Evidence-Based Preceptor Development Program

Tuesday, 13 July 2010: 2:05 PM

Susan A. Boyer
Vermont Nurse Internship, Mt. Ascutney Hospital, Perkinsville, VT, VT
Pat Winstead-Fry
Vermont Nurse Internship Program, Vermont Nurse Internship Program, Pawlet, VT

Learning Objective 1: The learner will be able to describe an evidence-based preceptor education model that is applicable for the full allied health care team.

Learning Objective 2: The learner is able to explain the ooutcomes of data collection (formative and summative) as it pertains to preceptor-intern development.

Rationale and significance: Providing safe and competent care starts with the initial transition of the novice practitioner.  The first line of support for the novice is the preceptor.  Most transition programs use preceptor-based systems, but few consistently invest in the development and support of preceptors.  VT Nurse Internship Project (VNIP) developed both statewide preceptor development and nurse internships.  With 10 years of project implementation and data collection, VNIP has learned about the specific preparation and support that the preceptor role requires.  Key to ensuring competent and safe care, the preceptor fillls five roles, role model, socializer, teacher, protector and evaluator. To fulfill these roles; adequate time, resources of a strong competency performance system, and skilled preceptors are needed. Competency based performance outcomes were developed. 

Description of methodology:  Ongoing formative and summative evaluation plus qualitative interview data have shaped the program and the instruction.
Subjects: 414 preceptor development workshop participants over a four year period of time.
Findings:  The participants completed program evaluations that address the development of the preceptor.  The data demonstrated that Preceptors accepted the role of the Preceptor as outlined and were able to implement it at their agency. 
Conclusions: 1) An evidence-based program to develop preceptors can be developed that may be used in any health care setting.  2)  Using formative and summative evaluation and interviews with preceptors, the reliability and validity of the program was assessed.  3) The precepting program consistently teaches the role of preceptor across institutional settings.
 The preceptor’s effectiveness is evaluated continuously.   This ensures the necessary structure for skills development and competency assessment that protects the safety of our clients.  The intent and direction of the VNIP program is validated by studies (Foundations for Nursing Excellance 2009).  This presentation will summarize the significant findings and outcomes of the VNIP work, as relates to preceptor development and support systems.