can be challenging for newly credentialed athletic trainers (ATs), who are expected to immediately step into their roles as autonomous clinicians. For those providing care in the secondary school setting, this transition may be complicated by the fact that many practice in isolation from other health care providers. OBJECTIVE:   To explore the transition to practice of newly credentialed graduate assistant ATs providing medical care in the secondary school setting...
April 24, 2018: Journal of Athletic Training
Amanda Roze des Ordons, Adam Cheng, Jonathan Gaudet, James Downar, Jocelyn Lockyer
Background : Feedback conversations between preceptors and residents usually occur in closed settings. Little is known about how preceptors address the challenges posed by residents with different skill sets, performance levels, and personal contexts. Objective : This study explored the challenges that preceptors experienced and approaches taken in adapting feedback conversations to individual residents. Methods : In 2015, 18 preceptors participated in feedback simulations portraying residents with variations in skill, insight, confidence, and distress, followed by debriefing of the feedback conversation with a facilitator...
April 2018: Journal of Graduate Medical Education
Katherine C Hall, Sandy K Diffenderfer, April Stidham, Christine M Mullins
In the 1990s, dedicated education units transformed undergraduate preceptorships, but graduate preceptorships remain static. The dyadic nurse practitioner preceptorship model supports an environment where faculty, students, and preceptors may overlook nuances that affect the teaching-learning process. This article describes an innovative clinical education model, Student and Preceptor Advancement in a Dedicated Education Site, designed to improve preceptorships for advanced practice nurses. The focus is on adaptations made to facilitate use in advanced practice nursing programs...
April 19, 2018: Nursing Education Perspectives
Stephen A Wilson
No abstract text is available yet for this article.
April 2018: Family Medicine
Brigid M Dolan, Celia Laird O'Brien, Kenzie A Cameron, Marianne M Green
Construct: Students entering the health professions require competency in teamwork. BACKGROUND: Although many teamwork curricula and assessments exist, studies have not demonstrated robust longitudinal assessment of preclerkship students' teamwork skills and attitudes. Assessment portfolios may serve to fill this gap, but it is unknown how narrative comments within portfolios describe student teamwork behaviors. APPROACH: We performed a qualitative analysis of narrative data in 15 assessment portfolios...
April 16, 2018: Teaching and Learning in Medicine
Molly L Osborne, Virginia P Tilden, Elizabeth Eckstrom
The ever-increasing mandate for interprofessional practice and education (IPE) faces challenges in rural settings. Oregon Health & Science University (OHSU) launched a preceptor development program as part of its commitment to training interprofessional student groups in rural settings. The objectives of the program were to (1) encourage preceptors to exemplify team behaviors; (2) characterize contemporary learners and learning styles of trainees; (3) encourage interprofessional precepting skills, and (4) apply practical teaching tools in the clinical setting...
April 12, 2018: Journal of Interprofessional Care
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