Core competencies for Registered Nurse preceptors: A mapping review of quantitative studies.

AIMS: To review the contemporary international literature on nurse preceptor competencies and map the components and their descriptors. REVIEW METHODS: A mapping review. DATA SOURCES: Articles reporting evidence-based and validated Registered Nurse (RN) preceptor competencies published between 2013 and 2022 were identified. Open access databases such as PubMed and Google Scholar and the library healthcare databases Scopus and CINAHL were searched. The authors collaborated at each review stage that included screening, article selection, tabulation, mapping and preparation of findings. RESULTS: Seven quantitative studies were included. Three were based on existing nurse preceptor competency data sets and four were purposely developed using collaborative research methods. Each study validated findings through a survey of nurse stakeholders. Three key competencies shared across all studies were 'facilitating teaching', 'being a role model' and 'evaluating student's performance'. The number of competency categories ranged from three to 10 and the accompanying item descriptors from 9 to 83. Although terminology describing data sets was inconsistent, similarity was seen across competency domains. CONCLUSION: The contemporary nursing preceptor role is considered an emerging specialist education role. The results offer a set of validated preceptor competency descriptors, applicable to practice, that provide insight into ways employers may recruit, support and retain nurse preceptors. IMPLICATIONS FOR THE PROFESSION: The mapped results provide a concise summary of nurse preceptor competency research internationally that can inform further development of RN preceptors. IMPACT: This review addresses the lack of consensus around nursing preceptor competencies for clinical supervision of undergraduate nursing students. Seven competency domains were identified describing key preceptor role capabilities. The domains Facilitator', 'Role model' and 'Evaluator' featured across the included studies: 'More than 300 competency descriptors were reported'. Our review results could better prepare RN preceptors for their important role. Employers of RN preceptors could use the results to design performance competencies that may enhance nursing preceptorship. REPORTING METHOD: This review adheres to the PRISMA-ScR EQUATOR guidelines as the recommended reporting method for mapping reviews.

The cognitive apprenticeship model as a framework for desired precepting qualities to inform preceptor development.

INTRODUCTION: Positive learner perceptions of learning experiences have been linked to better learning outcomes. More information is needed on learners' desired qualities of preceptors and learning experiences to inform preceptor development. Aligning learners' perceptions with a teaching framework, such as the Cognitive Apprenticeship (CA) framework, may be useful to guide preceptor self-assessment and development. However, information is lacking regarding whether the CA framework is consistent with learners' expectations. The purpose of this study was to determine pharmacy learner perspectives on desired preceptor behaviors and qualities and to evaluate their alignment with the CA framework to inform preceptor development. METHODS: Twenty-two learners (nine residents and 13 introductory and advanced pharmacy practice students) participated in nine focus group interviews. Data were analyzed qualitatively by inductive coding and pattern coding and then condensed into themes. After initial analysis, the CA framework was adapted into codes and applied to the data to explore the alignment of quality preceptor characteristics with CA. RESULTS: Learners identified desired general preceptor characteristics, teaching behaviors, and qualities of sites and experience structure in their discussion. All four CA dimensions (Methods, Sociology, Sequencing, and Content) were represented in the described desired preceptor qualities. Most comments were connected to the Methods dimension. CONCLUSIONS: This study supports the use of CA as a framework to guide preceptor development and assessment for desired precepting qualities, preceptor behaviors, and learning environments. Additional research is needed for best practices in implementing CA in preceptor assessment and professional development.

Midwifery students' perceptions of clinical learning experiences and midwifery preceptors in Turkey.

BACKGROUND: The clinical education environment presents a valuable opportunity for students to learn, acquire and develop the clinical skills essential for professional midwifery practice. The presence of competent and relevant preceptors plays a pivotal role in ensuring the success of midwifery students and fostering positive clinical experiences. AIM: This study was conducted to evaluate the clinical practice experiences of midwifery students and their perceptions of midwifery preceptors. DESIGN: A descriptive and cross-sectional study. METHODS: This study was conducted with 205 students enrolled in the midwifery department of the Faculty of Health Sciences of a state university in Turkey. Data collection used a participant information form and the Clinical Learning Environment and Midwifery Preceptor Scales designed to assess factors affecting midwifery students' clinical learning. Data analysis was performed using the SPSS 22.0 program, employing methods such as the Independent Sample T-Test, One-Way Analysis of Variance and Tukey test. RESULTS: The average total score on the Clinical Learning Environment scale was 31.08±2.16 out of a possible 32, while the average total score on the Midwifery Preceptors scale was 17.60 (SD 1.27) out of a possible 18. The mean total score of the Midwifery Preceptor Scale and the mean scores of the sub-dimensions of Skill Development and Midwifery Practice Philosophy were found to be statistically significantly higher in those aged 21 years and older than aged 20 years and younger (P < 0.05). The Midwifery Preceptor Scale total score, the Clinical Learning Environment Scale total score and Skill Development sub-dimensions mean scores of the second-year students were found to be statistically significantly higher than the first and third-year students (P <0.05). Furthermore, students who received education in larger groups and willingly chose and had a passion for the midwifery profession demonstrated significant positive perceptions regarding their clinical learning environment experiences and the impact of their preceptors on their professional growth. CONCLUSIONS: Understanding the perspectives of midwifery students regarding the clinical education environment, preceptors and the teaching and learning process holds great importance for enhancing the quality of the clinical education environment and fostering the development of clinical competencies among midwifery preceptors.

Compliance with Clinical Supervision Guidelines and its Relations with Confidence of the Supervisees / Cumplimiento de las pautas de supervisión clínica y su relación con la confianza de los supervisados

Background: Clinical supervision is a procedure for the training of health psychologists based on the guidance of more expert professionals, who provide guidelines for action. Using observational methodology, the aim of this paper is to study compliance with the guidelines and probably related variables, such as the confidence of the therapists with supervision and its methods. Method: Six novice therapists, seven supervisors, and 31 users participated in the study; all of them belonged to the university clinic of the Universidad Autónoma de Madrid (CPA-UAM). Confidence was assessed using a self-report questionnaire and compliance with the guidelines using an observational rating-scale. Results: The most common method of supervision was discussion; confidence with supervision and its methods were associated with greater compliance with the guidelines. Conclusions: The results of this study open the door to the development of a guide for action for supervisors, helping them in their task. (AU)

Antecedentes: La supervisión clínica es un procedimiento para la formación de psicólogos clínicos y de la salud basado en la guía de profesionales más experimentados, quienes proporcionan pautas de acción. El objetivo de este artículo es estudiar, utilizando metodología observacional, el cumplimiento de las pautas y variables probablemente relacionadas, como la confianza de los terapeutas en la supervisión y sus métodos. Método: Participaron seis terapeutas noveles, siete supervisores y 31 usuarios, todos ellos de la clínica de psicología de la Universidad Autónoma de Madrid (CPA-UAM). La confianza se evaluó mediante un cuestionario de autoinforme y el cumplimiento de las pautas mediante una escala de calificación observacional. Resultados: El método más común de supervisión fue la discusión de casos; la confianza en la supervisión y sus métodos se asoció con un mayor cumplimiento de las pautas. Conclusiones: Los resultados de este estudio abren la puerta al desarrollo de una guía de acción para los supervisores, ayudándolos en su tarea. (AU)

A preceptor development program using an interactive board game.

BACKGROUND AND PURPOSE: Colleges and schools of pharmacy and residency programs must be engaged in the purposeful development of their preceptors. Preceptor development needs vary widely from a new preceptor needing foundational preceptor skills to a more experienced preceptor who may wish to incorporate more sophisticated precepting methods such as layered learning or interprofessional precepting. It can be challenging to create preceptor development activities that meet these varied needs and keep preceptors of all levels engaged. EDUCATIONAL ACTIVITY AND SETTING: The Preceptor's Game of Life was developed to incorporate serious gaming into preceptor development to increase engagement and promote learning across all precepting levels. This game was designed to review precepting fundamentals and focused heavily on the application of these principles to authentic precepting scenarios. An element of friendly competition, collaboration, and storytelling created a safe and fun environment where participants could discuss solutions to scenario-based problems. FINDINGS: The Preceptor's Game of Life has been well received by state and national audiences. Audience members were engaged and invested as they discussed the scenarios presented. Individual, informal feedback following the session and formal session evaluations were positive. SUMMARY: Though the Preceptor's Game of Life required careful logistical planning, the outcome was positive. High levels of engagement amongst the participants were noted in the form of note taking and audience participation. Audience members appreciated activating their prior knowledge and experiences and applying that to future scenarios. This manuscript serves as a tool for others interested in novel preceptor development methods.

Impact of an online pharmacy precepting-focused continuing professional development program.

INTRODUCTION: This study aimed to determine the preceptor-reported impact of an online continuing professional development (CPD) program on pharmacy preceptors' abilities and techniques for teaching students in clinical settings. METHODS: In 2017, an online program to educate and support pharmacy preceptors' use of CPD to create individualized clinical teaching development plans was launched. After allowing time for preceptors to implement their CPD plan, a follow-up program was launched in 2019 where preceptors completed a seven-question survey to assess their impact on clinical teaching from the initial program. Two questions described completion of the CPD plan with response options including "Yes," "No," or "Partially". Five open-ended questions allowed for descriptions of changes implemented and overall teaching impact. Impact of implemented changes were categorized as positive, negative, or no change. Changes implemented by preceptors were categorized as goal setting, feedback, communication/education skills, student-teacher connection, or educational resources development. RESULTS: Of the 119 preceptors who responded to at least one question, 52% fully implemented and 39% partially implemented their pre-identified CPD plan. A total of 75 preceptors provided responses regarding impact of implemented activities; 69 (92%) were coded as a positive impact on their clinical teaching. Preceptor skill development was most commonly in communication/educational skills (45%), student/teacher connection (33%), and educational resources development (33%). CONCLUSIONS: This online precepting CPD program had a positive preceptor-reported impact on clinical teaching delivered by preceptors to students. Further investigation is warranted to disseminate this program.

Content Analysis of Feedback Journals for New Nurses From Preceptor Nurses Using Text Network Analysis.

This study aimed to identify keywords, core topic areas, and subthemes by analyzing feedback journals written by preceptor nurses to new nurses during the preceptorship period and to derive implications through word clustering. A total of 143 preceptor nurses' feedback journals for new nurses from March 2020 to January 2021 were converted into a database using Microsoft Office Excel. Text network analysis was performed using the NetMiner 4.4.3 program. After data preprocessing, simple frequency, degree centrality, closeness centrality, betweenness centrality, and community modularity were analyzed. In the feedback journals, the most central words were "study," "medication," "practice," "nursing," "method," "need," and "effort," whereas frustration, "new nurses" had low centrality. Five subthemes were derived: (1) learning necessity to strengthen new nurses' competency, (2) independence of new nurses, (3) emphasis on accuracy in nursing skills, (4) difficulties in understanding the nursing tasks expected of new nurses, and (5) basic competency of new nurses. The results of this study highlighted the experiences of new nurses and allowed for an assessment of journal feedback content provided by preceptor nurses. As such, the study provides basic data to develop a standardized education and competency empowerment program for preceptor nurses.

Inteligencia emocional y su importancia en el proceso formativo de especialidades médico-quirúrgicas / Emotional Intelligence and its Importance on the Training Process as within Medical-Surgical Specialties

Introducción: La inteligencia emocional es una habilidad blanda, definida como la capacidad de reconocer las emociones propias y ajenas para gestionarlas frente a otros de manera adecuada. Este tipo de inteligencia se relaciona con competencias y aptitudes humanas en diferentes áreas sociales, académicas y de trabajo. Objetivo: Describir el papel de la inteligencia emocional en la práctica clínica de los residentes médicos, como marco de referencia para su aplicación en la educación teórico-práctica y la realización de futuras investigaciones. Métodos: Se realizó una revisión de la literatura en las bases de datos PubMed, LILACS y Google Scholar. Se emplearon operadores lógicos mediante distintas combinaciones: MeSH: Emotional Intelligence, Medical Residencies, Education, Medical, Education, Medical, Graduate; y DeCS: Inteligencia Emocional, Residencia Médica, Educación Médica, Educación de Postgrado en Medicina. La búsqueda se limitó por año, idioma y acceso libre, teniendo en cuenta criterios de inclusión y exclusión. Se obtuvieron 279 resultados, de los cuales fueron seleccionados 26 para ser incluidos en la revisión y síntesis de los resultados. Resultados: Los resultados se organizaron según su relación con la inteligencia emocional en: medición en residentes médico-quirúrgicos, niveles de estrés y burnout, empatía en la relación médico-paciente, desempeño académico, bienestar y satisfacción laboral. Conclusiones: La inteligencia emocional en los residentes médico-quirúrgicos se ha relacionado con menores niveles de estrés y burnout, comunicación asertiva, mayor empatía con los pacientes y calidad en la atención médica; además, con elevado rendimiento académico, mejores habilidades de enseñanza, liderazgo y motivación; y, finalmente, con mejor bienestar psicológico, satisfacción laboral y rendimiento clínico(AU)

Introduction: Emotional intelligence is a soft skill, defined as the ability to recognize one's own and others' emotions in view of managing them in front of others adequately. This type of intelligence is related to human competences and skills in different social, academic and occupational areas. Objective: To describe the role of emotional intelligence in the clinical practice of medical residents, as a frame of reference for its application in theoretical-practical education and the development of future research. Methods: A literature review was carried out in the PubMed, LILACS and Google Scholar databases. Logical operators were used by means of different combinations from the Medical Subject Headings: Emotional Intelligence, Medical Residencies, Education, Medical, Education, Medical, Graduate. The following combinations from the Health Sciences Descriptors were also used: "Inteligencia Emocional [emotional Intelligence], Residencia Médica [medical residence], Educación Médica [medical education], Educación de Postgrado en Medicina [postgraduate education in Medicine]. The search was limited by year, language and free access, taking into account inclusion and exclusion criteria. A total of 279 results were obtained, of which 26 were selected to be included in the review and synthesis. Results: The results were organized, according to their relationship with emotional intelligence, in measurement in medical-surgical residents, levels of stress and burnout, empathy in the doctor-patient relationship, academic performance, well-being, and job satisfaction. Conclusions: Emotional intelligence in medical-surgical residents has been related to lower levels of stress and burnout, assertive communication, greater empathy with patients, and quality in medical care; furthermore, with high academic performance, better skills for teaching, leadership and motivation; and, finally, with better psychological well-being, job satisfaction and clinical performance(AU)

One-minute preceptor and SNAPPS for clinical reasoning: a systematic review and meta-analysis.

Clinical reasoning teaching strategies could be important models to teach healthcare trainees. This study aims to assess the effectiveness of clinical reasoning teaching strategies (one-minute preceptor (OMP) and SNAPPS) for developing clinical reasoning skills, attitudes and satisfaction of medical/healthcare students and post-graduate trainees as compared to controls. A systematic review and meta-analysis of randomised controlled studies, with no restriction on language or publication date, were carried out by searching the PubMed, SCOPUS, ERIC, Web of Science, Embase and Cochrane Library databases. The risk of bias of the studies selected was determined using Cochrane's risk-of-bias tool (RoB 2) and the quality of evidence used the Grading of Recommendations Assessment, Development and Evaluation system. Of the 1066 articles retrieved, 12 were included in the systematic review and 10 in the meta-analysis. The results showed a growing body of literature on the use of strategies for teaching clinical reasoning that consisted predominantly of low-quality quasi-experimental studies. When only randomised controlled trials were included, analyses showed effectiveness among both healthcare students and post-graduate trainees for a series of outcomes, including total presentation length, duration of discussion, number of basic attributes, number of justified diagnoses in differential diagnoses and number of uncertainties expressed. Lastly, results for SNAPPS were better than for OMP relative to the control group. The strategies for teaching clinical reasoning improved the performance of healthcare students and professionals on this skill, promoting deeper discussion of clinical cases and a higher number of differential diagnoses. Further good-quality trials are needed to corroborate these findings. PROSPERO Registration: CRD42020175992.

Are we of one mind about core competencies of nurse preceptors? A nominal group technique study.

AIM: This paper explored the differences in perspectives on the core competencies of nurse preceptors among postgraduate-year nurses, clinical nursing preceptors and head nurses. DESIGN: Cross-sectional design with nominal group technique (NGT). METHOD: The sample consisted of 32 postgraduate-year nurses, 42 preceptors and 27 head nurses. Two rounds of NGT were used to collect the group opinions. RESULTS: While the rank/level of importance varied, three groups all agreed that teaching traits, clinical nursing profession, communication and collaboration, teaching pedagogy, reaction of contingency and consultation of academic writing were important core competencies for nurse preceptors. The three groups disagreed on critical thinking and reflection, as well as lifelong learning. This study clarifies cognitive differences and expectations among three groups and can assist medical institutes in designing preceptor training courses.

Design and Assessment of a Pharmacy Student-Delivered Preceptor Development Program.

Objective. To design and assess the use of a pharmacy student-delivered preceptor development program.Methods. A student-delivered preceptor development program was developed to ensure all preceptors received documented preceptor development. A menu of discussion topics and associated teaching sheets were created by the school's office of experiential education. On each rotation, advanced pharmacy practice experience (APPE) students led discussions with their preceptors on a topic chosen by the preceptor and submitted documentation of the education. Preceptors answered a survey related to the amount of information and time required for the program, their preference for different formats of preceptor development, one important thing they learned through the program, and future development topics of interest. Students were interviewed regarding their perceptions and use of the program.Results. A novel student-delivered preceptor development program resulted in documentation of preceptor development for all APPE rotations. Seventy-nine preceptors (31% response rate) participated in the survey. In their responses, preceptors generally agreed that they were able to customize their development and incorporate what they learned into practice, and that the program had a convenient format and was valuable for preparing students to be future preceptors. Students reported that the program improved their confidence in communicating with a supervisor and prepared them for precepting.Conclusion. A student-delivered preceptor development program improved documented preceptor development. The program allowed preceptors to customize development opportunities in a convenient format. It was perceived positively by preceptors who would recommend the program to other schools of pharmacy.

The clinical learning environment during clinical practice in postgraduate district nursing students' education: A cross-sectional study.

AIM: To describe and compare the clinical learning environment in community-based home care and primary health care in postgraduate district nursing students' education. DESIGN: Cross-sectional study design. METHODS: A convenience sample of postgraduate district nursing students was derived from five Swedish universities in 2016 and 2017. RESULTS: The postgraduate district nursing students were generally satisfied with the clinical learning environment in their clinical placement. In clinical placement, several factors affected the students' opportunities to learn, such as sufficiently meaningful learning situations with multidimensional content. A working environment that imposed psychosocial strain and high levels of stress among the staff negatively affected the students' learning. To further improve their learning from clinical practices, the students need preceptors who have the skills and competence required to support more advanced reflections and critical thinking on caring situations.

A systematic review of preceptor's experience in supervising undergraduate nursing students: Lessons learned for mental health nursing.

BACKGROUND: Preceptorship in nursing has been a valued concept in nursing. Speciality area such as mental health nursing has a massive gap in research study. To develop sturdy mental health nursing workforce, it is necessary to conduct more studies. AIM: This literature review aims to explore preceptor's experience in precepting undergraduate nursing students in mental health. DESIGN: Systematic review of literature. METHODS: The systematic review was conducted from January 2021 to August 2021. Population of the studies included Registered Nurses supervising nursing students in the clinical area. Only studies conducted in English were included. A systematic search using EBSCO Host databases, CINAHL Complete, MEDLINE APA Psycinfo & APA PsycArticles, has been used in this review paper. Papers were also selected from the citation reference of included papers. The new version of the PRISMA 2020 guidelines used to represent the process of selection of papers has been incorporated as part of this review. The final set of data included 14 original papers meeting the eligibility criteria which involved quantitative (n = 5), qualitative (n = 4) and mixed-method studies (n = 5). RESULT: Results were presented under three major themes: time-consuming, lack of recognition and need extra support. Further research is required in the mental health clinical setting to effectively explore the impact of relationships between preceptors and the preceptees. CONCLUSION: Preceptors reported supervising students in the clinical area has many benefits. However, some challenges they raised were increase in workload, requiring some guidance and acknowledgement from the organization.

Interpersonal and communication skills development in general nursing preceptorship education and training programmes: A scoping review.

AIM: The aim of this systematic scoping review is to examine and synthesise the available literature on developing interpersonal and communication skills in general nursing preceptorship education programmes. BACKGROUND: Highly developed interpersonal and communication skills are an essential component of nursing preceptorship. Preceptors are integral in facilitating, guiding, and developing positive interpersonal relationships between the nursing student (the preceptee), the qualified nurse (the preceptor), and patients. They also have a responsibility to foster and develop preceptees' interpersonal and communication skills and assess and deem preceptees as competent in such skills. Furthermore, preceptors require effective interpersonal and communication skills to carry out key responsibilities of their role, including creating a safe clinical learning environment, teaching, and providing effective feedback. DESIGN: A scoping review was conducted using the methodological framework of Arksey and O'Malley. The PRISMA Extension for Scoping Reviews guided the reporting. METHODS: Five electronic databases were searched for relevant articles in consultation with a librarian, supplemented by hand-searching and internet searches for grey literature. A total of 19,431 potentially relevant articles published between Jan 2000 and August 2021 were retrieved from the initial search, and an additional six articles were obtained from the supplemental search. A total of 146 articles were independently reviewed by two researchers, resulting in 24 articles eligible for inclusion in the review. RESULTS: Several themes were identified in the literature that influenced the development of interpersonal and communication skills in preceptorship education and training programmes, including design and development of programmes, key learning outcomes, pedagogical approaches of preceptorship education and training programmes and interpersonal & communication skills development in preceptorship education and training programmes. Conclusions This review highlighted that research on developing interpersonal and communication skills amongst preceptors is mainly absent from the literature. Further research to address these knowledge gaps is warranted. The results from this review can be used to inform future curriculum design and development of nursing preceptorship education and training programmes.

Perceptions of motivating factors and barriers to precepting.

BACKGROUND: Advanced practice registered nurses (APRNs) and physician assistants (PAs) are integral to health care delivery in the United States. However, the cultivation of APRNs and PAs relies heavily on the model of precepting. Advanced practice registered nurses and PAs frequently precept students or new hires, yet limited data are available to describe the motivations, incentives, and barriers associated with precepting. PURPOSE: The purpose of this mixed-method, cross-sectional study was to better understand APRN and PA preceptors' perceived levels of support during precepting, facilitating factors, and barriers to the precepting process. METHODS: An electronic survey was distributed via REDCap to a convenience sample of APRN and PA preceptors at an academic medical center. Data collected from the survey were analyzed using both descriptive statistics and qualitative thematic analysis. RESULTS: One hundred fifty-four participants completed the survey. Motivating factors for precepting included "giving back" to the profession, and barriers included inadequate time to precept while in the clinical role. Participants indicated that financial incentives, heightened communication, protected teaching time, preceptor training, meaningful recognition, and organizational support could enhance the precepting process. CONCLUSION: This study demonstrated that altruistic intentions frequently motivate APRN and PA preceptors, however, navigating multiple clinical responsibilities while precepting serves as a barrier to the precepting process. Preceptor training, ongoing education, dedicated time for precepting, enhanced communication, and organizational or professional incentives may optimize the APRN and PA precepting process. IMPLICATIONS: Further research should focus on how to optimally incorporate education, professional development, support, and incentives into the APRN and PA preceptor role.

Preceptors training need assessment for medical laboratory professional clinical education programs in Ethiopia.

BACKGROUND: Health Workforce Improvement Program and professional associations recognized the need for a formalized method of providing academic education that would improve how preceptors teach and assess student. Thus, this study aimed to assess training needs of preceptors for Medical Laboratory Science clinical practicum education programs in Ethiopia. METHODS: A cross-sectional survey design was implemented in targeted health facility throughout the country to assess academic educational needs of preceptors for Medical Laboratory clinical practicum education programs. The study participants were conveniently selected practicing health professionals who formally or informally nominated as a clinical trainer or acts as clinical trainer giving practical training to the student in the targeted practice setting. An adapted structured questionnaire modified to local context was used to conduct the survey and the perceived competency assessment used five scale of measurement (Not capable, Beginner, Advanced beginner, Competent, Proficient). The frequency was presented using tables and figures. RESULTS: A total of 304 laboratory professionals participated in this study. More than half (52.6%) of the study participants were in the age group of 21 to 30 years and 264/304 (86.8%) were male. The majority (43.0%) of study participants had 6 to 10 years of experience and 212 (68.8%) did not receive clinical teaching skills training in the past two years. Regarding applying different hands-on teaching methods, the majority 38/304(12.5%) were not capable for role play and community based training, 49/304(16.1%) reported being Beginners, 85/304 (28%) said that they are advanced beginners in the competency. In this study, most study participants 98/304(32.2%) and 130/304(42.8%) perceived that they are competent and proficient in applying laboratory practice teaching methods respectively. CONCLUSION: The average cumulative level of competency from level 1 (not capable) to level 3 (advanced beginner), we found: learning in the practical teaching area 45.4%, clinical practicum teaching quality improvement and advocacy 42.9%, student assessment methods 42.7%, communication, collaboration and partnership 40.9%. Overall competence of preceptors (proportion of preceptors reported competent) was 57%. We recommend designing the performance interventions in the form of training by including communication skills for effective preceptor ship, students assessment and feedback, teaching and instruction strategies, planning for clinical practicum learning and principles of learning and teaching in practical areas.

Supporting the transition to practice: preceptor behaviors that foster a positive student preceptorship experience.

OBJECTIVES: Preceptors support nursing students when transitioning to the professional nursing role. This study explored student perceptions of preceptor characteristics that promoted or hindered learning. METHODS: A Likert-scale survey including two open-ended questions was sent to 571 nursing students completing a preceptorship experience. Descriptive statistics were used to analyze responses to the Likert-scale items. Qualitative analysis was completed on the two exploratory questions to extract themes. RESULTS: Students rated the preceptor between 4=Very Good and 5=Outstanding for all items. No significant differences in scores were found when comparing results between programs. Themes assisting in learning included: increasing independence gradually and pushing out of comfort zone. Themes identified that hindered learning included: doubting self and being pushed aside. CONCLUSIONS: Future implications include communicating preceptorship objectives and providing ways to apply research to practice. These findings can guide collaboration between academic and practice partners to assist with transition to practice.

Development and psychometric testing of the preceptors' orientation competence instrument (POCI).

AIM: To develop and psychometrically test a Preceptors' Orientation Competence Instrument measuring orientation competence of nurses working as new employee preceptors. BACKGROUND: Competence of nurse preceptor is essential for a successful preceptorship and thus nursing staff´s commitment to the organization. DESIGN: Instrument development according to the COSMIN guidelines. METHODS AND PARTICIPANTS: Four phases were implemented: 1) establishment of the theoretical framework, modification of the validated Mentor Competence Instrument and generation of new items; 2) content validity testing; 3) structural validity testing; and 4) internal consistency testing. Content validity was evaluated by 14 experts using content validity index methods. Structural validity was evaluated using exploratory factor analysis with a convenience sample of 844 Finnish nurses. Internal consistency was evaluated by measuring Cronbach's alpha. RESULTS: The content validity index of subdimensions of the instrument ranged from 0.80 to 0.94 for relevance and 0.80-0.94 for clarity. Exploratory factor analysis resulted in a seven-factor model with 53 items (61.62% of total variance): preceptor characteristics, goal-oriented orientation, guidance in reflective discussion, knowledge of work unit orientation practices, creation of a supportive learning atmosphere, preceptor motivation and giving of developmental feedback. Cronbach's alpha values varied from 0.79 to 0.93. CONCLUSION: Preceptors' Orientation Competence Instrument demonstrated adequate psychometric properties based on content and construct validity as well as internal consistency. Therefore, it is useful for self-evaluation of orientation competence of nurses working as new employee preceptors.

Effects of preceptors' mentoring function on novice nurses' self-efficacy and organizational commitment: A cross-sectional study.

AIMS: This study investigated novice nurses' perception of the effects of preceptors' mentoring function on their self-efficacy and organizational commitment. BACKGROUND: Nursing mentoring is a mutually beneficial relationship between more and less experienced nurses. In nurse education, mentoring is a powerful tool that can be used for a successful transition from a novice to an experienced nurse. DESIGN: This descriptive study used a cross-sectional design. METHODS: A questionnaire survey was conducted with 160 novice nurses from Korean general hospitals who had been working for less than a year after completing their preceptorship. RESULTS: The preceptors' mentoring function as perceived by the novice nurses was 3.87, self-efficacy of the novice nurses was 3.71 points, and the organizational commitment was 3.46 out of 5 points. The results of the multiple regression analysis showed that mentoring function significantly affected novice nurses' self-efficacy (ß = 0.50, p < 0.01) and organizational commitment (ß = 0.54, p < 0.01). Further, the preceptorship training period had a significant effect on organizational commitment (ß = 0.13, p < 0.05). CONCLUSION: Preceptors' mentoring function, as perceived by novice nurses, affected their self-efficacy and organizational commitment.

Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University.

BACKGROUND: 'The Practice Educators' Academy Programme' is an innovative educational intervention developed following a preceptor-focussed needs assessment. The primary aim of this study was to evaluate the programme's effect on self-efficacy and knowledge amongst multi-disciplinary clinical preceptors who precept students across the Health Cluster in Qatar University. The secondary aim was to assess the preceptors' satisfaction with the programme's comprehensiveness, appropriateness, and relevance. METHODS: This is a longitudinal study, with the same participants followed at different time points (i.e., pretest-posttest interventional design). The sample size was calculated to represent 10% of the sample expected for the main study, utilising a stratified convenience sampling technique. Preceptor self-efficacy was assessed using the Preceptor Self-Efficacy Questionnaire, a validated 21-item questionnaire. Preceptor knowledge was assessed through a 25-item multiple-choice question test. Satisfaction with programme content and delivery was assessed through a 14-item questionnaire with open comments. RESULTS: Thirty pretest-posttest respondents for the PSEQ assessment, and 26 pretest-posttest respondents for the knowledge assessment were appropriately matched and analysed. Participation in the self-efficacy questionnaire resulted in a statistically significant increase in their posttest median score (pretest-to-posttest: 3.3-to-3.6, p = 0.001). Participation in the knowledge assessment resulted in a statistically significant increased posttest mean score (pretest-to-posttest: 10.2-to-15.7, p < 0.001). Participants indicated high levels of satisfaction with the programme (average score = 4.42/5). CONCLUSIONS: Our findings suggest the programme is effective as demonstrated through a significant improvement in preceptors' self-efficacy and knowledge. Recommendations for future iterations include placing greater focus on active learning strategies, and inter-disciplinary interactions.