Knowledge and skills needed to improve as preceptor : development of a continuous professional development course : a qualitative study part I

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Knowledge and skills needed to improve as preceptor : development of a continuous professional development course : a qualitative study part I

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Publication Article, peer reviewed scientific
Title Knowledge and skills needed to improve as preceptor : development of a continuous professional development course : a qualitative study part I
Author(s) Bengtsson, Mariette ; Carlson, Elisabeth
Date 2015
English abstract
Background: Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods: This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of themethod. Results: The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion: Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course.
DOI http://dx.doi.org/10.1186/s12912-015-0103-9 (link to publisher's fulltext.)
Publisher BioMed Central
Host/Issue BMC Nursing;
Volume 14
ISSN 1472-6955
Pages 51
Language eng (iso)
Subject(s) Advanced level
clinical practice
continuous professional development course
preceptor
Medicine
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS
Handle http://hdl.handle.net/2043/19592 (link to this page)

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