Preceptorship program in nursing education: development and implementation through international collaboration

Lepp, Margret

Monday, 18 November 2013

Jehad O. Halabi, RN, PhD
College of Nursing-Jeddah, King Saud bin Abdulaziz University for Health Sciences, National Guard Western Region, Jeddah, Saudi Arabia
Margret Lepp, PhD, RN, RNT
Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Göteborg, Sweden

Learning Objective 1: The learner will be able to learn about a preceptorship program enhancing pedagogical strategies for integration of theory and practice in nursing education.

Learning Objective 2: The learner will be able to learn about learner-centered learning included experiential learning using educational drama, case-methodology, and photolanguage.

Background: International Collaboration Projects are becoming widely spread and proving successful in nursing education. Preceptorship programs in nursing education are widely supported by the literature as a successful model for clinical nursing education. They focus on learner-centered rather than teacher-centered learning and include experiential learning in different forms such as educational drama, case-methodology, and Photolanguage.

Purpose: This presentation reports the results of a study conducted with nursing preceptors attended a three-phase Preceptorship program through the Jordanian- Swedish project. It developed, implemented, and evaluated the training program to enhance pedagogical strategies for integration of theory and practice in nursing education in Jordan.

Methods: A questionnaire and an interview were conducted to collect the data from twelve preceptors including 6 clinical instructors from a large public university and 6 nurse preceptors from public hospitals in Jordan. The program was developed and implemented in three phases focusing on innovative experiential learning methods such as drama, case-method, and photolanguage.

Results: the program perceived to be successful by participants who indicated that the program facilitated experiential learning, and improved communication and networks. Four themes emerged and reflected experiences gained from participating in the program, including bridging the gap between theory and practice, enhancing students’ imminent potential, promoting the role of preceptor, and facing challenges in applying pedagogical strategies. Participants noted a positive effect on their personal and professional growth as preceptors, students’ learning process, and the quality of health care in general.

Conclusion: Preceptors perceived that the model program helped in bridging the theory-practice gap. They recommended a compulsory certified Preceptorship program to be included in the preparation of nurses and clinical teachers hired to take the role of clinical preceptor for nursing students.

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