Nurse preceptors are challenged to not only teach but also evaluate student nurse’s clinical skills in a complex practice environment. This basic qualitative study illuminated factors that influenced the role of the nurse preceptor, as well as teaching and evaluation aspects in the precepting guidance of student nurses. Albert Bandura’s self-efficacy theory and Patricia Benner’s novice to expert model guided the research study. Using semistructured audiotaped interview, 12 registered nurses were asked about specific practices, approaches, and methods used in their roles of precepting undergraduate nursing students. Findings revealed nurse preceptors valued building a rapport with student nurses in the role of the nurse preceptor and adopting the role of socializer while doing so; however, collectively they expressed that providing necessary but tough guidance through redirecting students’ behavior was their least favored role. Nurse preceptors found using a step by step process with student nurses worked best and that observation was the primary source of evaluating students’ clinical performance. Preceptors used observation as the primary source for evaluating students clinical performance and use subjective evaluations more frequently than other evaluation methods.
|Commitee:||Hartshorn, Jeanette, Wilcox, Bonita|
|School Location:||United States -- Minnesota|
|Source:||DAI-B 79/12(E), Dissertation Abstracts International|
|Subjects:||Nursing, Health education, Higher education|
|Keywords:||Clinical development, Competence, Nursing, Preceptor, Preceptorship, Role|
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