Poster Presentation

Thursday, July 12, 2007
9:30 AM - 10:15 AM

Thursday, July 12, 2007
3:15 PM - 4:00 PM
This presentation is part of : Poster Presentation II
Preceptorship: Putting the Evidence into Teaching
Florence Myrick, RN, PhD1, Florence Luhanga, PhD2, and Diane B. Billay, RN, BN, MN1. (1) Nursing Faculty, University of Alberta, Edmonton, AB, Canada, (2) School of Nursing, Laurentian University, Sudbury, ON, Canada
Learning Objective #1: describe at least three findings from this study.
Learning Objective #2: discuss how these preliminary findings can inform the teaching learning process involved in shaping the preceptorship experience.

A recent development in the health field is the prevailing trend towards evidence-based nursing practice, a trend or gold standard against which current practices are being compared. The term evidence-based practice refers to the utilization of knowledge in practice derived from research. Nursing practice, however, is not limited to clinical and community-practice but also encompasses nursing education. It is equally important, therefore, that the teaching practices of nurse educators involved in different aspects of the educational process be also derived from research. In a recent study the need was identified for preceptors to be prepared in the use of a model designed to facilitate the teaching/learning process and to promote student critical thinking. The findings from this study prompted this current study the purpose of which is to determine how the provision of a structured workshop influences the teaching practices of preceptors. The objectives of the study are threefold: to evaluate the effectiveness of a structured workshop using a research-generated preceptorship model to prepare preceptors: to ascertain preceptor perceptions of the workshop in preparing them for their role; and to determine how such a workshop influences preceptors in facilitating student learning and promoting critical thinking. Preliminary findings reveal significant insights into preceptor preparation and provide relevant data that can inform the teaching learning process involved in shaping the preceptorship experience. Word Count: 220