RESEARCH ARTICLE

Feedback on the Preceptor's Experience Post-training: “A Quasi-experimental Design”

The Open Nursing Journal 30 December 2022 RESEARCH ARTICLE DOI: 10.2174/18744346-v16-e221117-2022-32

Abstract

Background:

The conventional clinical practice component of undergraduate nursing education is insufficient preparation for contemporary professional nursing practice. The preceptorship program became a substitute for limited clinical training in nursing school. Few studies have been conducted to demonstrate its practice impact above that of conventional clinical training. Therefore, the preparation of nurse preceptors is vital to any of the preceptorship roles. The preceptor plays a significant role during the transition period from being a student to a competent nurse. He/she provides direct supervision, support, and guidance, and offers a role model to consolidate scientific knowledge, practice clinical skills, and develop professional attitudes and values.

Objective:

The objective of the study is to assess differences between the preceptors' knowledge pre- and post-training program, evaluate preceptor’s feedback regarding the training program, assess the effect of the training program on preceptor’s performance three months post-training, and evaluate student’s satisfaction with the preceptor’s performance three months post-training.

Method:

A quasi-experimental design was adopted in this study. Overall, there were 79 (n=34 Saudi and non-Saudi nurse demonstrators and lecturers who have working experience of at least six months and n=45 nurse students) study participants. Questionnaires were used to collect data.

Results:

A statistically significant difference was found between pre-test and post-test values of nurse demonstrators and lecturers' awareness of preceptorship.

Conclusion:

Participants perceived the preceptorship program positively as they learned to assume different roles as a preceptor, an educator, a facilitator, a role model, and an evaluator.

The preceptorship program focuses on essential skills pertinent to clinical and educational settings. It develops clinical preceptors' roles and helps them support, develop and integrate new graduate nurses' clinical competence using an individualized and systematic approach. The ultimate aim is to ensure patient safety, i.e., the preceptee masters the clinical skills needed for competence before moving into more advanced nursing care tasks.

Keywords: Preceptorship, Preceptor, Training, Nurse educator, Facilitator, Role model, Evaluator, Reality shock.
Fulltext HTML PDF ePub
1800
1801
1802
1803
1804