2.50
Hdl Handle:
http://hdl.handle.net/10755/154248
Type:
Presentation
Title:
Preceptorship: Putting the Evidence into Teaching
Abstract:
Preceptorship: Putting the Evidence into Teaching
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Myrick, Florence, RN, PhD
P.I. Institution Name:University of Alberta
Title:Associate Professor
Co-Authors:Florence Luhanga, PhD and Diane B. Billay, RN, BN, MN
[Research Presentation] A recent development in the health field is the prevailing trend towards evidence-based nursing practice, a trend or gold standard against which current practices are being compared. The term evidence-based practice refers to the utilization of knowledge in practice derived from research. Nursing practice, however, is not limited to clinical and community-practice but also encompasses nursing education. It is equally important, therefore, that the teaching practices of nurse educators involved in different aspects of the educational process be also derived from research. In a recent study the need was identified for preceptors to be prepared in the use of a model designed to facilitate the teaching/learning process and to promote student critical thinking. The findings from this study prompted this current study the purpose of which is to determine how the provision of a structured workshop influences the teaching practices of preceptors. The objectives of the study are threefold: to evaluate the effectiveness of a structured workshop using a research-generated preceptorship model to prepare preceptors: to ascertain preceptor perceptions of the workshop in preparing them for their role; and to determine how such a workshop influences preceptors in facilitating student learning and promoting critical thinking. Preliminary findings reveal significant insights into preceptor preparation and provide relevant data that can inform the teaching learning process involved in shaping the preceptorship experience.
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.titlePreceptorship: Putting the Evidence into Teachingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154248-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Preceptorship: Putting the Evidence into Teaching</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">Myrick, Florence, RN, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Alberta</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">flo.myrick@ualberta.ca</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Florence Luhanga, PhD and Diane B. Billay, RN, BN, MN</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] A recent development in the health field is the prevailing trend towards evidence-based nursing practice, a trend or gold standard against which current practices are being compared. The term evidence-based practice refers to the utilization of knowledge in practice derived from research. Nursing practice, however, is not limited to clinical and community-practice but also encompasses nursing education. It is equally important, therefore, that the teaching practices of nurse educators involved in different aspects of the educational process be also derived from research. In a recent study the need was identified for preceptors to be prepared in the use of a model designed to facilitate the teaching/learning process and to promote student critical thinking. The findings from this study prompted this current study the purpose of which is to determine how the provision of a structured workshop influences the teaching practices of preceptors. The objectives of the study are threefold: to evaluate the effectiveness of a structured workshop using a research-generated preceptorship model to prepare preceptors: to ascertain preceptor perceptions of the workshop in preparing them for their role; and to determine how such a workshop influences preceptors in facilitating student learning and promoting critical thinking. Preliminary findings reveal significant insights into preceptor preparation and provide relevant data that can inform the teaching learning process involved in shaping the preceptorship experience.</td></tr></table>en_GB
dc.date.available2011-10-26T12:51:15Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:51:15Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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