Made available in DSpace on 2018-06-18T13:12:08Z (GMT). No. of bitstreams: 0 Previous issue date: 2016 / Este trabalho tem por objetivo analisar o papel docente dos profissionais envolvidos com a atividade de preceptoria no Programa de Residência Multiprofissional em Saúde da Universidade Federal do Amazonas. Trata-se de uma pesquisa qualitativa, de caráter descritivo-exploratório. O estudo foi realizado em um hospital universitário na cidade de Manaus – AM. Os dados foram coletados por meio de análise documental, entrevista semi-estruturada e aplicação de instrumento atitudinal tipo Likert. A população foi composta por preceptores e residentes. A coleta de dados foi dividida em duas etapas. Na primeira etapa, foi realizada entrevista com 10 preceptores do programa. As entrevistas foram gravadas, transcritas e os dados analisados por meio da técnica de análise de conteúdo, modalidade temática. Por meio da análise das entrevistas, foi possível conhecermos à luz dos preceptores, o significado de uma preceptoria ideal. Quatro eixos direcionadores organizaram o processo da análise de conteúdo: A Relevância da Preceptoria para o Processo de Formação em Saúde; A Preceptoria como Atividade Pedagógica e o Preceptor Ideal; A Educação Permanente em Saúde – EPS e o Aprimoramento da Preceptoria; A Preceptoria e a Articulação Teórico/Prática. As percepções colhidas por meio do instrumento do tipo Likert junto a esses preceptores acrescida da participação dos residentes em seu primeiro e segundo ano apontaram para uma assertividade no desenho do Programa. O estudo está em consonância com os preceitos éticos de pesquisa e teve autorização concedida pelo Comitê de Ética em Pesquisa da Universidade Federal de São Paulo, mediante CAAE: 43331215.0.0000.5505. Portanto, acredita-se que o estudo trouxe informações novas e relevantes consideradas e destacadas por preceptores e residentes: a adequada construção teórica e prática desenvolvida como elemento qualificador para o processo de formação a partir das necessidades apresentadas pelos residentes; o estímulo a uma postura crítica e reflexiva sobre o cuidado prestado pelos mesmos; a defesa dos determinantes de saúde e os condicionantes biológicos e sociais da doença; o estímulo ao desenvolvimento do trabalho em rede numa perspectiva integral do cuidado, e a opção pela multiprofissionalidade e o trabalho colaborativo como caminho para interprofissionalidade em sintonia com o preconizado no Projeto Político Pedagógico da Residência Multiprofissional em Saúde, bem como na Coordenação da Residência Multiprofissional. / This study had as objective to analyse the teaching role of the professionals involved with the mentoring activity in the Multidisciplinary Residency Program in Health of the Federal University of Amazonas. It’s a qualitative research, with descriptive and exploratory character. The study was accomplished in a university hospital in the city of Manaus - AM. The data were collected by means of documental analysis, half-structured interview and application of attitudinal instrument Likert type. The population was composed for preceptors and residents. The data collection was divided in two stages. In the first stage, interview with 10 preceptors of the program was accomplished. The interviews were recorded, transcribing and the data analysed by means of the technique of content analysis, thematic modality. By means of the analysis of the interviews, it was possible to know to the light of the preceptors, the meaning of an ideal preceptorship. Four axles drivers had organized the process of the content analysis: the relevance of the preceptorship for the process of training in health; the preceptorship as pedagogical activity and the ideal preceptor; the permanent education in health – EPS and the improvement of the preceptorship; the preceptorship and the theoretical joint/practice. The perceptions harvested by means of the instrument of the Likert type next to these preceptors increased of the participation of the residents in its first and according to year had pointed with respect to a assertiveness in the drawing of the Program. The study is in consonance with the ethical principles of research and had an authorization granted by the Ethics Committee on Research of the Federal University of São Paulo, by CAAE: 43331215.0.0000.5505. Therefore, it is believed that the study has brought new and relevant information considered and highlighted by preceptors and residents: adequate theoretical construction and practice developed as a qualifying element for the training process from the needs presented by the residents; the encouragement of a critical and reflective attitude about the care provided by them; the defense of the determinants of health and the biological and social determinants of disease; encouraging the development of networking an integral perspective of care, and the option for multiprofessional and collaborative work as a way to interprofissionalidade in line with the recommendations in the Pedagogical Political Project of the Multidisciplinary Residency in Health and the Coordination of Multidisciplinary Residency.

Background. In Canadian baccalaureate nursing education, many schools pair their nursing students with a nurse preceptor to complete a consolidation placement in their final year of studies. The preceptor plays an important role in students’ learning and their success in the program. Although there are many factors that may influence preceptors’ ability to be successful in the role, the literature suggests that self-efficacy may affect their performance as a preceptors and may have an impact on students’ learning and their preceptorship experience. Self-efficacy is defined as a person’s confidence in their abilities to complete a task or goal. As such, preceptors with greater self-efficacy may be more effective in their role and may have a positive impact on students’ learning. Therefore, it is important to assess factors that influence preceptors’ self-efficacy as this knowledge could help inform and target the development of preceptor training programs, preceptor selection criteria and preceptor supports. Objectives. The purpose of this thesis is to explore the factors that affect the self-efficacy of preceptors. Five factors were investigated, including: (1) nursing experience, (2) preceptor experience, (3) vicarious preceptor experience, (4) preceptor training, and (5) the personality trait neuroticism. These variables are derived from Bandura’s (1986) theory of self-efficacy. Design. This study was conducted using a cross-sectional, non-experimental study design. Methods. A total of 95 nurse preceptors participated in the study by completing an online survey and were recruited using multiple strategies, including social media. The survey was comprised of demographic questions, a measure of the Big-Five personality traits, and a measure of clinical teaching self-efficacy. Correlation, independent t-tests and ANOVAs were done to analyze the data. Results. A statistically significant correlation was found between self-efficacy and two independent variables: nursing experience (r = 0.33, p < 0.01) and the personality trait of neuroticism (r = -0.21, p = .05). Additionally, self-efficacy was correlated with agreeableness (r = 0.22, p = .03) and age (r = 0.41, p < 0.01). A statistically significant difference in self-efficacy was found between diploma and bachelor degree nurses (mean difference = 0.37, p = .02), and bachelor degree and graduate degree nurses (mean difference = -0.45, p = .02). Conclusion. Three key results were found to influence the self-efficacy of nurse preceptors. This knowledge can be incorporated into preceptor training, preceptor support and the preceptor selection process.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2016-10-11T19:39:06Z No. of bitstreams: 2 Dissertação - Weslei Passos dos Santos - 2016.pdf: 2179180 bytes, checksum: 0252eaa1ff4eef54b9735257a1d8237e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2016-10-13T16:59:09Z (GMT) No. of bitstreams: 2 Dissertação - Weslei Passos dos Santos - 2016.pdf: 2179180 bytes, checksum: 0252eaa1ff4eef54b9735257a1d8237e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-13T16:59:09Z (GMT). No. of bitstreams: 2 Dissertação - Weslei Passos dos Santos - 2016.pdf: 2179180 bytes, checksum: 0252eaa1ff4eef54b9735257a1d8237e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-19 / To meet the needs of the new profile of health workers, arising from the new care model proposed by the National Health System, the Ministries of Health and Education signed a partnership and as strategies, built public policies to approach graduation the work process of services and consolidate changes in the training of these professionals. One such policy is the National Program for Reorientation of Vocational Training in Health (Pro-Health), created to guide the training of health professionals with emphasis on primary care and the other is the Education Program for Working for Health (PET- Cheers). The PET-Health has the focus in the Family Health Strategy (ESF) in order to promote the teaching-service-community integration, one of the pillars preceptorship health. This research analyzes the influence of the Pro and PET-Health at the primary care work process from the perspective of preceptors. The study included 43 professionals, nine of the ten health centers Family (CSF) participants in these programs, which performed the preceptor function. The data collection instrument was structured in two parts, the first being formed by demographic, professional and academic and the second part by a Likert scale consisting of 32 assertions distributed in four dimensions, which aimed to identify the perception of the respondents about the concept of health work process, the work process in primary care, the teaching-service partnership between the Pro and PET-Health and activities influenced by the Pro and PET-Health. Excel program for typing and data analysis was used. The results indicated that the participants had a satisfactory perception of those aspects related to the concept and the characterization of the work process in the FHS, but were more critical in their responses about the influence of the Pro and PET-health in primary care. Doctors, teachers, preceptors with ties to the PETHealth and those with more than three years in this role had good perception about the teaching-service partnership and the changes in the work process provided by the programs. We conclude that, despite the influence of the Pro and PET-Health have been perceived critically for some groups, the program consisted in an experience of great value, but the study shows the challenges that health services and institutions education have to motivate and provide equal conditions for the development of the work of all preceptors. / Para atender às necessidades do novo perfil dos trabalhadores da área da saúde, advindo do novo modelo de atenção proposto pelo Sistema Único de Saúde, os Ministérios da Saúde e da Educação firmaram parceria e, como estratégias, construíram políticas públicas com vista a aproximar a graduação do processo de trabalho dos serviços e consolidar as mudanças na formação desses profissionais. Uma dessas políticas é o Programa Nacional de Reorientação da Formação Profissional em Saúde (Pró-Saúde), criado para orientar a formação do profissional da saúde com ênfase na atenção básica e a outra é o Programa de Educação pelo Trabalho para a Saúde (PET-Saúde). O PET-Saúde tem o foco na Estratégia Saúde da Família (ESF) afim de, promover a integração ensino-serviço-comunidade, tendo como um dos pilares a preceptoria em saúde. Esta pesquisa analisa a influência do Pró e PET-Saúde no processo de trabalho da atenção básica sob a ótica dos preceptores. Participaram do estudo 43 profissionais, de nove dos dez Centros de Saúde da Família (CSF) participantes desses programas, que executavam a função de preceptor. O instrumento de coleta de dados utilizado foi estruturado em duas partes, sendo a primeira formada por variáveis demográficas, profissionais e acadêmicas e a segunda parte por uma escala do tipo Likert composta por 32 assertivas distribuídas em quatro dimensões, que visavam identificar a percepção dos respondentes à cerca do conceito de processo de trabalho em saúde, do processo de trabalho na atenção básica, da parceria ensino-serviço do Pró e PET-Saúde e das atividades influenciadas pelo Pró e PET-Saúde. Foi utilizado o programa Excel para digitação e análise dos dados. Os resultados indicaram que os participantes tiveram uma percepção satisfatória em relação aos aspectos relacionados ao conceito e a caracterização do processo de trabalho na ESF, porém se mostraram mais críticos em suas respostas à cerca da influência do Pró e PET-Saúde na atenção básica. Os médicos, os mestres, os preceptores com vínculo ao PET-Saúde e aqueles com mais de três anos nessa função tiveram boa percepção à cerca da parceria ensino-serviço e as mudanças no processo de trabalho proporcionado pelos programas. Conclui-se que, apesar da influência do Pró e PET-Saúde ter sido percebida de forma crítica para alguns grupos, os programas se constituíram em uma experiência de muito valor, entretanto o estudo mostra os desafios que os serviços de saúde e as instituições de ensino têm em motivar e oferecer condições iguais para o desenvolvimento do trabalho de todos os preceptores.

INTRODUÇÃO: Dúvidas, competitividade e preocupação com o exame de residência geram forte desgaste e insegurança ao final da graduação em Medicina. Nesse período, o bem-estar é particularmente importante para a escolha da especialidade médica e o sucesso nos exames. Entretanto, sabe-se que alunos de Medicina resistem em buscar ajuda, principalmente para aspectos emocionais. Este estudo investigou junto a alunos do 6º ano de Medicina a relação entre bem-estar, percepção de necessidades e busca de ajuda nos recursos institucionais de suporte disponíveis Grupo de Apoio Psicológico ao Aluno (GRAPAL) e Programa Tutores FMUSP. MÉTODO: Utilizaram-se os Inventários de Beck (ansiedade e depressão), o WHOQOLbreve (qualidade de vida) e um questionário sobre percepção de necessidades (psicológicas e acadêmicas) e avaliação do suporte institucional. RESULTADOS: Os alunos referiram boa qualidade de vida (68%), mas apresentaram ansiedade (27%), depressão (20%) e prejuízo na vida social. Um 25% dos alunos reconheceram necessidades psicológicas e 51% deles referiram necessidades acadêmicas. As fontes de suporte mais acionadas durante o curso foram a família e os colegas, seja para necessidades psicológicas ou acadêmicas. Tutores são acionados às vezes pelos alunos, enquanto psicólogos ou psiquiatras são os menos procurados para os dois grupos de necessidades. Apenas parte dos alunos em torno de 1/3 com ansiedade e depressão, ou qualidade de vida ruim, usou os recursos institucionais de suporte. Ser mulher, reconhecer necessidades emocionais e apresentar ansiedade mostraram associação ao uso do serviço de apoio psicológico (GRAPAL). Estar satisfeito com seu tutor, com seu grupo de tutoria e reconhecer mudanças positivas mostraram associação à adesão ao Programa Tutores. CONCLUSÕES: Há diferentes fatores envolvidos na busca de ajuda por suporte emocional especializado (GRAPAL) e por suporte desenvolvimental (Tutoria). A saúde mental constitui aspecto fundamental para a busca de suporte especializado no GRAPAL, mas não apresenta relação com a participação do aluno no Programa Tutores. A compreensão, pelos tutores, de que a adesão ao Mentoring é um comportamento relacionado mais ao desejo do que à necessidade, pode ajudá-los na interação com os alunos, enfocando assim o aspecto central do Programa: o desenvolvimento. Identificar especificidades no uso dos recursos de suporte pode colaborar para o aprimoramento dos recursos de suporte e desenvolvimento de estratégias para sensibilização dos alunos quanto à procura de ajuda durante sua formação acadêmica / INTRODUCTION: Doubts, competitiveness and preparation for the residency examination increase burnout and insecurity at the end of medical course. At this moment, well-being is particularly important for the specialtys choice and examination success. However, its known that medical students are reluctant to seek help particularly for emotional problems. This study investigated the relationship among well-being, perceived needs and help-seeking in final-year students. METHOD: Well-being was assessed using Becks Inventories of Anxiety (BAI) and Depression (BDI) and the WHOQOL- bref (quality of life). A questionnaire was used to assess perceived needs and medical school support resources. RESULTS: The students reported good quality of life (68%) but presented anxiety (27%) depression (20%) and impaired social functioning. 51% of the students acknowledged academic needs and 25% psychological needs. Family and colleagues were the most important sources of support for psychological or academic needs. Only part of the students with anxiety and depression, or poor quality of life used the institutional support. Being a woman, recognizing emotional needs and presenting anxiety were associated to the use of psychological support service (GRAPAL). Being satisfied with mentor and mentoring group and recognizing positive changes were associated to Mentoring attendance. CONCLUSIONS: There are different factors involved in helpseeking for emotional specialized support (GRAPAL) and for development support (Programa Tutores). Mental health is a basic aspect for the use of GRAPAL but not related with Mentoring Program attendance. This find can help mentors in their work with the students, focusing in the central aspect of Mentoring: the development. Identifying specificity in the use of the medical school support resources may collaborate on its improvement and also on specific strategies in the students sensitization about seek-helping during the undergraduate course

Submitted by Fabiana Gonçalves Pinto (benf@ndc.uff.br) on 2015-12-21T16:59:45Z No. of bitstreams: 1 Sueli Maria Refrande.pdf: 1408924 bytes, checksum: 0ce41b5af061e491b888e08c4c966a9b (MD5) / Made available in DSpace on 2015-12-21T16:59:45Z (GMT). No. of bitstreams: 1 Sueli Maria Refrande.pdf: 1408924 bytes, checksum: 0ce41b5af061e491b888e08c4c966a9b (MD5) Previous issue date: 2013 / Mestrado Profissional em Ensino na Saúde / O contexto da doença e da internação infantil pode gerar para a criança e sua família sentimentos ambíguos, os quais podem se relacionar com a dor e a cura. Assim, a assistência a essa população se constituí de tarefa complexa, que envolve a criança, a família e a equipe de saúde que presta assistência. Nesse cenário também se inserem os graduandos de enfermagem que muitas vezes sofrem com os acontecimentos do contexto hospitalar, prejudicando-os no processo de aprendizagem das intervenções práticas de enfermagem direcionadas à criança e a seus familiares. Isto, pois, desencadeiam-se sentimentos de angústia e medo frente à expectativa e ao ato de executar procedimentos necessários durante o processo de cuidar da criança. Nesta perspectiva, o preceptor passa a ser o referencial do estudante, por deter o conhecimento da prática, a capacidade de difundi-lo e a expertise para apoiar os alunos a enfrentarem situações adversas. Tendo em vista a problemática exposta, foi delimitado como objetivo geral compreender a vivência dos discentes de enfermagem nos campos da prática clínica em saúde da criança; como objetivos específicos: descrever a percepção (significado vivido) de discentes de último ano do curso de enfermagem sobre o cuidar da criança hospitalizada; construir tecnologia educacional com ênfase na capacitação de profissionais de saúde e docentes que atuem na área da saúde da criança. Metodologia: estudo descritivo de abordagem qualitativa que usou como técnica de coleta de dados o autorrelato. Foram entrevistados 30 graduandos do 8º período de enfermagem, em fevereiro e março de 2013. Os discursos manifestados nas entrevistas foram analisados à luz do enfoque fenomenológico existencial em Merleau-Ponty. Resultados: Da análise dos dados emergiram três categorias, a saber: A dialética do eu e do outro: medo e insegurança diante do desafio do cuidado sob o rastro olhar; Intersubjetividade como ineinander (envolvimento, imbricação) entre o acadêmico e a criança e; Dualismo psicofísico como herança do modelo cartesiano-biomédico no ensino. As categorias emergidas mostraram as perspectivas do fenômeno estudado e espelharam como os acadêmicos de enfermagem expressam as percepções diante da assistência à criança hospitalizada. Constatou-se que todos os acadêmicos apresentaram afinidade com o cuidar e percepções em relação às crianças hospitalizadas, observando-as e manifestando diferentes emoções e sentimentos. Conclusão: Esta pesquisa permitiu compreender e refletir acerca das percepções e expectativas que acadêmicos de enfermagem de uma instituição privada demonstram frente à criança hospitalizada que requer cuidado. O produto advindo da pesquisa foi um vídeo vivencial com ex- alunas do curso de enfermagem, e que viveram a experiência da inserção no mesmo campo clínico que os graduandos neófitos. O mesmo poderá ser utilizado como estratégia de capacitação de profissionais para a área de saúde da criança e para o direcionamento de alunos que estejam iniciando o ensino prático nessa área. / The context of a particular disease and the subsequent infant hospitalization may generate mixed feelings related to pain and healing on the part of a child and its family. Thus, assistance to this population is a complex task that involves the child, the family and the healthcare team which provides such assistance. In this scenario the nursing undergraduates are also involved. These students are also affected by the events that take place in a hospital, as part of the process of learning about nursing interventions directed at children and their families. This situation, therefore, triggers feelings of anguish and fear regarding the expectations of those involved and the performance of necessary procedures during the childcare process. In this situation, the teacher becomes the reference poing for the student, in terms of having knowledge of the childcare practice, the ability to spread disseminate it, and the expertise to support students when coming face-to-face with adverse situations. In view of the problems exposed, the general objective of the research is to understand the experience of the nursing students in the field of clinical practice in child health. Specific objectives: describe the perceptions (experienced meaning) of final year nursing students regarding the care of hospitalized children; build an educational technology with an emphasis on the training of health professionals and teachers who work in the area of child health. Methodology: This is a descriptive study in which we adopted a qualitative approach that used self-reporting as a technique for data collection. We interviewed 30 nursing undergraduates in February and March 2013. The comments expressed in the interviews were analyzed in the light of the existential phenomenological approach of Merleau-Ponty. Results: Data analysis revealed three categories, namely the dialectic of self and others. These take the form of: fear and insecurity when faced with the challenge of providing care under the scrutiny of the lecturer, families and professionals; intersubjectivity as Ineinander (involvement, imbrication) between the student nurse and the child; psychophysical dualism as heritage of the cartesian-biomedical model in education. The categories that emerged showed the perspectives of the phenomenon under consideration and showed how nursing students express their perceptions when taking care of hospitalized children. It was observed that all the students had an affinity for the care and perceptions of hospitalized children, watching them and expressing different emotions and feelings. Conclusion: This study allowed us to understand and reflect upon the perceptions and expectations that nursing students from a private institution show regarding hospitalized children who are in need of care. The product arising from the research was an experiential video involving former students of the nursing course who have lived the experience of entering the same clinical field as the neophyte undergraduates. This technology can be used as a training strategy for healthcare professionals dealing with children, and for the guidance of students who are starting practical education in this field.

Magister Curationis - MCur / The nurse preceptors underwent a preceptorship training programme offered by the University of the Western Cape, School of Nursing, which prepared them for this teaching role. A quantitative study was done following this preceptorship training programme but no qualitative study since. It is vital to explore the experiences of these trained nurse preceptors regarding clinical teaching practice post the training programme. The aim of the study was to explore trained nurse preceptors‟ experiences regarding their clinical teaching practice in the Western Cape. The objective was to describe trained nurse preceptors‟ experiences of their clinical teaching practice in the service settings in the Western Cape. An exploratory, descriptive, contextual design was used to describe the experiences of trained nurse preceptors in the Western Cape. A purposive sample was selected from three levels of healthcare service settings. Semi-structured interviews were conducted by the researcher with nine individual nurse preceptors who voluntarily agreed to participate in the study. Data analysis was done following Collaizi‟s‟ steps which led to coding of categories and themes. The findings indicated that preceptorship training programme had changed the nurse preceptors‟ perceptions. These nurse preceptors were prepared by the programme and ready for the preceptor role. Their teaching skills were strengthened and improved. They accepted the training programme as adequate preparation to facilitate clinical teaching and learning of students and found it to be effective for their self-development. These findings will inform v the managers about clinical teaching practice, assist the offering institution with the evaluation of the preceptorship training programme and add to an existing literature about the experiences of nurse preceptors. This research recommends that the education institutions, in collaboration with the clinical facilities initiate a qualitative study to explore the experiences of students preceptored by trained nurse preceptors. Such a study will further explore the effectiveness of the preceptorship training programme from the perspective of the students. With the positive feedback from the participants, it is essential that the training of preceptors remains one of the continuing education programme offered by the University of the Western Cape. Permission to conduct this research was obtained from the University of Western Cape, Senate Higher Degrees Committee, and Western Cape of Provincial Department Research Team in Western Cape as well as from the Chief Executive Officers of the three levels of healthcare service settings.

Bakgrund: Sjuksköterskor har en viktig roll vid handledning av sjuksköterskestudenter, då studenter självständigt ska kunna ge en god omvårdnad i deras framtida yrkesroll. För att handledningen ska kunna bli optimal, behövs kunskap om hur sjuksköterskor upplever rollen som handledare för studenter. En väl fungerande handledning kan förbättra kommunikationen i teamet och öka patientsäkerheten. Syfte: Syftet med studien var att beskriva sjuksköterskors upplevelser av att handleda studenter. Metod: Litteraturstudien baserades på 12 vetenskapliga artiklar av kvalitativ metodik. Två olika databaser användes vid sökningen av artiklarna, där båda var fokuserade inom omvårdnad. För att analysera artiklarna applicerades metoden innehållsanalys. Resultat: Tre huvudkategorier och nio underkategorier presenterades. Huvudkategorierna som identifierades var; Stärkande för profession och undervisande roll, Hindrande omständigheter för handledning och Utmanande faktorer vid handledning. Resultatet visade att rollen som handledare gynnade sjuksköterskors kompetens. Det framkom även att handledarrollen upplevdes vara underskattad och att det förekom bristande stöd från kollegor, ledning samt lärosäte. Utmanande upplevelser handlade om att kunna anpassa tiden, hantera studenternas olika kunskapsnivåer och attityder. Konklusion: Handledares förberedelse för rollen, tid för att handleda och stöd från kollegor samt lärosäte är av betydelse för handledningen. Sjuksköterskors upplevelser av handledning är dels beroende av relationen med studenten och dels av samarbetet med övriga i teamet. Sjuksköterskan kan genom en reflektiv kommunikation bidra till en god samverkan i team och tillsammans med samtliga medlemmar tillgodose patientens unika behov. / Background: Nurses play an important role in precepting nursing students, since students should be able to provide good care independently in their future professional role. To optimize the preceptorship, knowledge about how nurses experience the role as a mentor for students is needed. A well-functioning supervision can improve the communication in the team and increase patient safety. Aim: The aim of this study was to describe nurses’ experiences of mentoring students. Method: This literary study was based on 12 scientific articles of qualitative methodology. Two different databases were used when searching for articles, where both were focused in nursing. Content analysis was applied to analyze the articles. Result: Three main categories and nine subcategories were presented. The main categories that were identified were; Strengthening for profession and teaching role, Inhibitive circumstances for preceptorship and Challenging factors in tutoring. The result revealed that the tutor role improved nurses’ competencies. It also emerged that the role as a tutor was experienced as underestimated and that there was a lack of support from colleagues, management and university. Challenging experiences was about adjusting the time, managing the students’ level of knowledge and attitudes. Conclusion: Mentors preparation for the role, time to mentor and support from colleagues and the university are important factors for the preceptorship. Nurses' experiences of tutoring partially depends on the relation with the student and partially on the collaboration with the rest of the team. The nurse can through reflective communication contribute to a good collaboration in the team and together with all members meet the patients unique needs.

Magister Curationis / Background: A preceptor is defined as a specialized tutor who gives practical training to the student in the practice settings. Preceptors are frequently used to orientate nursing students to prepare them for their duties as professional nurses. In the Western Cape Province professional nurses attend a training programme to prepare them for the role of preceptor. Following the training it is unclear how the trained nurse preceptors' perceive their preparation for the role. The perceptions of preceptors may also influence their commitment to their role. Aims and Objectives: The purpose of this study was to explore the interrelationships among preceptors' perceptions of benefits and rewards of, support for and commitment to the role. A conceptual framework guided the study which replicated previous studies that explored nurse preceptors' perceptions. Research Methodology: A descriptive, correlational design was used in this study to address the research questions. A quantitative approach was used to establish the perceptions of nurse preceptors' benefits, support and commitment to the role. The convenience sample was drawn from the preceptors (n=60) who completed the preceptor training programme at the University of the Western Cape. Instrumentation for the study included the following scales: Preceptor's Perceptions of Benefits and Rewards Scale, the Preceptor's Perceptions of Support Scale and the Commitment to the Preceptor Role Scale. Data analysis was performed through SPSS 20.0 to produce both descriptive and inferential statistics and to establish the relationships between the variables. Results and Recommendations: Statistical significance was examined and correlation between variables were analysed. The findings indicated that nurse preceptors were committed to their role: the workload of nurse preceptors needs to be refined and in-service training should be given to the nursing staff in relation to the goals of the nurse preceptor in the clinical and education units. The findings of this study will add to what is known about preceptors' perceptions and may assist in guiding the evaluation of the preceptorship programme. In addition, the results may inform nurse managers about the perceived benefits, rewards and support required by preceptors, thus adding to the body of knowledge about clinical teaching and learning. Ethical Considerations: Ethical clearance was sought from the Ethics Committee of the University of the Western Cape and informed consent was obtained from the participants. iv

In a report on the nursing shortage, the American Association of Colleges of Nursing cited insufficient preceptors as one of the factors influencing the decreased intake of nursing students to registered nurse (RN) programs, thus compounding the shortage issue. The site selected for this project was a teaching hospital that annually facilitates hundreds of nursing students for clinical practice. Graduate nurses rotating through the hospital are assigned to work with RNs within their assigned units. The purpose of this doctoral project was to develop a preceptor training program for RNs in a teaching hospital. The practice-focused question examined whether RNs would identify perceived competence and understanding in the preceptor role as a result of preceptor training. Knowles'€™s adult learning theory and Benner'€™s theory of skills acquisition framed the project. Participants (N = 7) completed a 2-week didactic and clinical training in preceptorship. As a result of the educational intervention, the preceptor trainees reported an increase in knowledge, skills, and confidence in the preceptor role. Seven participants (100%) expressed that the training was interesting, relevant, beneficial to their work, and stimulated sharing. The implications of this project for positive change include the potential benefits to new and experienced graduate nurse preceptors by reducing feelings of inadequacy, stress, and burnout and enhancing job satisfaction. Additionally, graduate nurses who work with competent, confident preceptors experience less anxiety, improved job satisfaction and a smoother transition to the role of professional nurses prepared to deliver quality health care to patients. Improving preceptor-graduate nurse experiences may result in reduced turnover among nurses and improved customer experiences.

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