Learning Objective 1: Describe a model for collaborative work of academia and service in developing the registered workforce for the future.
Learning Objective 2: Discuss international knowledge generation as a benefit for advancing the nursing profession.
Methods: Five groups of stakeholders were surveyed including students, academic faculty, CAPP preceptors, staff nurses, and nursing leadership. Six-point Likert scale questions were anchored by strongly agree (6) to strongly disagree (1). A faculty member from Flinders University provided insight into the preceptor role and evaluation components. Focus groups were held with students and preceptors.
Results: One hundred and twelve responses were received. Mean scores with the overall satisfaction with the CAPP program ranged from 5.85 (students) to 4.77 (non-preceptor RNs). Nurse leaders responded with the highest item score 6+0: I feel the CAPP program is providing students with high quality clinical experience compared to the traditional educational model. New and experienced preceptors ranked the same items highest: 1) Share my knowledge with students (5.50+0.73); 2) Improve my teaching skills (5.43 + 0.89); and 3) Contribute to my profession (5.35 + 0.83). Preceptors identified having a full assignment as a barrier.
Conclusion: The CAPP program has proven beneficial to academia and service partners. CAPP study findings strongly parallel the experiences of clinical staff engaged in DEU roles in Australia. We are undertaking a cost-benefit analysis of program outcomes. Work continues on evaluating preceptor workload and clarification of academic faculty role.
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