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This study adopted a narrative inquiry methodology in order to explore paramedic experiences and perceptions about their student preceptorship and their role as a preceptor. The questions that this research sets out to answer are: What are the experiences of practising paramedics in Ontario in their roles as preceptors? Additionally, what were the preceptor’s experiences as students during their own preceptorship? There were six participants within the region of Ontario that took part in individual in-depth narrative interviews. In order to understand the data collected, a sociocultural theoretical framework was used, focusing on Rogoff’s guided participation (2003). The findings revealed four main themes: i) the role of education in preceptorship, ii) the importance of interpersonal relationships, iii) the need for enhanced communication among institutional levels, and iv) the role of compensation in preceptorship. Taken together, the themes reveal the preoccupations and concerns of the paramedics who recounted their experiences both during their student preceptorship and as paramedic preceptors. All of the participants recommended further education and a modification to the current preceptor practises. They stressed the value of creating safe environments through good relationships with their students. The lack of communication between the paramedic service and educational bodies as well as between the paramedic service and the preceptors was also of concern to the participants. Finally, regarding compensation, the participants spoke about both the positive and negative aspects of compensation for the preceptor.

Preceptorship is a teaching-learning approach in which learners are individually assigned to expert practitioners in the practice setting. The purpose is to provide them with daily experience on a one-to-one basis with a role model and resource person who is immediately available to them. Currently, the literature is replete with research on various aspects of preceptorship, including the preceptor role, the evaluation process, professional socialization, the promotion of clinical competence, and the fostering of critical thinking in undergraduate and graduate education, to name a few. To date, however, no studies have specifically explored the process involved in promoting the education of nurse practitioner students in preceptorship. The purpose of this grounded theory study was to explore the process used in preceptorship to prepare nurse practitioner students for their future role in professional practice. To that end, the process in which preceptors, nurse practitioner students, and faculty engage was explored. The sample comprised nurse practitioner students, preceptors and faculty from a large university in western Canada. Findings from this study revealed that as students proceeded through the preceptorship program they worked through or navigated what could be described as the liminal space or an in-between place. As a result of the findings of this study, several crucial points have been recognized that have implications for the nurse practitioner student who engages in preceptorship. First, upon acceptance into an advanced practice nursing program it is important for students who are themselves experienced professionals in their own right, to understand the preceptorship process of transition, found in this study to be the liminal space, intrinsic to which are adjustments from the role of nurse, to that of student and finally to that of the nurse practitioner. Second, to adequately prepare students for their transition, faculty need to develop curricula that address the challenges involved with this phenomenon, specifically knowledge related to threshold concepts and troublesome knowledge. Third, support for these students from faculty, preceptors and fellow students was found to directly affect the ability of these learners to successfully navigate their transitional process in preceptorship.

Preceptorship is the ideal method for teaching students in the healthcare environment. Due to a shortage of staffing, respiratory care students are not often assigned with preceptors, rather they are assigned with respiratory care staff that has minimal to no formal training in education. Therefore, students may not receive appropriate role involvement, decision-making and patient skills experience. PURPOSE: The purpose of this study was to examine the current methods of preceptor training and evaluate the need for a preceptor-training program according to the education coordinators and respiratory care directors/managers. METHODS Data were acquired through a descriptive survey. The survey was formulated and sent using the online survey generator Zoomerang. The survey was submitted to a convenience sample of department directors, department education coordinators, and staff at clinical affiliates associated with Georgia State University. RESULTS: Thirty-six participants were surveyed with a response rate of 67%. Forty-eight percent were a respiratory director/manager, 35% education coordinator and 9% supervisor. Eighty-six percent of participants work in not-for-profit hospitals. Seventy-nine percent of participants believe there is a need for a standardized preceptor-training program, however, only 64% reported that preceptors receive training prior to receiving students. CONCLUSION: There is a need for a standardized preceptor-training program for respiratory therapists to improve the quality of clinical education provided to respiratory therapy students.

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Nurse turnover is a significant problem that has led to a nursing shortage in hospitals, particularly in rural hospitals. The nursing shortage will continue to grow if changes are not implemented to retain qualified nurses. Nurse turnover puts patients at risk for substandard care and increases healthcare-related costs, as organizations try to recoup costs to train and orient new nurses. Retention, turnover, and quality of care are important organizational drivers. One strategy that targets each of these drivers is to have newly hired nurses partake in a preceptorship, where a preceptor facilitates the assimilation and amalgamation of newly hired nurses into their role. Guided by the preceptor conceptual framework, the purpose of this project was to develop and plan a preceptor-training program, which targeted the field sites specific needs. Preceptor and preceptee roles were defined and training modules were created on topics such as communication, adult learning, diversity, time management, assessment, critical thinking, and problem solving. One master binder was created that contained the content required to teach each module of the preceptor-training program. The field site will use this information in conjunction with different delivery methods to implement and evaluate the program. The evaluation plan is to perform formative evaluation after each module is presented and summative evaluation at the conclusion of the allotted training days, using a Likert scale questionnaire. Establishing an instructive program for preceptor training may assist and support preceptors in their role; this program may also affect the preceptee's job satisfaction and ultimately, retention. Safe, efficient, quality care is the cornerstone of the social change implications in practice. Preceptors may feel better about the precepting process and patients may benefit from improved care.

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<p>SAMMANFATTNING</p><p>Bakgrund:På en Utvecklande och Lärande VårdEnhet (ULVE) ges studenterna möjlighet att sammanfoga vårdvetenskaplig teori med vårdpraxis genom att bashandledare, huvudhandledare och lärare intar en reflekterande hållning gentemot studenten som har ett livsvärldsperspektiv som grund. Detta ställer krav på handledarna att utifrån studenternas livsvärld försöka överbrygga klyftan mellan teori och praktik. Bashandledarna behöver då stöd för att känna motivation och lust till handledning.</p><p>Syfte:Syftet med föreliggande studie är att inom ULVE-avdelningarna synliggöra de motiverande faktorerna för bashandledarna i deras handledande arbete.</p><p>Metod:Studien är en intervjustudie. Med en induktiv ansats gjordes en kvalitativ innehållsanalys.</p><p>Resultat:Efter innehållsanalysen från intervjuerna framkom 3 kategorier och 8 underkategorier som beskriver det handledande arbetet och de faktorer som påverkar detta. De tre kategorierna var Möjligheter och hinder i ULVE utifrån bashandledarnas perspektiv, Organisatoriska faktorer med påverkan på bashandledarnas handledning och vårdvetenskap i den handledande rollen.</p><p>Slutsats:Av resultatet kan ses att verksamheten behöver en lyhördhet för att bibehålla de motiverade bashandledarna som finns på ULVE. Ytterligare forskning behövs för att belysa de motiverande faktorerna till handledning samt hur detta kan utveckla en konstruktiv och fördjupad läroprocess för bashandledare och studenter.</p>