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Related Concept Videos

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Case Studies

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Developing preceptorship through action research: part 2.

Yvonne Hilli1, Hanna-Leena Melender2

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Clinical preceptorship is now an accepted part of nursing education, enhancing critical thinking and ethics. Further training and dedicated time are recommended for preceptors to bridge the gap between theory and practice.

Keywords:
Registered Nurseaction researchclinical educationevaluationhealth carepractical nursepreceptorship

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Area of Science:

  • Nursing Education
  • Healthcare Professional Development
  • Interprofessional Collaboration

Background:

  • Clinical preceptorship is crucial for training Registered Nurses (RNs) and practical nurses.
  • An interprofessional project (2009-2013) in Western Finland aimed to develop clinical preceptorship models.
  • The project involved universities, vocational institutes, and healthcare organizations.

Purpose of the Study:

  • To evaluate participant perceptions of the process and outcomes of developing clinical preceptorship.
  • To assess the effectiveness of action research in enhancing nursing education and practice.
  • To understand how unique preceptorship models were developed and implemented.

Main Methods:

  • Action research approach involving multiple educational and healthcare institutions.
  • Development and implementation of unique preceptorship models tailored to specific healthcare units.
  • Quantitative (4-point scale) and qualitative evaluation of the implemented models and processes.

Main Results:

  • Preceptorship is recognized as an important and accepted component of healthcare work.
  • Initiating preceptorship with a thorough introduction was a valued practice.
  • Emphasis on critical thinking, reflection, and ethics in preceptorship was highly appreciated by staff.

Conclusions:

  • Regular pedagogical training is essential to enhance preceptor knowledge and skills.
  • Adequate time allocation for preceptorship is necessary, recognizing it as a pedagogical responsibility.
  • Increased collaboration among stakeholders is vital to integrate theory and practice in nursing education.