The development of a preceptor resource manual for the critical care nursing program in Nova Scotia

Rizcallah, Rachel (2024) The development of a preceptor resource manual for the critical care nursing program in Nova Scotia. Practicum Report. Memorial University of Newfoundland. (Unpublished)

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Abstract

BACKGROUND: In nursing, a preceptor is assigned to a learner to provide teaching, support, supervision, and feedback. They effectively support learners in acquiring clinical knowledge and skills, often bridging the theory-practice gap. Within critical care environments, preceptors can assist learners in developing critical thinking skills, preventing transition shock, and increasing their clinical competence. Preceptorship is a vital component of The Critical Care Nursing Program (CCNP) at The Nova Scotia Health Learning Institute for Healthcare Providers, which prepares RNs to work in critical care settings throughout the province. However, a recent shift in the critical care nursing demographic in Nova Scotia has resulted in less experienced nurses taking on the preceptor role. As a result, there is now a lack of clarity among preceptors as to what constitutes preceptorship, the roles and responsibilities of a preceptor, suitable learning experiences/patient assignments, policies, and evaluation. In response, a preceptor resource manual was developed for the CCNP. PURPOSE: To develop a preceptor resource manual for the Nova Scotia CCNP that contains specific program information and addresses the needs of current and future CCNP preceptors. METHODS: The critical care preceptor resource development process included 1) an integrative literature review, 2) an environmental scan of existing preceptor resources used within specialty care programs, undergraduate nursing programs, and other healthcare institutions, and 3) consultations with current CCNP preceptors, CCNP faculty, and critical care CNEs. Knowle’s Adult Learning Theory guided resource development. RESULTS: Findings from the integrated literature review, the environmental scan, and the consultations both supported the need for a comprehensive resource manual and informed development and method of delivery. A comprehensive critical care preceptor resource manual was developed to assist CCNP preceptors in supporting CCNP learners during clinical rotations. The resource included: 1) faculty contact information, 2) program description/program competencies, 3) proficiency level, 4) program delivery, 5) clinical overview/clinical guidelines, 6) developing critical thinking skills in learners, 7) roles and responsibilities, 8) effective feedback strategies, 9) when to contact CCNP faculty, 10) dealing with challenging learners/situations, and 11) CCNP clinical documentation. CONCLUSION: A critical care preceptor resource manual for the CCNP will enhance preceptors' knowledge regarding the CCNP, program delivery, competencies, roles/responsibilities, providing feedback, developing critical thinking skills in learners, and dealing with challenging learners/clinical situations. Resource implementation will take place in the Fall of 2024, after which it is expected that preceptors will have increased knowledge of the CCNP and improved confidence in providing feedback to learners, fostering their critical thinking skills, and dealing with challenging situations in collaboration with the CCNP faculty.

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