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Background: The aim of the study is to create and validate a midwifery preceptor’s evaluation form to be used by midwifery students. The International Confederation of Midwives recommends that clinical placements need to be super...
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Background: The aim of the study is to create and validate a midwifery preceptor’s evaluation form to be used by midwifery students. The International Confederation of Midwives recommends that clinical placements need to be supervised by a preceptor in order to be efficient for students who, in this way, gain competence and proper practice within the midwifery practical area. Methods: This is an observational multi-center transversal study and leads to the validation of an evaluation questionnaire. Methodically, the following steps were followed: literature review, focus group with midwifery students, meeting between expert midwives, creation of the preceptor’s assessment form, filling in of the forms by midwifery students and expert midwives, and validation of the form. The study was carried out in eight Italian universities and included eighty-eight midwifery students and eight midwives. Results and Conclusion: A midwifery preceptor’s assessment questionnaire was created made up of four attribute areas which, as a total, included 33 items. Cronbach’s alpha score was calculated after examining the forms filled in by students and expert midwives. An alpha score of 0.97–0.85 was obtained. The result was Pearson Correlation Coefficient r = 0.78.
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The 2016 National Task Force on Quality Nurse Practitioner Education described a preceptor as having the educational preparation or extensive clinical experience for clinical supervision. Preceptors are often unaware of teaching t...
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The 2016 National Task Force on Quality Nurse Practitioner Education described a preceptor as having the educational preparation or extensive clinical experience for clinical supervision. Preceptors are often unaware of teaching techniques, effective communication, and objective evaluation modes of student performance. Four 1-hour training modules for preceptors were developed to address these issues. Each illustrates communication and evaluation techniques to help nurse practitioner preceptors guide students as they learn to implement evidence-based practice. The online link to the continuing education training modules is provided for all interested schools of nursing, nurse practitioner preceptors, and other allied health professionals at no cost. (c) 2020 Elsevier Inc. All rights reserved.
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Nurse practitioners (NPs) are educated to provide high-quality patient- and family-centered care to underserved, culturally diverse, medically complex populations. Nurse practitioner faculty plan curricular activities that challen...
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Nurse practitioners (NPs) are educated to provide high-quality patient- and family-centered care to underserved, culturally diverse, medically complex populations. Nurse practitioner faculty plan curricular activities that challenge NP students to critically assess individuals and populations with the goal of preparing NP students to be "practice-ready" upon graduation. Nurse practitioner clinical training occurs in practice settings with NP preceptors, with specific areas of clinical expertise. However, there is a lack of NP clinical preceptors educationally prepared to clinically teach and evaluate NP students. This article presents the design, implementation, evaluation, and outcomes from a 3-year grant funded by the United States Human Resources and Administration Services that featured a web-based Primary Care Nurse Practitioner Preceptor Development Program. Ninety percent of NPs who precepted NP students completed all web-based learning modules. Preceptors with educational preparation via online modules to guide NP student learning in clinical settings are a critical resource for faculty to prepare NP students to be practice-ready upon graduation. This web-based learning platform for online NP preceptor education may be a successful approach for expanding and improving the NP preceptor pool nationwide.
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Background: Nurse practitioner (NP) preceptors encounter stress when balancing clinical responsibilities with mentoring. Support can decrease role stress and promote preceptor resilience.Purpose: Characterize NP preceptor resource...
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Background: Nurse practitioner (NP) preceptors encounter stress when balancing clinical responsibilities with mentoring. Support can decrease role stress and promote preceptor resilience.Purpose: Characterize NP preceptor resource needs and their perception of support for the clinical preceptor role. Methods: A cross-sectional, mixed-methods study used a web-based survey to identify preceptor resource needs. A convenience sample from a large, academic Midwestern university was recruited by email, with reminder emails 1 and 2 weeks after initial invitation. Survey tools included researcher-designed questions about preceptor-desired resources, an adapted Preceptor’s Perception of Support Scale, and qualitative questions of preceptor needs. Data were analyzed using descriptive statistics and qualitative thematic analysis.Results: Two hundred thirty-nine of 784 surveys (30.48%) were returned. Preceptors valued free mentoring resources, desired access by “smartphone app,” and identified mentoring topics of interest. They perceived adequate role preparation, clearly defined roles, supportive and knowledgeable colleagues, committed supervisors, and appropriate workload. Respondents noted the following insufficiencies: time for normal duties while precepting, preceptor resources, opportunities to share with colleagues, faculty-student time, and faculty assistance to identify student’s performance problems. Qualitative data highlighted faculty-preceptor communication and compensation as preceptor concerns.Implications for practice Preceptors feel a need for specific supports identified in this study. Preceptor insights inform strategies to build clinical preceptor resilience and well-being, strengthen the academic-practice partnership, and facilitate positive education outcomes. Faculty should increase communication-based support individualized to specific student needs. Resources should be developed that more fully support specific competencies and skills within NP student clinical education.
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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 prospe...
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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. Twentyseven preceptors participated in group interviews before and after the course, and data were analyzed using qualitative content analysis. The findings revealed a shift in preceptors' perceptions. Their view of the educational role changed from being characterized by individual experiences and notions to being guided by personal and formal demands. Before the course, the lack of sufficient preconditions for preceptorship predominated, whereas after the course participants described ways of creating such preconditions. Before the course, the supervisory process was described as teaching, whereas after the course it was described as a learning process for students. Using reflective learning in a preceptor preparation course can develop and strengthen preceptors' view of their educational role and help them manage and create the preconditions for preceptorship. (C) 2016 Elsevier Ltd. All rights reserved.
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Preceptor development is an area of significant challenge facing residency leadership and preceptors across the nation. This series will focus on establishing a foundation necessary for successful precepting in today's fast-paced ...
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Preceptor development is an area of significant challenge facing residency leadership and preceptors across the nation. This series will focus on establishing a foundation necessary for successful precepting in today's fast-paced profession. Through discussion and presentation of these materials, preceptors should be able to enhance current precepting skills and identify ways to improve preceptor development programs at their practice sites. The series will review current preceptor development programs and provide options for programs that may be struggling with where to start with preceptor development. Key topics covered will include characteristics of good precepting, generational needs, effective feedback, development of a preceptor program, and finally comparison of resident and student learning needs.
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Preceptor development is an area of significant challenge facing residency leadership and preceptors across the nation. This series will focus on establishing a foundation necessary for successful precepting in today's fast-paced ...
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Preceptor development is an area of significant challenge facing residency leadership and preceptors across the nation. This series will focus on establishing a foundation necessary for successful precepting in today's fast-paced profession. Through discussion and presentation of these materials, preceptors should be able to enhance current precepting skills and identify ways to improve preceptor development programs at their practice sites. The series will review current preceptor development programs and provide options for programs that may be struggling with where to start with preceptor development. Key topics covered will include characteristics of good precepting^ generational needs, effective feedback, development of a preceptor program, and finally comparison of resident and student learning needs.
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This study investigated incentives and bathers to precepting nurse practitioner students. Four hundred fifty-three providers from Multiple settings, self-identified as qualified to precept, responded to the Web-based survey. The 6...
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This study investigated incentives and bathers to precepting nurse practitioner students. Four hundred fifty-three providers from Multiple settings, self-identified as qualified to precept, responded to the Web-based survey. The 64-item survey developed by the author assessed the degree of incentive on 40 items and the influence of 17 additional factors. The leading barriers were time factors and productivity demands. The most highly rated incentives were credit toward professional recertification, program information, access to clinical references, and remuneration. Influential factors depending on the site or circumstances Were professional obligation, learning opportunities, and prior relationship with faculty or student. Recognition. and gifts were the lowest rated incentive factors.
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Background: Canadian pharmacy residency programs rely on preceptors to support the growing demand of graduates wishing to pursue hospital residencies. Understanding the educational needs of these preceptors is important to ensure ...
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Background: Canadian pharmacy residency programs rely on preceptors to support the growing demand of graduates wishing to pursue hospital residencies. Understanding the educational needs of these preceptors is important to ensure that they are well prepared to deliver successful programs.Objective: To determine what new and experienced residency preceptors self-identify as learning needs in order to become more effective preceptors for pharmacy residents.Methods: A needs assessment of preceptors from the 31 accredited Canadian general hospital pharmacy residency programs was conducted. The study had 4 key components: interviews and focus group discussions with key informants, a pilot study, an online survey, and member checking (seeking clarification and further explanation from study participants). The residency coordinators and a convenience sample of 5 preceptors from each program were invited to participate in the survey component.Results: Of a possible 186 participants, 132 (71%) responded to the survey. Of these, 128 (97%) were confident that they met the 2010 standards of the Canadian Hospital Pharmacy Residency Board (CHPRB). Preceptors ranked communication skills, giving effective feedback, and clinical knowledge as the most important elements of being an effective preceptor. Managing workload, performing evaluations, and dealing with difficult residents were commonly reported challenges. Preceptors expressed a preference for interactive workshops and mentorship programs with experienced colleagues when first becoming preceptors, followed by 1-day training sessions or online learning modules every other year for ongoing educational support. The most beneficial support topics selected were providing constructive feedback, practical assessment strategies, small-group teaching strategies, effective communication skills, and setting goals and objectives.Conclusions: This study identified several learning needs of hospital residency preceptors and showed that preceptors would appreciate educational support. Utilization of these results by residency program administrators, the CHPRB, and faculties of pharmacy could be beneficial for residency programs across Canada.
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Competencies of graduates are the ultimate measure of the success and effectiveness of an educational programme. Since the graduation of our first cohort in 1999, no formal feedback regarding the competency of the graduates of UKM...
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Competencies of graduates are the ultimate measure of the success and effectiveness of an educational programme. Since the graduation of our first cohort in 1999, no formal feedback regarding the competency of the graduates of UKM's pharmacy programme had been obtained. The aim of this study was to obtain feedback from the preceptors at the Ministry of Health regarding the competencies of the UKM pharmacy graduates who were serving as provisionally registered pharmacists. Facevalidated questionnaires were sent to the preceptors of all 90 graduates of the cohort who graduated in 2009. The preceptors were the senior pharmacists in the government hospitals who were responsible for the training and evaluation of the provisionally registered pharmacists. Completed questionnaires were received for 76 graduates. On a Likert scale of 1 – 5, overall, our graduates obtained an average score of 3.5. Higher scores were obtained for proper attitude, proficiency in the screening and filling of prescriptions and ability to communicate with patients, care-givers and the public. Lower scores were obtained for ability to recommend pharmacotherapy and ability to analyse and make decisions. There was significant relationship between gender and cGPA at graduation and the level of competence. Females and those with higher cGPA were assessed to be more competent. Competency and its perception is a sum of knowledge, skill, communication and attitude. While the average score of UKM graduates was in the good category, effort should be made to bring them to the very good category.
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