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Developing preceptorship through action research: part 2
Author(s) -
Hilli Yvonne,
Melender HannaLeena
Publication year - 2015
Publication title -
scandinavian journal of caring sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.678
H-Index - 66
eISSN - 1471-6712
pISSN - 0283-9318
DOI - 10.1111/scs.12216
Subject(s) - vocational education , action research , unit (ring theory) , action (physics) , medical education , process (computing) , health care , nursing , psychology , scale (ratio) , medicine , pedagogy , computer science , mathematics education , political science , physics , quantum mechanics , law , operating system
Clinical preception in practice plays a significant role in the education of both R egistered N urses and practical nurses. This study presents the evaluation of an interprofessional research and development project (2009–2103) on clinical preceptorship between two universities of applied sciences, two vocational institutes and four healthcare organisations in western F inland. The research question was as follows: How did the participants evaluate the process and outcomes of developing preceptorship through an action‐research approach? The primary target group consisted of professionals within the healthcare sector and nursing teachers at the universities of applied sciences and the vocational institutes. The five units represented in the healthcare organisations functioned as clinical practice placements for both nursing and practical nursing students, with R egistered N urses and practical nurses acting as their preceptors. Each unit developed a unique preceptorship model to answer their specific needs. The models were implemented and tested during one academic year followed by a quantitative (a 4‐point scale) and qualitative evaluation of the process. The models are presented in another article, and the evaluation results are presented in this article. The evaluation showed that preceptorship has become an important and accepted part of work, including the practice of starting any preception at a unit with a thorough introduction. The project's emphasis on critical thinking, reflection and focus on ethics were valued by the staff. Pedagogical further education should be arranged on a regular basis to strengthen the knowledge base of the preceptors. Furthermore, enough time for preceptorship should be allocated, as it is a pedagogical duty. The implication of this project is that more cooperation between different stake holders is needed, in order to narrow the gap between theory and praxis.