Helping to get the work done;the challenges for situated learning: Findings from a qualitative study exploring clinical teaching and learning within a preceptorship model

Background Preceptorship has been the clinical learning model in undergraduate nurse education in Ireland since the introduction of the BNSc programme thirteen years ago. Staff nurses, while carrying a patient case load, in... [ view full abstract ]

Background
Preceptorship has been the clinical learning model in undergraduate nurse education in Ireland since the introduction of the BNSc programme thirteen years ago. Staff nurses, while carrying a patient case load, in their role as preceptors are responsible to teach students in practice and are required to assess their ability to perform according to professional standards. A review of the literature revealed that the teaching processes and the type of practical knowledge and skills that are taught in practice by preceptors needed further exploration. Furthermore little was known about the impact of socialisation on students' learning in the current Irish context. This study offers some fresh insights on these issues.
Research questions
1. How do preceptors engage in the clinical teaching and assessment of undergraduate BNSc (general) students?
2. What clinical learning processes are being utilised and what professional values, skills and knowledge underpin these process in practice?
Method
An exploratory qualitative design was used to examine the clinical teaching and learning within an Irish preceptorship model.The sample comprised 13 students and 13 preceptors working together on four clinical areas in one hospital. Semi- structured interviews and documents relating to the students’ clinical education were thematically analysed. The study was approved by a recognised Ethics committee.
Findings
Selected findings will be discussed which identified the components of the taught clinical curriculum and how students learned professional skills, practical wisdom and a professional identity. The findings build on the work of Benner et al( 2010) and Spouse(2003) and are discussed with reference to educational theories(Bandura 1994;Collins 2006). A concern gleaned within some of the findings of this study was the dominance of the service –driven ethos within the clinical education of undergraduate nurse education.
Conclusion
This paper discusses the relationship and contradictions that exist between facilitating a professional education within communities of learning and providing a nursing service. Recommendations in regards to preceptor preparation and support for the role to address these issues are discussed.