Nursing Practice Education through Participatory Action Methods: Empowering Preceptors to Direct the Future of Nursing Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/148845
Type:
Presentation
Title:
Nursing Practice Education through Participatory Action Methods: Empowering Preceptors to Direct the Future of Nursing Education
Abstract:
Nursing Practice Education through Participatory Action Methods: Empowering Preceptors to Direct the Future of Nursing Education
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Blum, Cynthia, PhD, RN
P.I. Institution Name:Florida Atlantic University
Title:Undergraduate Clinical Coordinator, Clinical Instructor
[Clinical session research presentation] In the nursing education practice setting, preceptors are a valuable link to assist students in making the connection between nursing theory and its application to patient care. Usually used in the final semester of study, nurse preceptors could be utilized throughout all nursing practice experiences. Nurse preceptors provide a reality based experience for the student caring for patients. Yet, little is known about what is important to the preceptor in this role. The purpose of this study was to generate a new model of nursing practice education reflecting the voice of the participants in the research through participatory action research methods. The study was conducted at a hospital in south Florida where students received the majority of their practice experiences. Semi-structured interviews with 15 participants, program notes, and various data sources were analyzed consistent with grounded theory analysis. Grounded in this data is the emergent Theory of Empowering Preceptors, which accounts for the process through which preceptors formulated the practice model. The contributors to the development of this model of nursing practice education identified three key categories that empowered them to assume their role. The context in which nurse preceptors were educated helped them relate to students and to understand student concerns. Creating a "comfortable" learning experience for the student occurred next, as the preceptor sought to create environments where learning was viewed as a process. Finally, the opportunity to shape student practice experience was where preceptors used their specialized knowledge in a variety of methods without faculty constraints. The support and contributions from this education/practice partnership were identified as integral to the support of these three categories, accounting for the partnership model.  Here, nurse preceptors expressed the value of coming to know the student, became involved in the student evaluation, and offered ways to communicate what the students learned.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleNursing Practice Education through Participatory Action Methods: Empowering Preceptors to Direct the Future of Nursing Educationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148845-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Nursing Practice Education through Participatory Action Methods: Empowering Preceptors to Direct the Future of Nursing Education</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Blum, Cynthia, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Florida Atlantic University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Undergraduate Clinical Coordinator, Clinical Instructor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cblum@fau.edu</td></tr><tr><td colspan="2" class="item-abstract">[Clinical session research presentation] In the nursing education practice setting, preceptors are a valuable link to assist students in making the connection between nursing theory and its application to patient care. Usually used in the final semester of study, nurse preceptors could be utilized throughout all nursing practice experiences. Nurse preceptors provide a reality based experience for the student caring for patients. Yet, little is known about what is important to the preceptor in this role. The purpose of this study was to generate a new model of nursing practice education reflecting the voice of the participants in the research through participatory action research methods. The study was conducted at a hospital in south Florida where students received the majority of their practice experiences. Semi-structured interviews with 15 participants, program notes, and various data sources were analyzed consistent with grounded theory analysis. Grounded in this data is the emergent Theory of Empowering Preceptors, which accounts for the process through which preceptors formulated the practice model. The contributors to the development of this model of nursing practice education identified three key categories that empowered them to assume their role. The context in which nurse preceptors were educated helped them relate to students and to understand student concerns. Creating a &quot;comfortable&quot; learning experience for the student occurred next, as the preceptor sought to create environments where learning was viewed as a process. Finally, the opportunity to shape student practice experience was where preceptors used their specialized knowledge in a variety of methods without faculty constraints. The support and contributions from this education/practice partnership were identified as integral to the support of these three categories, accounting for the partnership model.&nbsp; Here, nurse preceptors expressed the value of coming to know the student, became involved in the student evaluation, and offered ways to communicate what the students learned.</td></tr></table>en_GB
dc.date.available2011-10-26T09:51:37Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:51:37Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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