Clinical Preceptors and Effect on Nursing Education
Who Is A Clinical Preceptor
The clinical preceptor is a nurse
who works one-on-one with a nursing student during a time-limited experience in
the clinical area. This activity is accomplished with the support of nursing
faculty for guidance and evaluation of objectives. The triad relationship
between the preceptor, student, and faculty member assists in bridging the gap
between theory and practice in the education of the student. Clinical
preceptors perform complex, multifaceted roles: functioning as a role model,
teaching clinical skills, and modeling critical thinking for the student while
delivering optimal patient care (Billings & Halstead, 2012 McClure &
Black, 2013; Omansky , 2010; Udlis , 2008 )
Clinical Preceptor-ship A Historical View and Need
Preceptor-ship models developed in
the 1970s were used for new nursing graduates in the orientation process. The
1970s model was quickly adapted into undergraduate education, with
administrators in the 1980s and 1990s recognizing the value of the registered
nurse (RN) preceptor (McClure & Black, 2013). The use of the clinical
preceptor has been widely accepted and used in a variety of countries, such as
Australia, Canada, United States, United Kingdom, and the Scandinavian
countries (Luhanga, Billay, Grundy, Myrick, & Yonge, 2010 ) . Clinical
preceptors are used in both undergraduate and advanced practice nursing
programs.
For both levels, preceptors create an opportunity for students to
synthesize theoretical knowledge and incorporate evidence into practice
(Billings & Halstead. 2012) The American Association of Colleges of Nursing
(AACN, 2012) provides specific criteria for advanced practice clinical
preceptors. Requirements of the preceptor include appropriate educational
experience, 1-year of clinical experience, orientation to the educational
program requirements, and ongoing contact with the advanced practice faculty.
In the undergraduate programs, preceptors are used with senior students during
a clinical immersion experience throughout the semester ( Omansky , 2010).
AACN
(2009) suggests that preceptors have formal mentoring in the academic and
practice partnership. The literature suggests that when preceptors function
fully in their role, they know the expectations of the role, the best methods
to role model practice, and how to socialize the student in the nursing profession
(Martin, Brewer, & Barr, 2011).
Benefits of Clinical Preceptor-ship In Nursing Education
The one-to-one relationship with a
consistent preceptor is a critical attribute for developing an effective
preceptor relationship. This relationship allows the preceptor to provide
immediate feedback on actions and questions in a safe learning environment
(Luhanga et al. 2010). In multiple studies, an overwhelming number of students
report a positive professional and learning relationship with preceptors. It
was found that student knowledge, integration, autonomy, confidence, authority,
and advocacy all increase (Kim, 2007; Rebeschi & Aronson, 2009; Wieland,
Altmiller, Dorr, & Wolf, 2007).
In a review of 16 studies from the late
1980s and 1990s, the preceptor model was equal and, in some cases, better than
traditional clinical experience in preparing students for the nursing role (
Udlis , 2008) Common views from preceptors are their enjoyment of working with
students and assisting with the development of nursing (Raines, 2012) The
preceptor model is beneficial to educational institutions in addressing the
faculty shortage, decreasing the high cost of clinical education, and providing
clinical expertise (Sedgwick & Harris, 2012). One overall benefit of the
preceptor model is the development of an academic service relationship or
partnership.
In the past, the relationship between academia and health care
institutions was primarily faculty practice models and centers for research.
Today, the majority of academic service relationships is focused on increasing
the nursing workforce, with safe, competent nurses (Beal, 2010).
Impact of Clinical Preceptor-ship In Nursing Education
Clinical preceptors are integral to
the success of graduate and undergraduate nursing students. Adequate
preparation and orientation are imperative for the preceptor role (McClure
& Black, 2013) Role ambiguity, conflict, and role overload may cause stress
for the preceptor, Sedgwick and Harris (2012) identify necessary supports for
the clinical preceptor to include financial and educational support. Clinical
preceptors deserve recognition and support from leadership, faculty, and peers.
(Luhanga et al. 2010; Omansky , 2010). Future empirical research should focus
on precept for characteristics, orientation methods, and other educational
needs to identify how these relate to successful preceptor programs (Martin et
al, 2011; Udlis , 2008).