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An integrative review exploring support for clinical preceptors in competency-based education in health professional
Dana Tschannen1, Morgan Cooper1, Kristin Ashford2
1University of Michigan, 400 N. Ingalls, Suite 1160, Ann Arbor, MI, 48109, United States of America.
Background:
Competency-based education (CBE) is a widely recognized framework considered essential to healthcare education, yet preceptors often lack specialized training and standardized tools to implement and evaluate CBE effectively.
Purpose:
This integrative review explores approaches to educating and engaging preceptors in CBE in clinically relevant programs.
Methods:
Using a standard integrative review framework, a systematic search of eight databases yielded 6255 citations. After critical appraisal, 21 inclusion articles were identified and reviewed.
Results:
Outcomes of the preceptor trainings varied, with most articles reporting improvements in knowledge, confidence, self-efficacy, and enhanced teaching effectiveness. Yet, the majority of training lacked a clear definition of competency, did not report CBE evaluations, nor reported psychometric properties of the tools employed.
Conclusion:
Equipping preceptors with training and tools to ensure consistent assessment of student performance is critical. Such tools provide insights for students to demonstrate professional healthcare behaviors. The development and use of psychometrically sound tools aligned with professional-endorsed competencies, such as the AACN Essentials in nursing, are warranted in an ever-changing healthcare system.
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