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Sunday, November 1, 2009: 11:00 AM
Learning Objective 1: Identify educational needs of Registered Nurses serving as preceptors for senior nursing students during their Professional Practicum (Capstone) course
Learning Objective 2: Describe the experience of serving as a preceptor in the clnical setting for Registered Nurses
Discover and Describe the Perceived Learning Needs of Registered Nurse
Preceptors Involved with Senior Nursing Students in their
Professional Practicum (Capstone) Course
ABSTRACT
Purpose:
The purpose of the study was two-fold: (1) to explore the educational needs of Registered Nurses serving as Preceptors for senior nursing students during their Professional Practicum (Capstone) course, and (2) describe the experience of serving as a preceptor in the clinical setting for Registered Nurses.
Significance of the Study:
Professional Practicum (Capstone) courses have become the accepted mechanism to prepare senior nursing students to enter the workforce. The primary person in this process is the Registered Nurse who serves as the student’s preceptor. Preceptors are most often Registered Nurses who have volunteered for the role and viewed as an ‘expert’ in their clinical practice area. Preceptors are integral to developing the student nurse into a burgeoning professional graduate nurse. How best to prepare preceptors for this role has been a subject of ongoing debate within the profession of nursing. The focus of this qualitative study was to explore the perceived learning needs of registered nurses serving as clinical preceptors working with senior nursing students in a professional practicum course.
Design:
A descriptive qualitative study was conducted. The participants were asked to complete a short demographic questionnaire and participate in a 45 minute semi-structured audio-taped interview and share their experience of serving as a Preceptor in the clinical setting and identify their perceived education learning needs to be the most effective in their role.
Relevance:
A descriptive qualitative design was used to more fully describe the preceptors’ perceived learning needs and experiences in the role of Preceptor. This study allowed us to uncover and more explicitly understand the complexities involved in being engaged with senior nursing students in the clinical setting during their capstone course. Gaining insight into and about the experiences of preceptors of senior nursing students has the potential to provide the scientific framework from which to develop innovative educational strategies aimed at meeting the needs of Registered Nurse Preceptors.
Preceptors Involved with Senior Nursing Students in their
Professional Practicum (Capstone) Course
ABSTRACT
Purpose:
The purpose of the study was two-fold: (1) to explore the educational needs of Registered Nurses serving as Preceptors for senior nursing students during their Professional Practicum (Capstone) course, and (2) describe the experience of serving as a preceptor in the clinical setting for Registered Nurses.
Significance of the Study:
Professional Practicum (Capstone) courses have become the accepted mechanism to prepare senior nursing students to enter the workforce. The primary person in this process is the Registered Nurse who serves as the student’s preceptor. Preceptors are most often Registered Nurses who have volunteered for the role and viewed as an ‘expert’ in their clinical practice area. Preceptors are integral to developing the student nurse into a burgeoning professional graduate nurse. How best to prepare preceptors for this role has been a subject of ongoing debate within the profession of nursing. The focus of this qualitative study was to explore the perceived learning needs of registered nurses serving as clinical preceptors working with senior nursing students in a professional practicum course.
Design:
A descriptive qualitative study was conducted. The participants were asked to complete a short demographic questionnaire and participate in a 45 minute semi-structured audio-taped interview and share their experience of serving as a Preceptor in the clinical setting and identify their perceived education learning needs to be the most effective in their role.
Relevance:
A descriptive qualitative design was used to more fully describe the preceptors’ perceived learning needs and experiences in the role of Preceptor. This study allowed us to uncover and more explicitly understand the complexities involved in being engaged with senior nursing students in the clinical setting during their capstone course. Gaining insight into and about the experiences of preceptors of senior nursing students has the potential to provide the scientific framework from which to develop innovative educational strategies aimed at meeting the needs of Registered Nurse Preceptors.