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Preceptor development

Angel K Chen, Josette Rivera, Nicole Rotter, Emily Green, Susan Kools
With the shift towards interprofessional education to promote collaborative practice, clinical preceptors are increasingly working with trainees from various professions to provide patient care. It is unclear whether and how preceptors modify their existing precepting approach when working with trainees from other professions. There is little information on strategies for this type of precepting, and how preceptors may foster or impede interprofessional collaboration. The purpose of this qualitative description pilot study was to identify current methods preceptors use to teach trainees from other professions in the clinical setting, particularly advanced practice nursing and medical trainees, and to identify factors that support or impede this type of precepting...
September 28, 2016: Nurse Education in Practice
Stacey E Walker, Ashley B Thrasher, Stephanie M Mazerolle
CONTEXT:  Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition. OBJECTIVE:  To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner. DESIGN:  Qualitative study. SETTING:  Individual phone interviews...
October 6, 2016: Journal of Athletic Training
Xi Vivien Wu, Karin Enskär, Lay Hoon Pua, Doreen Gek Noi Heng, Wenru Wang
BACKGROUND: A major focus in nursing education is on the judgement of clinical performance, and it is a complex process due to the diverse nature of nursing practice. A holistic approach in assessment of competency is advocated. Difficulties in the development of valid and reliable assessment measures in nursing competency have resulted in the development of assessment instruments with an increase in face and content validity, but few studies have tested these instruments psychometrically...
2016: BMC Medical Education
Jann B Skelton, James A Owen
OBJECTIVES: The Community Pharmacy Residency Program (CPRP) Planning Committee convened to develop a vision and a strategic action plan for the advancement of community pharmacy residency training. Aligned with the profession's efforts to achieve provider status and expand access to care, the Future Vision and Action Plan for Community-based Residency Training will provide guidance, direction, and a strategic action plan for community-based residency training to ensure that the future needs of community-based pharmacist practitioners are met...
September 2016: Journal of the American Pharmacists Association: JAPhA
Ajit K Sachdeva
The critical role of continuing professional development (CPD) in supporting delivery of patient care of the highest quality and safety is receiving significant attention in the current era of monumental change. CPD is essential in efforts to ensure effectiveness of new models of health care delivery, improve outcomes and value in health care, address external regulations, and foster patient engagement. The unique features of CPD; the use of special mastery-based teaching, learning, and assessment methods, and other special interventions to promote excellence; and direct involvement of a variety of key stakeholders differentiate CPD from undergraduate medical education and graduate medical education...
2016: Journal of Continuing Education in the Health Professions
Elaine Beddingham, Maxine Simmons
Environments that support pre- and post-registration students' and staff learning are vital to ensure the delivery of high quality patient care by knowledgeable and competent healthcare practitioners. A project was undertaken at Chesterfield Royal Hospital NHS Foundation Trust to modernise and enhance preceptorship against a background of national and local drivers. This article describes the development, piloting and evaluation of a new role designed to support and enhance practice learning environments for newly qualified nurses, preceptors, pre-registration nursing students and mentors...
September 2016: Nursing Management (Harrow)
Vera Gueorguieva, Ann Chang, Bonnie Fleming-Carroll, Karen M Breen-Reid, Mary Douglas, Sandhaya Parekh
Preceptorship programs are widely used in nursing education and transition to practice. This article describes a variety of improvements implemented in an academic health sciences center on the basis of findings from a study previously conducted with preceptors in the same institution. A long-standing preceptor preparation program was redesigned and expanded into two levels-an introductory workshop directed toward meeting the needs of new preceptors, and an advanced workshop for experienced preceptors. Organization-specific preceptor competencies were developed as a foundation for preceptor practice...
September 1, 2016: Journal of Continuing Education in Nursing
Denise Jaworsky, Sandra Gardner, Julie G Thorne, Malika Sharma, Nancy McNaughton, Suzanne Paddock, Derek Chew, Rick Lees, Tutsirai Makuwaza, Anne Wagner, Anita Rachlis
People living with HIV/AIDS (PHAs) are increasingly recognized as experts in HIV and their own health. We developed a simulated clinical encounter (SCE) in which medical students provided HIV pre- and post-test counselling and point-of-care HIV testing for PHAs as patient instructors (PHA-PIs) under clinical preceptor supervision. The study assessed the acceptability of this teaching tool with a focus on assessing impact on HIV-related stigma among medical students. University of Toronto pre-clerkship medical students participated in a series of SCEs facilitated by 16 PHA-PIs and 22 clinical preceptors...
August 31, 2016: AIDS Care
Mary Ann Jessee, Christine A Tanner
BACKGROUND: Clinical coaching has been identified as a signature pedagogy in nursing education. Recent findings indicate that clinical coaching interactions in the clinical learning environment fail to engage students in the higher order thinking skills believed to promote clinical reasoning. METHOD: The Clinical Coaching Interactions Inventory (CCII) was based on evidence of supervisor questioning techniques, the Tanner clinical judgment model, Bloom's Taxonomy, and simulation evaluation tools...
September 1, 2016: Journal of Nursing Education
Kate Davis, Sarahlouise White, Matthew Stephenson
BACKGROUND: A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace enables the provision of evidence-based and continuously improving safe patient care, which is central to achieving good patient outcomes. Therefore, nurses need to learn within a workplace that supports the implementation of evidence-based, professional practice and enables the best patient outcomes; the influence of workplace culture may play a role in this...
June 2016: JBI Database of Systematic Reviews and Implementation Reports
Carol Della Ratta
AIM AND OBJECTIVE: To explore graduate nurses' experiences of caring for deteriorating patients during the first year of practice. BACKGROUND: Hospital-based transition programmes have been established to ease graduate nurse transition. Despite this, novice nurses persistently cite caring for deteriorating patients as a clinical challenge. Few studies have explored the unique needs of novice nurses during such encounters, even less research has been undertaken from their perspective...
October 2016: Journal of Clinical Nursing
Jennifer R Kogan, Lisa N Conforti, Kenji Yamazaki, William Iobst, Eric S Holmboe
PURPOSE: Faculty development for clinical faculty who assess trainees is necessary to improve assessment quality and important to the success of competency-based education. Little is known about what faculty plan to do differently after training. This study explored the changes faculty intended to make after workplace-based assessment rater training, their ability to implement change, predictors of change, and barriers encountered. METHOD: In 2012, 45 outpatient internal medicine faculty preceptors (who supervised residents) from 26 institutions participated in rater training...
July 26, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Joyce M Wang, Joseph A Zorek
OBJECTIVE: The theory of deliberate practice has been applied to many skill-based performance activities. The primary aim of this project was to integrate synergistic principles from deliberate practice and consensus-derived competencies for interprofessional education into a framework upon which educational models to advance interprofessional experiential education (IEE) might be built. METHODS: CINAHL, ERIC, and MEDLINE databases were searched using the keywords "deliberate practice" and "interprofessional education," both individually and in combination...
2016: Frontiers in Pharmacology
Elizabeth Cotter, Jacqueline Dienemann
This hospital preceptor program includes processes to recruit, select, and provide ongoing evaluation of preceptor function. After volunteering, candidates are chosen by peer vote. A blended training program includes online, commercially available modules and nursing professional development practitioner-led sessions that engage preceptors in reflection and problem-solving. Preceptor education allows nurses to further develop their skills over 2 years. Formal evaluation found that preceptors gained efficiency in their role with low turnover rate and positive patient outcomes...
July 2016: Journal for Nurses in Professional Development
Sousan Valizadeh, Leili Borimnejad, Azad Rahmani, Leila Gholizadeh, Shahla Shahbazi
INTRODUCTION: Preceptors play an important role in the transition of new nurses to the practice setting, however, preceptorship experience has been perceived as stressful by preceptors. This study aimed to explore the lived experiences of nurse preceptors working with new nurses. METHOD: This qualitative study used the hermeneutic phenomenological design to explore the experiences of six nurse preceptors working with new nurses in a tertiary pediatric teaching hospital in Northwest of Iran, who were recruited by purposive sampling...
September 2016: Nurse Education Today
Yee-Shui Bernice Law, E Angela Chan
Paid employment within clinical setting, such as externships for undergraduate student, are used locally and globally to better prepare and retain new graduates for actual practice and facilitate their transition into becoming registered nurses. However, the influence of paid employment on the post-registration experience of such nurses remains unclear. Through the use of narrative inquiry, this study explores how the experience of pre-registration paid employment shapes the post-registration experience of newly graduated registered nurses...
September 2016: Nurse Education in Practice
Ann Nielsen, Kathie Lasater, Mary Stock
In today's complex, fast-paced world of hospital nursing, new graduate nurses do not have well-developed clinical judgment skills. Nurse preceptors are charged with bridging the gap between new graduates' learning in school and their autonomous practice as RNs. In one large, urban medical center in the U.S., a clinical judgment model and rubric were used as a framework for a new evaluation and orientation process. Preceptors of new graduate nurses who had used the former and new processes described their experiences using the framework...
July 2016: Nurse Education in Practice
Gunilla Mårtensson, Anna Löfmark, Anna-Greta Mamhidir, Bernice Skytt
During clinical practice, preceptors play an important educational role in helping nursing students become secure and effective practitioners. For this educational role they need adequate preparation. The aim of the present prospective study was to describe preceptors' experiences of their educational role before and after attending a university preceptor preparation course. This 7.5-credit, Master's level course is offered on a part-time basis and covers one semester. The theoretical approach was self-directed and reflective learning...
July 2016: Nurse Education in Practice
Lesley Charles, Jean Triscott, Bonnie Dobbs, Peter George Tian, Oksana Babenko
BACKGROUND: The Care of the Elderly (COE) Diploma Program is a six-to-twelve-month enhanced skills program taken after two years of core residency training in Family Medicine. In 2010, we developed and implemented a core-competency-based COE Diploma program (CC), in lieu of one based on learning objectives (LO). This study assessed the effectiveness of the core-competency-based program on residents' learning and their training experience as compared to residents trained using learning objectives...
June 2016: Canadian Geriatrics Journal: CGJ
Jennifer Cleland, Kenneth G Walker, Michael Gale, Laura G Nicol
OBJECTIVE: The focus of simulation-based education (SBE) research has been limited to outcome and effectiveness studies. The effect of social and cultural influences on SBE is unclear and empirical work is lacking. Our objective in this study was to explore and understand the complexity of context and social factors at a surgical boot camp (BC). METHODS: A rapid ethnographic study, employing the theoretical lenses of complexity and activity theory and Bourdieu's concept of 'capital', to better understand the socio-cultural influences acting upon, and during, two surgical BCs, and their implications for SBE...
August 2016: Medical Education
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