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The one-minute preceptor model: A systematic review.

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The One-Minute Preceptor (OMP) model enhances clinical teaching effectiveness and student reasoning skills. This time-efficient teaching strategy is preferred by students and preceptors, with potential for nurse practitioner education.

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Area of Science:

  • Medical Education
  • Nursing Education
  • Clinical Pedagogy

Background:

  • Teaching models offer structured frameworks for didactic and clinical instruction.
  • The One-Minute Preceptor (OMP) model utilizes five microskills for efficient clinical learning experiences.
  • This review synthesizes literature on the OMP model, focusing on its application for nurse practitioners.

Purpose of the Study:

  • To review and integrate existing literature on the One-Minute Preceptor (OMP) model.
  • To explore the potential utility of the OMP model for nurse practitioner (NP) preceptors and students.
  • To identify future research directions for the OMP model in clinical education.

Main Methods:

  • A systematic literature search was conducted across PubMed, CINAHL, and MEDLINE databases.
  • Search terms included "preceptor," "clinical teaching," "time-efficient teaching," and "precepting."
  • The review included 12 experimental quantitative studies and 20 descriptive studies.

Main Results:

  • The OMP model demonstrates effectiveness in enhancing teaching techniques, including student feedback and clinical reasoning assessment.
  • Both students and preceptors show a preference for the OMP model.
  • Existing literature supports the OMP model's efficacy in clinical teaching.

Conclusions:

  • The OMP model is an effective teaching strategy supported by current literature.
  • It has the potential to mitigate barriers faced by clinicians precepting nurse practitioner students.
  • Further research is recommended to evaluate the OMP model's specific application in nurse practitioner education and interprofessional settings.