Preceptor Stressors and Satisfactions in Nurse Practitioner Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/603842
Category:
Full-text
Type:
Presentation
Title:
Preceptor Stressors and Satisfactions in Nurse Practitioner Education
Other Titles:
Teaching Students, Faculty and Patients [Session]
Author(s):
Berté, Christine M.
Lead Author STTI Affiliation:
Kappa Alpha
Author Details:
Christine M. Berté, APRN-BC, CPN, christine.berte@msmc.edu
Abstract:
Session presented on Saturday, April 9, 2016: ABSTRACT    The education of nurse practitioners requires a combination of theoretical concepts learned through didactic presentations and application of these concepts through clinical tasks mastered in the practice environment. The nurse practitioner acting as the clinical preceptor is an integral part of this education, as the clinical expertise imparted is imperative to learning the advanced diagnosis and treatment modalities and professional socialization necessary for the advanced practice role. This role has very little definition regarding the ongoing need for support and integration into the academic environment.  The purpose of this study was to explore the lived experience of the nurse practitioner in the role of clinical preceptor using a phenomenological approach. This approach, primarily attributed to the work of the philosopher Edmund Husserl, was relevant, as it is rooted in the concept that the ‘lived experience” is a fundamental source of knowledge. Purposive sampling using an initial recruitment letter, followed by the snowball method resulted in 16 participants, with data generated using three research questions and collected by confidential interviews. Data analysis incorporated the qualitative methods of Colazzi and the constant comparative techniques described by Lincoln and Guba. Seven themes were identified, and the findings encompassed both stressors and satisfactions found in the clinical preceptor role. The predominant findings included the rationale for engaging in the preceptor role, the need for increased communication between academic faculty and clinical preceptor, and acknowledgements received by the clinical preceptors from their students and the academic faculty. This study showed significance by illuminating the challenges in the clinical preceptor role and how academic faculty can help support this role, as perceived by the clinical preceptors. Actual methods of support are presented, along with articulated stressors and satisfactions experienced while engaged in the role.             The outcome was to garner and present needed support mechanisms that would be helpful to nurse practitioner educators to secure, maintain and support this vital component of advanced practice education.
Keywords:
Nurse Practitioner; Clinical Preceptor; Academic Faculty
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16E04
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titlePreceptor Stressors and Satisfactions in Nurse Practitioner Educationen
dc.title.alternativeTeaching Students, Faculty and Patients [Session]en
dc.contributor.authorBerté, Christine M.en
dc.contributor.departmentKappa Alphaen
dc.author.detailsChristine M. Berté, APRN-BC, CPN, christine.berte@msmc.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603842en
dc.description.abstractSession presented on Saturday, April 9, 2016: ABSTRACT    The education of nurse practitioners requires a combination of theoretical concepts learned through didactic presentations and application of these concepts through clinical tasks mastered in the practice environment. The nurse practitioner acting as the clinical preceptor is an integral part of this education, as the clinical expertise imparted is imperative to learning the advanced diagnosis and treatment modalities and professional socialization necessary for the advanced practice role. This role has very little definition regarding the ongoing need for support and integration into the academic environment.  The purpose of this study was to explore the lived experience of the nurse practitioner in the role of clinical preceptor using a phenomenological approach. This approach, primarily attributed to the work of the philosopher Edmund Husserl, was relevant, as it is rooted in the concept that the ‘lived experience” is a fundamental source of knowledge. Purposive sampling using an initial recruitment letter, followed by the snowball method resulted in 16 participants, with data generated using three research questions and collected by confidential interviews. Data analysis incorporated the qualitative methods of Colazzi and the constant comparative techniques described by Lincoln and Guba. Seven themes were identified, and the findings encompassed both stressors and satisfactions found in the clinical preceptor role. The predominant findings included the rationale for engaging in the preceptor role, the need for increased communication between academic faculty and clinical preceptor, and acknowledgements received by the clinical preceptors from their students and the academic faculty. This study showed significance by illuminating the challenges in the clinical preceptor role and how academic faculty can help support this role, as perceived by the clinical preceptors. Actual methods of support are presented, along with articulated stressors and satisfactions experienced while engaged in the role.             The outcome was to garner and present needed support mechanisms that would be helpful to nurse practitioner educators to secure, maintain and support this vital component of advanced practice education.en
dc.subjectNurse Practitioneren
dc.subjectClinical Preceptoren
dc.subjectAcademic Facultyen
dc.date.available2016-03-29T13:11:00Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:11:00Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.