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Related Experiment Videos

Senior preceptorship: faculty-preceptor collaboration.

S L Andersen

    Nursingconnections
    |January 1, 1990
    PubMed
    Summary
    This summary is machine-generated.

    Faculty-preceptor collaboration in senior preceptorship courses is key for student bicultural adaptation. This alliance helps students navigate conflicting educational and practice norms, fostering mutual respect.

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    Area of Science:

    • Nursing Education
    • Clinical Preceptorship
    • Healthcare Professional Development

    Background:

    • Existing research on senior preceptorship primarily examines student outcomes.
    • The specific teaching-learning dynamics that lead to successful student adaptation remain underexplored.
    • Understanding faculty-preceptor collaboration is crucial for optimizing educational experiences.

    Purpose of the Study:

    • To describe the collaborative processes between faculty and preceptors in a senior preceptorship course.
    • To identify how this collaboration facilitates bicultural adaptation in students.
    • To explore conflicts in normative expectations between academic and practice settings.

    Main Methods:

    • Qualitative description of faculty-preceptor collaboration dynamics.

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  • Analysis of four key conflict areas: documentation, theory application, time management, and priority setting.
  • Examination of the instructor-preceptor working alliance.

    • Main Results:

    • Faculty-preceptor collaboration was instrumental in helping students reconcile conflicting norms in documentation, theory application, and time management.
    • Students successfully achieved bicultural adaptation through this collaborative approach.
    • Priority setting emerged as an area where reconciliation was less successful.
    • The collaboration fostered mutual appreciation and respect between instructors and preceptors.

    Conclusions:

    • Close faculty-preceptor alliances are vital for effective senior preceptorship and student bicultural adaptation.
    • Addressing normative conflicts between education and practice through collaboration enhances student learning.
    • The benefits extend beyond students to foster positive interprofessional relationships.