Critical care nurses' competence in mentoring students in intensive care units-A cross-sectional study.

BACKGROUND: Mentors play an important role in the practical education of critical care nursing students in intensive care units, yet little is known about the mentoring competencies of critical care nurses. AIM: The aim of this study was to assess Norwegian critical care nurses' competence in mentoring students in intensive care units. DESIGN: This study has a descriptive, cross-sectional design, utilising a self-administered online survey. SETTINGS: The study population consisted of critical care nurses who mentor students in Norwegian intensive care units. PARTICIPANTS: 178 critical care nurses participated in the study. The participants were recruited by contacting the units directly, through social media, and at a national critical care nursing conference. METHODS: The study utilised the Mentors' Competence Instrument, a self-evaluation tool for evaluating mentoring competence. RESULTS: The Norwegian critical care nurses generally evaluated their mentoring competence as middle to high level. The "reflection during mentoring" dimension was rated as the highest and "student-centered evaluation" as the lowest competence dimension. The critical care nurses who had formal mentoring education reported significantly higher mentoring competences, but the other demographic characteristics were not related to mentoring competence. Regardless of previous mentoring education, most participants reported a need to further develop their mentoring competencies. CONCLUSIONS: Employers should collaborate with educational institutions to establish a system for continuous competence development for critical care nurse mentors.

Registered nurses' perceptions of nursing student preceptorship: Content analysis of open-ended survey questions.

Nursing preceptors play a crucial role in supporting and educating clinical students. Understanding the perceptions and needs of nurse preceptors is essential to enhance their role as preceptors and to improve their teaching practices. This study aimed to explore preceptorship in diverse settings and specific contexts. Content analysis was performed to analyze open-ended responses from a questionnaire based on nurses' perceptions of preceptorship with undergraduate nursing students. Data were collected from two university hospitals, with different healthcare provision levels. Of the 370 responses, 295 (96%) were those of women, and 34.5% were in the age group of 41-50 years. Three main themes were identified: (1) the role of preceptorship as a key component in learning, (2) challenges in student preceptorship, and (3) personal recognition and compensation for teaching work. This study highlights the positive experiences and provides valuable insights into the challenges and opportunities faced by nurse preceptors in their teaching roles, and emphasizes the need for institutional support and educational programs to enhance their teaching responsibilities. Improving communication and collaboration among stakeholders is crucial for improving learning outcomes and satisfaction.

The second victim phenomenon: A qualitative study among bachelor's degree nursing students within the clinical learning environment.

AIM: This study explores and describes the second victim phenomenon in nursing students in association with the characteristics of the clinical learning environment and the clinical supervision process. DESIGN: Qualitative design using conventional content analysis and summative content analysis approaches. METHODS: From September 2022 to July 2023, in-depth semi-structured individual interviews were conducted with a purposive sample of 10 undergraduate nursing students. RESULTS: Six main themes were developed: 'defining the physical and psychological responses after the most significant patient safety incident', 'analyzing the characteristics of patient safety incidents', 'creating a safe learning environment to provide the best care for patients', 'developing mentorship capabilities and qualities for an ideal follow up of students as a second victim', 'providing resources and integrating support structures to second victim nursing students during their clinical learning', and 'considering the cooperation and coordination between the health institution and the higher education institutions.' CONCLUSION: Nursing students become second victims during their clinical placement. The clinical learning environment and mentoring characteristics influence the second victim experience.

By the residents, for the residents: Creation of a health-system pharmacy residency committee.

In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time.

Barriers and Facilitators to Clinical Supervision in Ghana: A Scoping Review.

Background: Clinical supervision involves the professional relationship between an experienced and knowledgeable clinician and a less experienced clinician in which the experienced clinician provides support toward the skills development of the less experienced one. The concept, structure, and format of clinical supervision vary in various jurisdictions and is influenced by the availability of resources, the training needs of supervisees, and organizational structures. Aim: The aim of this scoping review was to explore, map out and synthesize the available literature on the facilitators and barriers to clinical supervision in Ghana. Methods: The methodological framework developed by Arksey and O'Malley and modified by Levac et al. for scoping reviews, and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews were used to ensure a coherent and transparent reporting of literature. A systematic search was conducted in PubMed, CINAHL, Scopus, Medline, and Google Scholar using key words and key terms. Articles published between January 1, 2000, and February 28, 2023, were included in the review. Results: The initial search across all the databases yielded 208 results. Two independent reviewers completed both the title and abstract, and full text screenings. A third reviewer helped to resolve all discrepancies that arose during the screening process. The review included 20 articles and generated four themes: clinical supervision as a collaborative effort, feedback mechanism, training and adaptation, and challenges with implementation. Conclusion: Findings from this review highlight that healthcare professionals in Ghana valued clinical supervision. However, the implementation of clinical supervision is faced with individual and systemic challenges. There is the need for on-going collaboration between educational and clinical institutions to develop modalities that promote clinical supervision in Ghana.

Preceptorship in robotic colorectal surgery: experience from the Australian private sector.

This article describes a post-fellowship preceptorship training program to train sub-specialty colorectal surgeons in gaining proficiency in robotic colorectal surgery using a dual-surgeon model in the Australian private sector. The Australian colorectal surgeon faces challenges in gaining robotic colorectal surgery proficiency with limited exposure and experience in the public setting where the majority of general and colorectal surgery training is currently conducted. This training model uses graded exposure with a range of simulation training, wet lab training, and clinical operative cases to progress through both competency and proficiency in robotic colorectal surgery which is mutually beneficial to surgeons and patients alike. Ongoing audit of practice has shown no adverse impacts.

What does the literature say about preceptorship and mentorship in radiography: A scoping review of the current research and identified knowledge gaps.

OBJECTIVES: Effective transition into radiography practice for newly qualified radiographers (NQR's), radiographers returning to practice after career breaks, and internationally trained radiographers requires support inclusive of preceptorship and mentorship. The purpose of this scoping review is to evaluate the literature pertaining to preceptorship and mentorship support in radiography to identify knowledge gaps. This is timely in view of the health and care professions council (HCPC) recently published preceptorship guidance. KEY FINDINGS: A scoping review methodology underpinned by Arksey and O'Malley framework was undertaken, which employed a systematic search using combined keywords and Medical Subject Heading terms (MeSH) related to preceptorship and mentorship, of electronic databases: CINAHL, Pubmed, Embase, Scopus and Google scholar. A predetermined inclusion and exclusion criteria were used to screen by three independent reviewers, the titles, abstract and full text of articles using Covidence software (www.covidence.org). 10 articles in the English language were selected for the final review. 1574 articles were retrieved and assessed for eligibility, and 10 articles published between 2006 and 2022 met the inclusion criteria. Most of the research was conducted in the United Kingdom and only one study was published in Australia. The studies mainly focused on experiences of NQR, and experienced radiographers' perspectives on preceptorship and mentorship in diagnostic and radiotherapy radiography. It was established from the studies that there is variation in approaches to the transition process in terms of types of programmes, duration, and quality. Self-reported increase in confidence and competence was noted as a central objective, and barriers to implementation were identified to include lack of awareness and accessibility to available programmes, lack of clarity on aims and intended benefits, and lack of employer support pertaining to protected time. CONCLUSION: The paucity of research renders current preceptorship and mentorship practices in radiography inadequate for effective transition of different radiography groups into their role. Further research is required to evaluate the models of preceptorship and mentorship, their impact and intended outcomes on radiography practice. IMPLICATIONS FOR PRACTICE: The identification of knowledge gaps in this area can support employers and researchers in the development of effective models of preceptorships and mentorship which can be evaluated for implementation for specific radiography groups.

Midwives views about preceptorship and peer-learning in a birth unit: A cross-sectional study.

BACKGROUND: Practical training in a birthing unit is an important part of midwifery education. Previous research on the preceptor role predominantly consists of qualitative interview studies and have not explored pedagogical models like peer learning. OBJECTIVES: The purpose of this study was to quantitatively describe midwives' experiences, conditions, and needs in their role as preceptors in a birthing unit, as well as their attitudes towards and experiences of peer-learning. DESIGN: A cross-sectional study, using a web-survey. SETTINGS: The survey was distributed to all midwives working in a birthing unit in Sweden. PARTICIPANTS: A total of 573 valid responses were obtained. METHODS: A questionnaire consisting of 22 questions, which included background questions, questions to be answered on a four-point Likert scale, and open-ended questions, was sent out from November 2022 to March 2023. The collected data were analysed using descriptive statistics, Chi-square, and Mann Whitney U test analyses. The open-ended responses were analysed using quantitative content analysis. RESULTS: Midwives with ≤10 years of experience were more hesitant about taking on the preceptor role. They also described a lack of support and found it more challenging to integrate supervision into their working hours than midwives with >10 years of experience. Time for supervision and time for reflection with midwifery students were identified as areas that could improve the quality of supervision. Of the respondents, 42.8 % had experience of peer learning. "Students learn from each other" was identified as the most common advantage of peer learning. CONCLUSIONS: Long-term experience as a midwife plays a crucial role in how midwives perceive their role as a preceptor and the conditions they experience. The midwives in this study had started supervising students earlier than they deemed advantageous. As the preceptor plays a critical role in the midwifery student's learning process, it is important to have experienced preceptors.

Guidelines to support newly qualified professional nurses for effective clinical practice.

BACKGROUND:  Transitioning to a professional role is difficult for newly qualified professional nurses. Given the challenges that these nurses experience during the transition to practice, support is essential for them to become efficient, safe, confident, and competent in their professional roles. OBJECTIVES:  The purpose of this study was to explore the transition experiences of newly qualified professional nurses to develop a preceptorship model. METHOD:  This study employed a qualitative approach to purposively collect data. Concept analyses were conducted applying the steps suggested by Walker and Avant, and the related concepts were classified utilising the survey list of Dickoff, James and Wiedenbach's practice theory. RESULTS:  A preceptorship model for the facilitation of guidance and support in the clinical area for newly qualified professional nurses was developed. The model consists of six components, namely, the clinical environment, the operational manager and preceptor, the newly qualified professional nurse, the preceptorship, the assessment of learning, and the outcome. CONCLUSION:  The study revealed that newly qualified professional nurses face many transition challenges when entering clinical practice. They are thrown far in, experience a reality shock, and are not ready to start performing their professional role. The participants agreed that guidance and support are needed for their independent practice role.Contribution: The preceptorship model for newly qualified professional nurses would be necessary for the transition period within hospitals. This preceptorship model may be implemented by nursing education institutions as part of their curriculum to prepare pre-qualifying students for the professional role.

To be or not to be supervisors for medical students in general practice clinical placements: a questionnaire study from Norway.

OBJECTIVE: Many countries experience challenges in recruiting and retaining general practitioners (GPs) as supervisors for medical students in clinical placements. We aimed to investigate the opportunities, capacities and limitations of Norwegian GPs to become supervisors. DESIGN: Web-based cross-sectional questionnaire study. SETTING: Norwegian general practice. SUBJECTS: All GPs in Norway, including locums and those on leave, both active supervisors, and GPs who are not presently supervising medical students. MAIN OUTCOME MEASURES: GPs' terms of salary, office facilities, limiting factors, capacity and needs for becoming or continuing as supervisors. RESULTS: Among 5145 GPs, 1466 responded (29%), of whom 498 (34%) were active supervisors. Lack of a dedicated student office was the most reported limitation for both active supervisors (75%) and other GPs (81%). A high proportion (67%) of active supervisors reported that they could host more students per year, given financial support for equipped offices and higher salaries. With this kind of support, 48% (n = 461) of the GPs who were not supervisors for medical students were positive about a future supervisor role. By adjusted regression analysis, female GPs had lower likelihood of being supervisors, OR (95% CI) 0.75 (0.59-0.95) than male colleagues. GPs in the North, Mid and West regions had higher odds (OR 3.89, 3.10 and 2.42, respectively) than those in the South-East region. Teaching experience also increased the odds (2.31 (1.74-3.05). CONCLUSIONS: There seems to be capacity among both active and potential supervisors if increased salaries and financial support for office facilities are made available.

KEY POINTSUndergraduate training by clinical placements is important for the recruitment of doctors to general practice, and depends on a sufficient number of GPs as supervisors.The study shows that there is sufficient capacity among Norwegian GPs to host medical students in clinical placements.Many potential supervisors among Norwegian GPs report that they have not been approached by a university to supervise medical students.Many supervisors state that they need increased salaries and financial support for facilities and expenses in order to supervise medical students.

Competency domains for registered nurse preceptor professional development: Evidence from a modified e-Delphi study.

AIM: To develop an evidence-based framework of nurse preceptor competency domains and competency descriptors for use in nurse preceptor professional development. BACKGROUND: Nurse preceptors are registered nurses who coach, support and assess nursing students while simultaneously caring for patients. Working as both clinician and educator requires preceptors to develop additional skills. However, preceptor preparation is often overlooked and may not be evidence based. DESIGN: A modified e-Delphi study. METHODS: A three-phase e-Delphi method informed the study that was conducted between March and September 2023. In the first preparatory phase an expert group distilled the results of a previous literature review identifying seven preceptor competency domains and more than 200 competency descriptors. Two e-Delphi rounds followed. A 70% rater agreement response threshold was chosen as appropriate in this study. The CREDES reporting framework was followed. RESULTS: In the preparatory phase, the expert group (n=6) reached consensus on six preceptor domains and 57 preceptor descriptors. In Round 1, nurse preceptors (n= 89) rated the domains and descriptors using a four-point Likert scale; from not important to very important. Six domains and 34 competency descriptors were ranked as very important'. Round 2 participants (n=30) who opted in from Round 1 indicated their 100% agreement with the Round 1 results. The results reveal that preceptors resonate intuitively with the six domains Role model, Facilitator, Leader, Evaluator, Teacher and Coach and the related descriptors. CONCLUSION: The preceptor evidence-based competency framework offers registered nurse preceptors and their employers the opportunity to focus efforts in developing a nurse preceptor workforce. The framework can be used to design preceptor professional development and offers registered nurses a self-assessment tool to identify their preceptorship skills strengths and areas for development. If implemented in these ways the framework may benefit healthcare organisations to provide quality nurse preceptorship, thus enhancing the clinical learning experiences of nursing preceptees.

Competências gerais, específicas e dificuldades para a atuação dos farmacêuticos como preceptores: revisão integrativa / General and specific competencies and difficulties for pharmacists to act as preceptors: an integrative review / Competencias generales y especificas y dificultades del farmacéutico para el trabajo como preceptor: una revisión integrativa

O presente estudo teve como objetivo descrever e analisar as competências gerais, específicas e as dificuldades para a atuação dos farmacêuticos como preceptores. Para isso, foi realizada uma revisão de literatura nas bases de dados eletrônicas PubMed, Web of Science, Embase e Scopus, utilizando artigos publicados sobre competências gerais e específicas dos preceptores farmacêuticos. A busca inicial identificou 355 artigos, dentre os quais 14 atenderam aos critérios de inclusão. Foram encontradas como principais competências gerais: habilidade de comunicação, conhecimento, resolução de problemas, desenvolvimento de pensamento crítico e profissionalismo; como específicas: feedbacks, relacionamento interpessoal, atividades baseadas nas necessidades dos alunos, planejamento, expectativa compartilhada e liderança; e foram vistas como principais dificuldades: necessidade de maior qualificação dos preceptores e falta de tempo para exercer as atividades da preceptoria. O conhecimento dessas competências e dificuldades pode contribuir para uma melhor força de trabalho na educação acadêmica e experiencial em farmácia

The present study aimed aimed at describing and analyzing the general and specific skills and difficulties for pharmacists to act as preceptors. To this end, a literature review was carried out in the electronic databases PubMed, Web of Science, Embase and Scopus, for articles published on general and specific competencies of pharmaceutical preceptors. The initial search identified 355 articles and 14 using articles published met the inclusion criteria. The main general competencies were found to be: communication skills, knowledge, problem solving, development of critical thinking and professionalism; as specific: feedback, interpersonal relationships, activities based on student needs, planning, shared expectations and leadership; and the main difficulties were seen as: need for greater qualification of preceptors and lack of time to carry out preceptorship activities. Knowledge of these skills and difficulties can contribute to a better workforce in academic and experiential pharmacy education

El presente estudio tuvo como objetivo describir y analizar las competencias generales y específicas y las dificultades para la actuación de los farmacéuticos como preceptores. Para ello, se realizó una revisión de literatura en las bases de datos electrónicas PubMed, Web of Science, Embase y Scopus, usando artículos publicados sobre competencias generales y específicas de los preceptores farmacéuticos. La búsqueda inicial identificó 355 artículos, dentro de los quales 14 cumplieron con los criterios de inclusión. Se encontraron como principales competencias generales: habilidad de comunicación, conocimiento, resolución de problemas, desarrollo de pensamiento crítico y profesionalismo; como específicas: retroalimentación, relaciones interpersonales, actividades basadas en las necesidades de los alumnos, planificación, expectativa compartida y liderazgo; y fueron vistas como principales dificultades: necesidad de más cualificación de los preceptores y falta de tiempo para ejercer las actividades de la preceptoría. El conocimiento de estas competencias y dificultades puede contribuir a una mejor fuerza laboral en la educación académica y experiencial en farmacia

The impact of preceptorship on the newly qualified nurse and preceptors working in a critical care environment: An integrative literature review.

BACKGROUND: Preceptorship has been found to be effective in supporting Newly Qualified Nurses (NQNs) during their transition into challenging environments, particularly in addressing issues related to confidence and anxiety. Effective preceptorship is an element of best practice and essential to support NQNs' transition into the critical care setting. However, the impact of preceptorship on NQNs and their preceptors in critical care units is yet to be completely understood. AIM: To review the impact of preceptorship on NQNs and preceptors working in a critical care environment. STUDY DESIGN: An integrative literature review of the literature. The review employed Whittemore and Knafl's (2005) five-stage integrative review approach. METHODS: Three databases (MEDLINE, CINAHL and PsycINFO) were searched for papers published between January 2010 and May 2022. The PRISMA framework was used to guide the search and screening. Thematic analysis was used to extract, organize and analyse the data. RESULTS: Nine studies were included in this review. Reflective thematic analysis revealed three themes, with four related subthemes. Preceptorship has an impact on the development of the NQNs and preceptors' 'nurturing' relationship. NQNs develop their knowledge, competence and confidence when experiencing supportive preceptorship. Meanwhile, preceptors experience a combination of increased workload and opportunities for learning and professional development as a result of preceptorship. CONCLUSION: There is evidence of the impact of preceptorship on learning and professional development for both NQNs and preceptors, but this is a complex phenomenon and further research is required to understand this area more fully. RELEVANCE TO CLINICAL PRACTICE: In nursing practice, it is well-established that Newly Qualified Nurses (NQNs) often face heightened levels of anxiety and a lack of confidence when embarking on their careers, particularly in the demanding and stressful environment of critical care units. This review holds particular significance in the realm of clinical practice as it delves into the pivotal role of preceptorship in nurturing the professional growth and development of NQNs within the challenging domain of critical care. Effective preceptorship, as an essential component of best practice, plays a pivotal role in aiding NQNs' transition into critical care settings.

Clinical education models in rural practice settings: A scoping review.

AIM: The objective of this review is to identify and synthesize the literature on clinical nursing education models in rural settings, with the goal of developing a better understanding of effective clinical education models suitable for rural nursing education. BACKGROUND: Clinical education is an integral part of nursing education, yet very little clinical education occurs in rural and remote areas. This leaves the rural landscape vulnerable to inadequate health care staffing because many graduates will begin their nursing practice in the geographical areas where they studied. The rural nursing workforce is currently insufficient to meet the health care needs of rural populations. This insufficiency is likely to worsen because statistical trends suggest that rural and remote communities might be among the worst affected by the global nursing shortage. Many new graduate nurses are ill prepared for rural nursing practice, primarily due to limited exposure to rural nursing content and rural clinical experiences in their entry-to-practice education. Increasing opportunities for nursing students to learn in rural clinical settings will likely support the recruitment and retention of nurses in rural practice. Despite the key role of rural nursing education in sustaining the rural health workforce, little is known about rural clinical learning in nursing education. DESIGN: A scoping review. METHODS: This scoping review was conducted using the steps outlined by Arksey and O'Malley with updated methodological guidance from the Joanna Briggs Institute. RESULTS: Of 1880 potential data sources, 82 were included in data analysis. Although no distinct model of rural clinical nursing education could be identified, several features of clinical nursing education were described in the context of rural clinical learning. Preceptorship was the most used mentorship/clinical supervision model (n=41). The most common placement design was a block model design (n=41) lasting between one and 16 weeks, with most learners engaging in episodic care with individual clients (n=42). Interestingly, 24 sources reported learners engaging in rural clinical education across multiple contexts (e.g., acute care, home care, and primary care). CONCLUSION: These findings suggest there exists great variability in rural clinical learning opportunities for nursing students. Academic practice partnerships could continue to be leveraged to provide learners with rural clinical education that meets the needs of both the educational institution as well as the rural communities in which learning takes place. An area of further research would be to focus on formal evaluation of the effectiveness of clinical education models in the rural context.

Evaluating preceptorship during advanced pharmacy practice experiences in Saudi Arabia: A Cross-Sectional Study.

Introduction: Doctor of Pharmacy (PharmD) programs offer students' academic coursework and Advanced Pharmacy Practice Experiences (APPEs). APPEs are crucial for students, providing hands-on training in practice settings and enhancing clinical skills and decision-making abilities. Nevertheless, successful APPEs relies mainly on preceptorship. Hence, this study aims to evaluate preceptorship during APPEs in one of the non-major cities in Saudi Arabia. Method: A Cross-Sectional survey study was conducted among 40 PharmD students at Taibah University's College of Pharmacy which involved two telephone interviews conducted seven months apart. The survey instrument consisted of 46 questions divided into eight sections which covered various aspects such as demographics, clarity of rotation objectives, clinical and communication skills, assessment of the training and learning opportunities, preceptors' feedback and evaluation, interaction with patients, healthcare providers, and preceptors. Descriptive statistics and Cronbach's alpha coefficient were utilized to analyze the collected data and to assess the internal consistency of the multi-item Likert questions. Results: Preceptors were predominantly male, aged 26-35, with extensive experience in pharmacy practice and mentorship, yet they lacked specialized post-graduate training or education certification. Almost 50% of the preceptors exhibited competence in pharmacotherapy-related science, demonstrated a willingness to teach students and acknowledged the students' knowledge and skills. Furthermore, most of the students reported understanding of the APPEs objectives as the internship progressed. However, only 15% of late rotation participants strongly agreed on the safety of the learning environment, adequate time and regular contact with their preceptors. Starkly, only 3.0% of early rotation students and 6.1% of late rotation students strongly agreed with the improvement of their written and verbal communications. Conclusion: This study reported a noted decline in perceived learning support and environment safety as the APPEs' year progressed. Feedback and communication skills development were areas of concern, with limited satisfaction reported. The study highlights regional disparities in training quality, emphasizing the need for structured learning experiences and re-evaluation of preceptorship. Future research should aim to better understand the challenges associated with APPEs in non-major cities and rural areas, thereby making significant contributions to the enhancement of the pharmacy profession.

A systematic review: Clinical education and preceptorship during nurse practitioner role transition.

BACKGROUND: The demand for nurse practitioners (NP) is growing; however, the NP role transition is difficult. NP role transition starts with NP student entering the program and can last for as long as two years post-graduation. NP clinical education and preceptorship model is outdated and is in need of restructuring. PURPOSE: The purpose of this literature review was to describe and explain the issues and resources within the NP clinical education and preceptorship that is used to support NPs' role transition both before and after graduation. METHODS: The search years included 2010-2022. The following search terms were used: graduate nurse, advanced nursing, nurse practitioner, APRN, masters prepared, advanced nurse, nursing student, practicum, residency programs, residencies, school, program, clinical, clinical education, nursing education, health education, training, clinical site, student, preceptor, preceptorship, apprenticeship, mentor, mentorship, transition, role transition, role change, nurse's role, primary care, qualitative research, collaboration, and clinical competence. RESULTS: In this review pre-graduation persistent issues with availability of clinical sites and preceptors as well as lack of consistency in competency based clinical education assessment practices were identified. Difficult transition to practice post-graduation showed inconsistent and limited support available to further develop the newly graduated entry level NPs' clinical skills. CONCLUSION: Restructuring the old clinical education and preceptorship model used during the pre-graduation NP role transition stage is necessary to improve NP role transition process and graduate the required number of practice ready NPs.

Experiences of preceptorship in Singapore: A qualitative exploratory study of preceptors' experience in precepting nursing students during pre-registration of clinical placement in an acute hospital.

BACKGROUND: Preceptors play an important role in teaching and guiding nursing students to transit to the role of registered nurses. Nursing students are trained to acquire the skills and knowledge in providing good quality care to patients. However, the preceptors in the clinical area may face challenges in providing care to their patients in addition to their preceptor role. It is vital to explore and gain insights on the preceptorship experience to better understand their challenges and facilitate their preceptorships and the learning experience of the nursing students. AIMS: This study explored the preceptors' experience to understand their challenges and support received in the facilitation of the preceptorship and learning experience of the nursing students in an acute care hospital in Singapore. METHODS: Semi-structured interviews were conducted from June to October 2021 with ten registered nurses working in an acute hospital. Thematic analysis was conducted. RESULTS: Three main themes emerged from the thematic analysis: (1) preceptor-student relationship; (2) barriers and challenges to successful preceptorship; and (3) outcomes of successful preceptorship. CONCLUSIONS: This study provided valuable insights in the experience of the preceptors in Singapore. Recommendation for nursing management and leaders to establish support system in promoting recognition of preceptors, establish dialog sessions between stakeholders. Nursing education to provide support and to review the efficacy of the current preceptorship program to identify correlation with successful precepting experience for both preceptors and nursing students. Despite challenges faced by the preceptors, their experience had been positive and they are committed in precepting the nursing students.

A simulação realística como ferramenta de avaliação de re- sidentes de enfermagem: um relato de experiência / Realistic simulation as a tool for evaluating nursing residents: an experience report

Objective Structured Clinical Examination (OSCE) é um modelo de avaliação com uma série de estações, nas quais o aluno deverá executar ações específicas que englobam competências. São avaliados comportamento, domínio e habilidades. Objetivo: relatar a utilização da simulação realística como ferramenta de avaliação de residentes de enfer- magem. Método: Estudo descritivo, tipo relato de experiência, sobre o uso de um método de avaliação formativa utilizando a simulação realística em julho de 2023. Resultados: Foi realizada a observação direta das atividades desenvolvidas pelos residentes e preenchido o check list individual de cada cenário. Debriefing contribuiu com a discussão reflexiva em grupo. Conclusão: Ao acompanhar o desenvolvimento enquanto ele ocorre, a avaliação formativa com uso do método OSCE, possibilita perceber como o residente tem absorvido o saber, quais possíveis pontos de melhoria e se os objetivos estão sendo alcançados. A simulação utilizada como ferramenta pode complementar o treinamento prático em situa- ções clínicas reais.(AU)

Objective Structured Clinical Examination (OSCE) is an assessment model with a series of stations in which the student must perform specific actions that encompass competencies. Behavior, mastery and skills are assessed. Objective: To report on the use of realistic simulation as an assessment tool for nursing residents. Method: This is a descriptive experience report on the use of a formative assessment method using realistic simulation in July 2023. Results: The activities carried out by the residents were directly observed and an individual checklist was completed for each scenario. Debriefing contributed to reflective group discussion. Conclusion: By monitoring development as it happens, formative assessment using the OSCE method makes it possible to see how the resident has absorbed the knowledge, what possible points for improvement and whether the objectives are being achieved. Simulation used as a tool can complement practical training in real clinical situations.(AU)

El Examen Clínico Objetivo Estructurado (ECOE) es un modelo de evaluación con una serie de estaciones en las que el estudiante debe realizar acciones específicas que engloban competencias. Se evalúan el comportamiento, el dominio y las habilidades. Objetivo: Informar sobre el uso de la simulación realista como herramienta de evaluación para residentes de enfermería. Método: Estudio descriptivo del uso de un método de evaluación formativa mediante simulación realista en julio de 2023. Resultados: Se observaron directamente las actividades realizadas por los residentes y se cumplimentó una lista de comprobación individual para cada escenario. El debriefing contribuyó a la discusión reflexiva en grupo. Conclusión: La evaluación formativa mediante el método OSCE permite, a través del seguimiento de la evolución a medida que ésta se produce, ver cómo el residente ha asimilado los conocimientos, cuáles son los posibles puntos de mejora y si se están alcanzando los objetivos. La simulación utilizada como herramienta puede complementar la formación práctica en situaciones clínicas reales.(AU)

Team-based preceptor model: The foundation of a longitudinal residency learning experience focused on education.

PURPOSE: A structured pharmacy grand rounds (PGR) learning experience that incorporates all aspects of the Accreditation Council for Pharmacy Education (ACPE) continuing pharmacy education (CPE) development process for postgraduate year 1 and 2 pharmacy residents is described. SUMMARY: Pharmacy residents at The University of Texas MD Anderson Cancer Center participate in a structured PGR learning experience as part of the residency completion requirements. Residents are involved in all aspects of educational activity development, including (1) conducting a needs assessment; (2) developing learning objectives; (3) implementing learning assessment methodologies; (4) constructing assessment questions; and (5) applying ACPE standards in the development of CPE activities. A team-based preceptor model focused on the unique attributes of the learning experience, comprising subject matter experts in content and educational best practices, is utilized to support the resident, provide feedback, conduct an evaluation, and ensure a successful experience. Key factors for success include resident instruction related to educational best practices, resources to exemplify the CPE development process, preceptor coaching, and guided self-reflection to identify areas of strength and improvement as an educator. CONCLUSION: A structured PGR learning experience that incorporates all aspects of the ACPE CPE development process enables pharmacy residents to understand and apply best practices for educational activity development. Utilizing a team of subject matter experts in educational best practices in collaboration with content experts allows for shared preceptor responsibilities and a successful experience for the resident.

Effectiveness appraisal of interventions to increase retention of newly qualified nurses implemented in the final year of pre-registration programmes: A literature review.

AIM: To understand the effectiveness of interventions to increase retention of early career nurses, implemented during the pre-registration programme. BACKGROUND: Retention of nurses is an issue of global concern. The transition period spanning the final year of pre-registration nurse education programmes and the first year of qualified practice is a point of high risk for attrition from the profession. DESIGN: A systematic review without meta-analysis and a thematic synthesis of wider literature, reported using SWiM and ENTREQ guidelines. METHODS: A convergent segregated approach was used to capture qualitative and quantitative study designs. A systematic review of quantitative papers reporting intervention and retention data and scoping review of a wider body of literature related to interventions supporting transition to qualified practice were conducted. Searches used Medline and CINAHL databases in October 2021. Data extracted from wider literature were inductively collated into themes relating to the intervention type and synthesised. RESULTS: Six papers were included in the systematic review and 27 papers were included in the scoping review. Interventions included internships, externships, clinical immersion programmes, capstone projects, preceptorships and psychological wellbeing programmes. There was a lack of consensus about the benefits of implementing interventions during the final year of pre-registration programmes, but some evidence that interventions incorporating preceptors, expose students to the clinical environment and involve academic/clinical collaboration, report positive outcomes related to transition to qualified practice, which potentially has an impact on motivation to stay in the profession. CONCLUSION: Greater understanding of interventions supporting student nurses to reduce likelihood of leaving once qualified has been achieved. There is some evidence these interventions lead to increases in retention, but this is limited by the quality of the reporting and the scarcity of data. Consideration should be given to maximizing students' exposure to clinical practice and the benefits that interventions with alternative approaches such as psychological wellbeing programmes may bring. This review has potential to influence effective implementation of interventions to increase retention of early career nurses if clinical practice and academic settings review proposed or actual interventions to maximise added value. REPORTING METHOD: the manuscript has been written in adherence with the EQUATOR guidelines following the SWiM reporting guidelines for the systematic review and the ENTREQ guidelines for the scoping review.