Development of the preceptorship course handbook for Bachelor of Nursing collaborative program

Wang, Xu (2020) Development of the preceptorship course handbook for Bachelor of Nursing collaborative program. Practicum Report. Memorial University of Newfoundland. (Unpublished)

[English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (1MB)

Abstract

Background: NURS 3523 Extended Practice III is the first preceptorship course in the Bachelor of Nursing (Collaborative) Program at Memorial University Faculty of Nursing (MUNFON), Centre for Nursing Studies (CNS), and Western Regional School of Nursing (WRSON). It is a critical component of the undergraduate clinical education. It can be an exceptionally stressful experience for both students and preceptors given the fact that it is the first preceptorship course and students enter this preceptorship course as early as the third year of a four-year program. To overcome these challenges, MUNFON has been conducting course assessments regularly. The most recent report of the 2018 preceptor survey results indicated that the course handbook needs to be reviewed and improved because it received the lowest satisfaction score. Purpose: The goal of this practicum project was to develop a new course handbook. Ultimately, this quality improvement project seeks to provide better support to key stakeholders in this preceptorship course, including preceptors, students, and faculty members. Methods: A literature review and environmental scan were conducted, and consultations were completed with preceptors and faculty members. Results: Modifications have been made to the existing NURS 3523 handbook: (1) The structure of handbook has been adjusted to make it easier to access information pertinent to the course quickly; (2) Revisions to the roles and responsibilities of course participants include a preceptorship essential skills and knowledge checklist, clearly defined expectations on feedback and reflection, and new practices for establishing contacts and accessing the handbook.; (3) The section on the how-to’s of preceptoring is enhanced with a clearly defined Adult Learning theoretical framework, many ways to foster positive interpersonal relationships between preceptors and students, the Five-Minute Preceptor Teaching Technique to promote critical thinking and independent problem-solving capacity, guidelines and examples on how to give feedback, strategies to address unsafe practices, and an emphasis on cultural competence and safety; (4) The appendix section has been greatly expanded to include forms, checklists and worksheets as supporting documents; and (5) Previously, this handbook was available in hardcopies or electronic copies distributed via emails. The environmental scan results suggested that it should be accessible on the university website too. Conclusion: This project led to an updated handbook for an existing preceptorship course. Once approved, this new document will help meet the ongoing needs of students in developing their clinical skills, the faculty in providing support to both students and nurse preceptors, and the preceptors in fulfilling their role.

Actions (login required)

View Item