Transcript Evaluation of a Preceptorship Program for New Graduates

Presenter: Jan Seeley, Confederation College
Team : Sally Dampier, Confederation College
Patricia Sevean, Lakehead University
Karen Duffield. Lakehead University
Cathy Schoales, Lakehead University
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Purpose
Background Literature
Method
Development of Survey
Survey Instrument
Preliminary Findings
Next Steps
Conclusion
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To gather information that would assist in
developing a Preceptorship Program for new
graduates.
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The Preceptorship Program was part of the
nursing recruitment and retention plan to
develop a cadre of experienced preceptors in all
clinical areas for the Thunder Bay Regional Health
Science Centre.
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CNA (2004). Achieving Excellence in Professional Practice – A Guide to
Preceptorship and Mentoring.’ http://www.cnanurses.ca/CNA/documents/pdf/publications/Achieving_Excellence_2004_
e.pdf
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RNAO. Preceptorship Resource Kit. http://www.rnao.org/prk/
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Public Health Nursing Management (2007). Ontario Nursing Strategy:
Preceptorship/Mentorship Initiative Evaluating a Public Health Nursing
Mentorship Initiative.
http://www.phred-redsp.on.ca/Docs/Reports/OntarioNursingStrategy.pdf
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Environmental Scan – 2 focus groups (n=10)
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The sample population (n= 150) was selected
from the preceptors involved in the
Preceptorship Program at a regional hospital.
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Participants contacted through an e-mail link
which included a letter of information,
informed consent and survey.
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Meetings: Clinical agencies in Northwestern Ontario and Preceptors
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Reviewed: CNA’s Guide to Preceptorship and Mentorship, RNAO ‘s
Preceptorship Resource Kit and Clinical agencies’ Preceptor Orientation
Program
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Conducted: Literature Review
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Searched: Preceptor Orientation Programs outside of catchment area and
Existing survey tools
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Received: Ethic’s approval
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Developed: Survey in collaboration with the professional practice group
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Demographics
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Gender
Professional Qualifications
Highest Education
Years as a Practicing Nurse
Practice Area
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Current area of practice
Status – full-time, part-time, casual
Number of years in current area
Current position
 Have you been asked to be a preceptor for a nursing student?
If yes – Who asked you to be a preceptor? (manager, nursing
student, faculty, another staff, self volunteered, other)
 What are the benefits (if any) in being a preceptor?
 What are the challenges (if any) in being a preceptor?
 If you have NOT being a preceptor, please explain.
Very
Important
Important
Undecided
Somewhat
Important
Not
Important
N/A
Clinical Expertise
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Interest in Teaching
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Positive Professional Image
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Effective Role Model
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Strong Interpersonal Skills
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Ability to Determine Goals and
Priorities
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Desire to Share Knowledge and
Skills
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Demonstrate Understanding of
Organizational Policies/Legislation
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Very
Important
Important
Undecided
Somewhat
Important
Not
Important
N/A
Adult Learning Principles
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Learning Styles
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Fostering Critical Thinking
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Expectations of the Preceptor
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Expectations of the Student
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Expectations of the Faculty
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Student Evaluation Process
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Managing Conflict/Problems
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Managing Diversity (culture, gender,
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and intergenerational)
 Have you completed a preceptorship course?
Yes/No
 Did you find the preceptorship course helpful?
Yes/No
 Explain your response (open text box)
If you have not completed a preceptorship
course, why?
Not available
Lack of time
Lack of money
Lack of interest
Other (please specify)
What would you like to receive PRIOR to the arrival
of the nursing student? Check all that apply.
Preceptorship Workshop
Preceptor resources through the mail
Preceptor resources through the internet
Student’s learning plan/objectives
Contact with faculty
Other (please specify)
 Preceptorship
Program – tool kit
Clinical coaching - relationship for
building and sharing of evidence-based
knowledge and skills and attitude (Ervin, 2005;
Kopp, Hinkle, 2006, Kowalski, Casper , 2007)
Outcome: creating positive workplace
environment.
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Professional Socialization
 Preceptor and Faculty – on-going communication
and support (Hayes, Scott, 2007)
 Preceptor and Student – compatibility, positive and
or optimism  learning  retention and
recruitment summer internship program 
‘ripple-effect’(Barker, 2006; Butler, 2006; Kanaskie, 2006; Thomka, 2007; Wilkes,
2006).
 Outcome: individual and collective power.
 Preceptorship
availability
Time, Work load  (
van Eps, Cooke, Creedy, Walker, 2006)
Numbers  - perceived as not being as
beneficial as for the student
(CASN, 2007)
Outcome: pay for service, change in relationship
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Implication for reflection and change:
 Development of Preceptor/Mentor Program
 Clinical Placement – collaborative relationship
 Partnerships between clinical sites and educators –
Best-Practice Guidelines
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Implication for reflection and change:
 Environmental scan to identify new clinical placements
 Maximizing on existing clinical placements - learning
opportunities, community nursing
 Developing curriculum inclusive of: provincial and national
standards/competencies
Preceptorship is a dynamic and
complex relationship that can
support growth, increase synergy,
and develop ways to succeed as a
nurse in an ever changing health care
environment.
(Barker, 2006)
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Barker, E. R. (2006). Mentoring--a complex relationship. Journal of the American Academy of Nurse
Practitioners, 18(2) 56-61.
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Butler, M. R., & Felts, J. (2006). Tool kit for the staff mentor: Strategies for improving retention.
Journal of Continuing Education in Nursing, 37(5) 210-213.
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DeCicco, J. (2008). Developing a preceptorship/mentorship model for home health care nurses.
Journal of Community Health Nursing, 25(1) 15-25.
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Ervin, N. E. (2005). Clinical coaching: A strategy for enhancing evidence-based nursing practice.
Clinical Nurse Specialist CNS, 19(6) 296-301.
Hayes, J. H., & Scott, A. S. (2007). Mentoring partnerships as the wave of the future for new
graduates. Nursing Education Perspectives, 28(1) 27-29.
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Kanaskie, M. L. (2006). Mentoring--a staff retention tool. Critical Care Nursing Quarterly, 29(3)
248-252.
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.
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Modic, M. B., & Harris, R. (2007). Masterful preceptoring Using the become method to enhance clinical teaching.
Journal for Nurses in Staff Development : JNSD : Official Journal of the National Nursing Staff Development
Organization, 23(1) 1-9; quiz 10-1.
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Smith, P., Spadoni, M., Seeley, J., Sevean, P., Dampier, S., Strickland, D.S. (2007). Project 1: Inventory of Strategies
to Deliver Nursing and Interprofessional Clinical Placements in Canada. http://www.casn.ca/en/73.html
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Smith, P., Seeley, J., Sevean. P. Strickland, D.S., Spadoni, M., Dampier, S. (2007). Project 2: Costing Nursing Clinical
Placements in Canada. http://www.casn.ca/en/73.html
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Vallant, S., & Neville, S. (2006). The relationship between student nurse and nurse clinician: Impact on student
learning. Nursing Praxis in New Zealand, 22(3) 23-33.
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van Eps, M. A., Cooke, M., Creedy, D. K., & Walker, R. (2006). Mentor evaluation of a year-long mentorship
program: A quality improvement initiative. Collegian (Royal College of Nursing, Australia), 13(2) 26-30.
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Wilkes, Z. (2006). The student-mentor relationship: A review of the literature. Nursing Standard (Royal College
of Nursing (Great Britain) : 1987), 20(37) 42-47
Jan Seeley
Confederation College
Thunder Bay
807-473-3779
[email protected]
Enjoy
Moncton