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Learning Objective 1: 1. The learner will be able to know what stressor the nurse preceptors have.
Learning Objective 2: 2. The learner will be able to know the level of involvement and satisfaction with precepting and what association between these two variables.
Methods: A survey was conducted on 176 nurse preceptors (response rate: 86.5%) working at a teaching hospital in Taiwan. The survey questionnaires contained the 9-item Teaching Involvement Scale (TIS; 5-point Likert scale), types of stressor in precepting, tenure of teaching experience, and overall satisfaction with preceptingship. The TIS had reliability of Cronabch’s α 0.89 and 1-factorial construct validity (explained variance: 61.43%).
Results: The nurse preceptors had teaching experience of 4.68 years (Range: 0.17 to 19.00). 52.3% of them (n = 90) admitted satisfaction with the precepting. The overall precepting involvement was moderate measured by the TIS (Mean = 32.28, SD = 4.89). The top 2 highest TIS items were “Giving timely feedback to the perceptee (Item mean = 3.74, SD = 0.64)” and “Scheduling teaching activities as the training program (Item Mean = 3.69, SD = 0.70).” In addition, the preceptors perceived 3 types of stressor in teaching (Mean = 3.41, SD= 1.41) and ‘Time strain in daily work” was as major stressor reported by them (n = 101, 57.4%). The teaching experience (Mann-Whitney U= 2423, P < 0.05) and involvement (t = 6.52, P < 0.01) were positively associated with the preceptor’s satisfaction.
Conclusion: The precepting involvement is associated with the preceptor satisfaction. The experienced nurse preceptor displays more satisfaction in teaching. Supportive resources for engaging with the teaching programs and time management will be helpful to minimize the stress in precepting especially for those less-experienced nurse preceptors.