Harrieth Gabone-Mwalupindi
University of Cincinnati Medical Center, USA
Title: Nurse preceptor’s self-reported teaching skills competencies: Training preparation survey
Biography
Biography: Harrieth Gabone-Mwalupindi
Abstract
Nurse preceptors are a vital part in facilitating knowledge application and acquiring of clinical nursing skills. Nurse preceptors come from various background of training for the role and may encounter challenges with orienting nursing students and novice nurses. Nurse preceptors’ orientation challenges may interfere nursing students’ and new nurses’ learning opportunities, which may lead to less than optimum learning environment. Understanding nurse preceptors’ self-reported role preparation may shed light to the preceptor-orientee learning process. The purpose of the study was to compare self-reported feedback of nurse preceptors who received formal training and that of nurse preceptors without formal training. A descriptive-comparative design following a non-randomized, convenient sampling strategy was employed on level I trauma and academic center nurses (n=350). The two theoretical frameworks were Benner’s theory from Novice to expert and Kolb’s (1984) theory Experiential learning were incorporated into this study. Instrumentation for the quantitative study included the Nursing Clinical Teacher Effectiveness Inventory tool. Results included a significant difference with p-value of less than 0.05 between nurse preceptors who received formal training from those without training on the interpersonal relationship of teaching construct category. The findings may be used to guide nurse educators and managers on developing and supporting training for nurse preceptor role, and may add to the body of nursing knowledge regarding the nurse preceptors’ self-reported.