Matches in SemOpenAlex for { <https://semopenalex.org/work/W2513779017> ?p ?o ?g. }
- W2513779017 abstract "In the Irish healthcare system ward staffing is not matched with client acuity. With the recession came a moratorium on staffing and this combined with reduced length of stay for clients impacted significantly on nursing staff. Added to this a large number of front-line staff took early retirement leading to burnout of existing staff. Clear guidelines have been laid down by HIQA (2012a, 2012b) on the appropriate governance structure to ensure that client care is delivered safely and is of a high quality. The environment where nursing students undertake their clinical placement can have a positive or negative effect on them depending on the ratio of staff nurses to clients.The undergraduate nursing degree programme has been in place in Ireland since 2002. Nursing students register their qualifications with Bord Altranais agus Cnaimhseachais na hEireann (Nursing and Midwifery Board, Ireland) upon successful completion of the programme. Nursing students are supported and facilitated on clinical placement by a qualified staff nurse named a preceptor. The term “preceptor” is the term used in Ireland to refer to a registered nurse who supports, guides and assesses nursing students on practice placement; the terms “mentor”, “practice placement supervisor” and “clinical supervisor” are also used in the literature to refer to the same role (Mead, 2012). For the purposes of this study the term “preceptor” will be used throughout this document.The quality of the nursing programme depends on the experience and level of supervision the nursing students receive in the clinical learning environment. This qualitative study explored current standards of the preceptorship model of nursing, to determine how preceptors perceive their role and the values preceptees place on the level of support they receive from preceptors during their clinical placements. I also needed to determine the level of support and training preceptors received from lecturers in higher education and management in the teaching hospital. The theoretical frameworks I used in the study were the Legitimate Peripheral Participation Theory(Lave and Wenger, 1991), which describes how newcomers become experienced members and eventually old-timers of a community of practice, and Social Learning Theory (Bandura, 1977), which proposes that learning takes place as a result of social interaction with other staff, including preceptors, through both verbal and non-verbal language.The literature implied that the role of the preceptor is stressful and the training inadequate (Haggerty et al., 2012; Eley, 2010; McCarthy and Murphy, 2010). This study set out to explore the tripartite relationship between preceptors, nursing students and lecturers. Using a qualitative approach, I conducted 24 semi-structured interviews with nursing students (n=8), preceptors (n=8) and lecturers (n=8). The study findings suggested that the preceptor’s role is difficult owing to time constraints, ward acuity and lack of resources. Part of the remit of a nurse working on a ward necessitates working different shifts and preceptors identified that it can be difficult to match the duty of a staff nurse with that of a nursing student. Preceptors found it challenging to give enough quality time to the students. Client care is always a priority with staff nurses, and must come first; the time they can spend with nursing students therefore tended to be ad hoc in nature. According to the preceptors they need on-going support from management of the hospital and lecturers in higher education. Those interviewed suggested they loved their role but felt they could not give enough quality time to the students. They would like more support from clinical placement coordinators (CPCs), from lecturers in higher education, and from management of the hospital. The preceptors also suggested that the training they receive needs to be more comprehensive, and to include more refreshers on curricula, teaching and assessing nursing students and providing feedback.The nursing students valued the time they spent with their preceptor, but this was sometimes limited owing to resources, ward acuity and working different shifts. They latched on to any available nurse when their preceptor was busy elsewhere or off duty. Overall, they would much prefer to have their named preceptor with them for support and guidance and because the preceptor was their assessor for their final interview on the clinical placement. The lecturers acknowledged the wonderful work the preceptors do in facilitating the nursing students in the clinical area. They believed that the preceptors should be given more support in the form of refreshers and “protected time”to precept the students. The lecturers would like to be more visible in the clinical area, but because of their teaching, research and administrative role their time is limited to quick visits to the ward. Some lecturers acknowledged that to remain current it is important for them to spend more time in the clinical area.Preceptors, employed by health care institutions, undertake the responsibility of supporting nursing students without protected time or remuneration. The nursing students are also supported by clinical placement co-ordinators (CPCs) on a 1 : 30 ratio. CPCs are employed by health care institutions to co-ordinate clinical placements. They assist with teaching and learning of students but do not formally assess them. They were not included in this study as there were insufficient numbers to match the sample size.To conclude, if there is insufficient time to precept nursing this can be a lost learning opportunity for the students. The nursing students miss the direct support and feedback from their preceptor and their learning is limited. They can finish their clinical placement not having reached their potential and maximised their learning. Despite the current climate of austerity there is a need to retain our highly qualified and capable nursing workforce." @default.
- W2513779017 created "2016-09-16" @default.
- W2513779017 creator A5017799890 @default.
- W2513779017 date "2015-01-01" @default.
- W2513779017 modified "2023-09-23" @default.
- W2513779017 title "Preceptors in nursing education: striking a balance between nursing student learning and client care" @default.
- W2513779017 cites W115394847 @default.
- W2513779017 cites W1482707767 @default.
- W2513779017 cites W1492464734 @default.
- W2513779017 cites W1495119536 @default.
- W2513779017 cites W1497051145 @default.
- W2513779017 cites W1497409159 @default.
- W2513779017 cites W1498482537 @default.
- W2513779017 cites W1503355327 @default.
- W2513779017 cites W1505999675 @default.
- W2513779017 cites W1510426010 @default.
- W2513779017 cites W1510866211 @default.
- W2513779017 cites W1516357761 @default.
- W2513779017 cites W1521578411 @default.
- W2513779017 cites W1535757467 @default.
- W2513779017 cites W1538884045 @default.
- W2513779017 cites W1542932561 @default.
- W2513779017 cites W1550621568 @default.
- W2513779017 cites W1555219657 @default.
- W2513779017 cites W1556808170 @default.
- W2513779017 cites W1570555560 @default.
- W2513779017 cites W1579268786 @default.
- W2513779017 cites W1585516222 @default.
- W2513779017 cites W1604682389 @default.
- W2513779017 cites W1726929985 @default.
- W2513779017 cites W174554770 @default.
- W2513779017 cites W1767992191 @default.
- W2513779017 cites W1780382453 @default.
- W2513779017 cites W1869042729 @default.
- W2513779017 cites W1951008065 @default.
- W2513779017 cites W1964560776 @default.
- W2513779017 cites W1968428094 @default.
- W2513779017 cites W1968959056 @default.
- W2513779017 cites W1969225434 @default.
- W2513779017 cites W1970274793 @default.
- W2513779017 cites W1970656838 @default.
- W2513779017 cites W1974983269 @default.
- W2513779017 cites W1975576442 @default.
- W2513779017 cites W1979290264 @default.
- W2513779017 cites W1981685147 @default.
- W2513779017 cites W1982914764 @default.
- W2513779017 cites W1984123041 @default.
- W2513779017 cites W1985523236 @default.
- W2513779017 cites W1987469445 @default.
- W2513779017 cites W1989017206 @default.
- W2513779017 cites W1989138798 @default.
- W2513779017 cites W1989704214 @default.
- W2513779017 cites W1990779398 @default.
- W2513779017 cites W1994042413 @default.
- W2513779017 cites W2004005247 @default.
- W2513779017 cites W2005006715 @default.
- W2513779017 cites W2005691400 @default.
- W2513779017 cites W2006141708 @default.
- W2513779017 cites W2006228218 @default.
- W2513779017 cites W2006260971 @default.
- W2513779017 cites W2008689575 @default.
- W2513779017 cites W2009743223 @default.
- W2513779017 cites W2012328206 @default.
- W2513779017 cites W2013154941 @default.
- W2513779017 cites W2013198392 @default.
- W2513779017 cites W2017302756 @default.
- W2513779017 cites W2018956628 @default.
- W2513779017 cites W2021940700 @default.
- W2513779017 cites W2024664634 @default.
- W2513779017 cites W2025715712 @default.
- W2513779017 cites W2026017751 @default.
- W2513779017 cites W2026687262 @default.
- W2513779017 cites W2027151021 @default.
- W2513779017 cites W2028770837 @default.
- W2513779017 cites W2028954231 @default.
- W2513779017 cites W2028963813 @default.
- W2513779017 cites W2029134819 @default.
- W2513779017 cites W2030375288 @default.
- W2513779017 cites W2031843924 @default.
- W2513779017 cites W2035700836 @default.
- W2513779017 cites W2036208916 @default.
- W2513779017 cites W2037465489 @default.
- W2513779017 cites W2038244867 @default.
- W2513779017 cites W2038257095 @default.
- W2513779017 cites W2042121853 @default.
- W2513779017 cites W2045135833 @default.
- W2513779017 cites W2049204615 @default.
- W2513779017 cites W2050209921 @default.
- W2513779017 cites W2050918398 @default.
- W2513779017 cites W2052215760 @default.
- W2513779017 cites W2053635456 @default.
- W2513779017 cites W2057079356 @default.
- W2513779017 cites W2058362716 @default.
- W2513779017 cites W2058980097 @default.
- W2513779017 cites W2061543542 @default.
- W2513779017 cites W2063232550 @default.
- W2513779017 cites W2064749869 @default.
- W2513779017 cites W2071371335 @default.
- W2513779017 cites W2072492589 @default.
- W2513779017 cites W2075384896 @default.