Implementation of a Best Practice Preceptorship model to improve clinical teaching and learning

Background Preceptors supported by Clinical placement coordinators and link- lecturers facilitate and supervise students’ learning and assess BNSc undergraduate students’ competency in clinical practice. Recent Irish... [ view full abstract ]

Background
Preceptors supported by Clinical placement coordinators and link- lecturers facilitate and supervise students’ learning and assess BNSc undergraduate students’ competency in clinical practice. Recent Irish studies have raise concerns regarding this teaching model particularly in regards to the validity of the assessment. Similar issues are reported in the international literature in relation to mentorship of undergraduate nursing students. The recent standards document published by the Nursing and Midwifery Board of Ireland (2016) have increased the focus on both cognitive and performance competencies; students' evaluations of clinical learning in the study site have highlighted areas for improvement. This project was undertaken to devise, implement and evaluate a preceptor model based on best practice.
Aim
To implement and evaluate a model of preceptorship which outlines clear requirements of the preceptor-student relationship to optimise the student's experience of education and learning in the clinical area.
Method
A meeting of the relevant stakeholders was conducted to formulate a picture of best practice in relation to preceptorship in a nurse registration education programme (BNSc general). This model was based on available evidence, current practice and the standards and requirements of the NMBI(2016). The model was devised and an implementation action plan was agreed. Consultative sessions based on the principles of appreciative inquiry were held at unit level. The model will be evaluated quantitatively and qualitatively by preceptors and students.
Findings
The proposed model of preceptorship will be presented. Selected findings will be discussed on the implementation of the key concepts within the model which include; assessment of competencies, student contact with the preceptor; students’ knowledge of caseload; clinical teaching and preceptor support. A method for evaluating the impact of this model on students’ learning in terms of performance, critical thinking and problem solving will be proposed.
Conclusion
This paper discusses how best practice in terms of clinical teaching and learning can be achieved. Recommendations are made in regards to implementing a best practice clinical teaching and learning model efficiently and effectively.