2.50
Hdl Handle:
http://hdl.handle.net/10755/601673
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Transitioning: A Synergy Care Practicum for Senior Nursing Students
Author(s):
Wells, Sabrena Chriscil
Lead Author STTI Affiliation:
Zeta Omega-at-Large
Author Details:
Sabrena Chriscil Wells, RN, CCRN, CMSRN, sabrenawells@gmail.com
Abstract:
Session presented on Saturday, July 25, 2015: For over 30 years, preceptorships have been used to facilitate student learning in the clinical setting (Udlis, 2006). 'In the past this has been done under the previous 'apprentice' model within hospital education' (Charleston & Happell, 2005, p.303). Providing one on one matching of nursing students to professional nurses opens up positive role modeling to them which has been shown to be an effective method of encouraging good work place practices and retention in the profession ' this is examined. In the US, senior nursing students follow their assigned preceptors work schedule and are assessed by both preceptor, and faculty at the student's learning institution. Not all preceptorships provide positive environments for learning. New nurses' socialization into the professional clinical setting can be jarring, leading to what has been coined as 'reality shock' (Procter, et al, 2010 ).' Twenty-five percent of new graduate nurses leave their first jobs within a year of starting (NCSBN, 2013). Additionally, there is a demonstrated history of a lack of preceptor incentives. Clinical placement during the final semester of nursing school initiates socialization into the role of Registered Nurse prior to graduation. What do students/preceptees value most in a preceptor/nurse?' A search of the literature clearly establishes that both groups prefer to work with nurses who show positive attributes of professionalism and caring. A model was sought to conceptualize this phenomena.' The AACN Synergy model mirrors characteristics and competencies of the patient-nurse relationship that can be translated to the preceptor-preceptee relationship (Alspach, 2006; Monterosso & Zilembo, 2008). Alspach (2006) dilineates assumptions of the preceptee-preceptor relationship. The proposed experience will utilize professional registered nurses who fit the students' learning needs profile and meet specific leadership competency requirements. Students will utilize the synergy model to meet the Knowledge, Skills and Attitude (KSAs) objectives of the program, encapsulate, and record a wholesome patient, nurse-nurse and nurse-system experience over a specified period. The student profile will be built utilizing the Pre 6-D scale of nursing performance, the learning style inventory and student preference of clinical setting (other tools to be considered). Tools for building a preceptor profile will include a resume/CV and other instruments to be considered. Faculty responsibility will lie in providing a focused seminar in utilizing the synergy model to provide patient care and learn about the system of care. The course was developed as a graduate level nursing education capstone. However, the full program has not been implemented in an undergraduate school of nursing. A database search of CINAHL, MEDLINE, PUBMED and OMNIFile was conducted. Key terms utilized were nursing, preceptorship, undergraduate, transition, framework, and synergy.
Keywords:
Synergy; Undergraduate; Preceptorship
Repository Posting Date:
17-Mar-2016
Date of Publication:
17-Mar-2016 ; 17-Mar-2016
Other Identifiers:
INRC15PST223
Conference Date:
2015
Conference Name:
26th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
San Juan, Puerto Rico
Description:
Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleTransitioning: A Synergy Care Practicum for Senior Nursing Studentsen
dc.contributor.authorWells, Sabrena Chriscilen
dc.contributor.departmentZeta Omega-at-Largeen
dc.author.detailsSabrena Chriscil Wells, RN, CCRN, CMSRN, sabrenawells@gmail.comen
dc.identifier.urihttp://hdl.handle.net/10755/601673-
dc.description.abstractSession presented on Saturday, July 25, 2015: For over 30 years, preceptorships have been used to facilitate student learning in the clinical setting (Udlis, 2006). 'In the past this has been done under the previous 'apprentice' model within hospital education' (Charleston & Happell, 2005, p.303). Providing one on one matching of nursing students to professional nurses opens up positive role modeling to them which has been shown to be an effective method of encouraging good work place practices and retention in the profession ' this is examined. In the US, senior nursing students follow their assigned preceptors work schedule and are assessed by both preceptor, and faculty at the student's learning institution. Not all preceptorships provide positive environments for learning. New nurses' socialization into the professional clinical setting can be jarring, leading to what has been coined as 'reality shock' (Procter, et al, 2010 ).' Twenty-five percent of new graduate nurses leave their first jobs within a year of starting (NCSBN, 2013). Additionally, there is a demonstrated history of a lack of preceptor incentives. Clinical placement during the final semester of nursing school initiates socialization into the role of Registered Nurse prior to graduation. What do students/preceptees value most in a preceptor/nurse?' A search of the literature clearly establishes that both groups prefer to work with nurses who show positive attributes of professionalism and caring. A model was sought to conceptualize this phenomena.' The AACN Synergy model mirrors characteristics and competencies of the patient-nurse relationship that can be translated to the preceptor-preceptee relationship (Alspach, 2006; Monterosso & Zilembo, 2008). Alspach (2006) dilineates assumptions of the preceptee-preceptor relationship. The proposed experience will utilize professional registered nurses who fit the students' learning needs profile and meet specific leadership competency requirements. Students will utilize the synergy model to meet the Knowledge, Skills and Attitude (KSAs) objectives of the program, encapsulate, and record a wholesome patient, nurse-nurse and nurse-system experience over a specified period. The student profile will be built utilizing the Pre 6-D scale of nursing performance, the learning style inventory and student preference of clinical setting (other tools to be considered). Tools for building a preceptor profile will include a resume/CV and other instruments to be considered. Faculty responsibility will lie in providing a focused seminar in utilizing the synergy model to provide patient care and learn about the system of care. The course was developed as a graduate level nursing education capstone. However, the full program has not been implemented in an undergraduate school of nursing. A database search of CINAHL, MEDLINE, PUBMED and OMNIFile was conducted. Key terms utilized were nursing, preceptorship, undergraduate, transition, framework, and synergy.en
dc.subjectSynergyen
dc.subjectUndergraduateen
dc.subjectPreceptorshipen
dc.date.available2016-03-17T12:52:24Zen
dc.date.issued2016-03-17-
dc.date.issued2016-03-17en
dc.date.accessioned2016-03-17T12:52:24Zen
dc.conference.date2015en
dc.conference.name26th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationSan Juan, Puerto Ricoen
dc.descriptionResearch Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.en
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