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Educator informed practice within a triadic preceptorship model
Cheryl Zawaduk1, Marion Healey-Ogden1, Suzanne Farrell1
1Thompson Rivers University, Canada.
Nurse Education in Practice
|September 26, 2013
Summary
This study highlights the importance of the triadic educator-student-preceptor relationship in nursing education. Nurse educators can enhance preceptorships by focusing on communication and integration of practice and education.
Area of Science:
- Nursing Education
- Clinical Pedagogy
Background:
- Nursing research often overlooks the triadic educator-student-preceptor dynamic.
- Nurse educators' experiences in preceptorships are under-reported.
Purpose of the Study:
- To explore nurse educators' experiences and professional judgment in facilitating preceptorships.
- To advocate for a reemphasis on the triadic pedagogical relationship in nursing preceptorships.
Main Methods:
- Scholarly inquiry by nurse educators in a western Canadian School of Nursing.
- Documentation of experiences and professional judgment over one semester.
Main Results:
- Identified key educator-informed practices for fostering triadic relationships.
- Highlighted the need to address distant relationships, continuity, preceptor proficiency, and complex environments.
Conclusions:
- Recommends a reemphasis on triadic pedagogical relationships in nursing preceptorships.
- Suggests specific educator practices to optimize the triadic model for effective nursing transition.
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