Systematic Review Of Qualitative Studies On Preceptorship Programs For Nurses

Characteristics of Good Preceptors

Discuss about the Systematic Review of Qualitative Studies.

Vestigial, this is a field that has massively been studied by students in the medical schools from the 1970s Bittner et.,al^1(p27-45). The theory-practice gap has been a major discipline on issues to do with nursing. A preceptorship is a form of an orientation whereby there we have a partnership between nurses who have much experience and the newly induced nurses

Normally it is known that those who are experienced in specific fields have to act as mentors to the freshly produced once Chen et.,al^2(p5-30). Similarly, in the case of preceptorship it’s required that the registered and the experienced nurses should be responsible enough and be fully productive in the sense that they act as mentors to the preceptee. This way the induced new system is enhanced. The phenomenon of preceptorship gets to be fully achieved if the preceptor has competencies in his/her field Childs-Kean et.,al^3(p5-10). For instance being unethical in decision-making, displaying high professionalism. Continuous evaluation of the newly induced nurse (preceptee) ensures preceptorship is achieved Cotter^4(p8-10).

Who studied preceptorship programs he identified various characteristics of good preceptors from students. This quality includes; justice, one who is emphatic, dependability, flexible, consistent, humorous and respectful. In his research, he valued much dependability, consistency and enthusiasm Edwards et.,al^5(p10-45). He learned that preceptee seems to be free to those preceptors who had much of their concern and willing to work with from the time, they joined the clinical environment sectors Johnson⁶. At times this would emerge as a big challenge since very few preceptors would be willing to dedicate much of their time with the preceptee, which is a requirement of preceptorship.preceptees on their survey highlighted that at times due to the increased number of preceptee and few preceptors they end up lacking timely feedback Kuzmin et.,al⁷. Also with no paid time for preceptors who orients and induces the preceptee was also a significant challenge. Lack of transition of preceptee who gets the skills and experience ensued little satisfaction Lindfors et.,al⁹.

 Preceptors were required to have the most current knowledge and clinical know-how since this will help the preceptee get acquitted with their assumptions and this will be clearly be shown in their managerial decision making. At times, it turned out to be so ironic that you will get preceptors who are not equipped with the new clinical techniques. This was also a significant challenge since the preceptors were perceived to be preceptee mentors. By this, it meant that the skills and experience acquirement was not guaranteed.

Preceptorship Programs and Graduate Approach

Gallonardo learned the ensue of the preceptee graduate approach in health centres in Ontarian in Canada Morici et.,al^11(11-20)_. He used survey methodology in his research whereby he observed that most of the preceptee directly imitate their preceptors and by this, there was a vast improvement on real, genuine and reliable leadership. This resulted in a higher level of satisfaction. The fully induced preceptee work engagement affirmed the concept of preceptorship. Regardless of the efforts and orientation programs, retention of newly induced nurses is becoming problematic, expensive and challenging. Satisfaction in the preceptorship relationship is very crucial if the preceptor remains Numminen et.,al^13(p13-30). This ensures clinical performance.

There are different methods and techniques used in acquiring information while conducting research. The different method will be suitable in a different context. This means that not each technique will be conducive for all research project Painter et.,al¹⁴. In this case, the research engaged various stakeholders, that is; preceptors from different tribes, the nursing department, team leaders; senior nurses online education links, perceptee who have dully completed preceptorship program with a record of accomplishment of not less than five years Nielsen^15(p18-19).

 To start with, participants induced a model. This ideal study employed a massive descriptive outlook, a convenience sample of preceptors surveyed for the year 2017 for February, and novermber.the technique used in the collection of this data was a composition of qualitative and quantitative methods Pasila^16(p16-50). There were also self-reporting questionnaires that were distributed to all newly joined nursing staff. This questionnaire was used to measure and evaluate the content and teaching methodology used by the preceptors during orientation and induction of the preceptee. The data collected was then mailed secretly to enhance transparency. For easy computation, the researchers decided to use a clear correlation method with a given sample of preceptor of n=65.from the department of nurses they conducted their survey and interview for approximately four months of preceptorship experience.

There are various tools used in conduction research. But these tools differ from one to another. The most common device is the questionnaire, which is capable of obtaining data beyond the physical reach of the observer. We also have interviews, rating scales, scorecard, content analysis and many others. For effectiveness and efficiency, the preceptorship was based on a questionnaire, rating scales. The rating scale ranged from 5 “excellent,” 4” very good,“ 3” good” and “ 2”poor”.from the questionnaires which were used the rating was as follows 90% “very good,” “50%”good,“ 20%”poor.

Research Methods used in the Preceptorship Programs

From the data obtained from the various instruments, preceptorship relationship contention by preceptee was “very good “by “90%”, preceptors demonstrated a high level of competence, had programs goals and evaluated students work, they portrayed characteristics of good preceptors, had much of their willingness to start with the perceptee during their training. The potential impact of the preceptor on the nursing students considered some of the following questions;

At what instance can a preceptor affect student’s preceptorship experience?

What valuable thing did your preceptor do to you?

Which useful thing did they do?

Is there anything that they did that inhibited smooth learning?

In a null shell, preceptors unanimously viewed preceptorship programs roles in a positive dimension. But at times, it was a challenge in getting time to meet with their preceptees. Final practicum emerges as a fantastic experience. That is always good and productive for perceptee to be one-on-one with the preceptor who has the right and the current skills in their area of specialization Pasila^16(p16-50). A good preceptor will always challenge and push questions to them. This way the preceptee will remain to be bright and much eager to get knowledge. In addition, it is healthy for the preceptor to present healthy criticism and give ways out to improve. At various transitions, clinical experience is paramount for the education process for the multiple nurses in career, and it is of great help to the students Numminen^13(p13-30). Through preceptorship programs, the quality clinical experience is achieved. By use of the various reported data, it is evident that preceptor selection criteria and roles make the nurses have the motivation to serve as the preceptors. It is not worth to underrate the part played by the preceptor in the process of precepting.they achieve this through orientation programs.perceptors should be highly appreciated. With a favourable link between the preceptee and preceptor, the preceptee contention is achieved. Apart from competence and experience, precepting requires considerable teaching skills and knowledge.

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Tools used in Conducting Preceptorship Research

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