Saberes pedagógicos mobilizados pelo preceptor de enfermagem na residência multiprofissional

O estudo teve por objetivo investigar os saberes pedagógicos e práticas de ensino do preceptor de enfermagem na residência multiprofissional. Trata-se de um estudo descritivo, abordagem qualitativa e etnográfica. Realizou-se o seminário introdutório à temática da pesquisa, observação participante e entrevista individual com 12 enfermeiros preceptores de dois hospitais de ensino. Os dados foram teorizados à luz de Maurice Tardif a partir da análise de conteúdo segundo Bardin. A assistência de enfermagem e a preceptoria foram apresentadas como funções distintas, e a formação preceptora compreendida para dos saberes científicos e pedagógicos. A experiência e a habilidade foram descritas como diferencial na relação residente-preceptor. Os preceptores mobilizam os saberes de formação atrelados aos adquiridos a partir da experiência. As atividades como enfermeiro e preceptor culminam em interações humanas valiosas para o processo de aprendizagem, desde que praticadas com boa comunicação, respeito e disponibilidade.Descritores: Preceptoria, Ensino, Educação em Enfermagem, Hospitais de Ensino. Pedagogical knowledge mobilized by the nursing preceptor in the multiprofissional residenceAbstract: The study aimed to investigate pedagogical knowledge and teaching practices of the nursing preceptor in the multiprofessional residency. This is a descriptive study, with a qualitative and ethnographic approach. An introductory seminar on the theme of research, participant observation and individual interview with 12 nurse tutors from two teaching hospitals was held. The data were theorized in the light of Maurice Tardif from content analysis according to Bardin. Nursing care and preceptorship were presented as distinct functions, and preceptor training understood for scientific and pedagogical knowledge. Experience and skill were described as a differential in the resident-tutor relationship. Preceptors mobilize training knowledge linked to those acquired from experience. Activities as a nurse and tutor culminate in valuable human interactions for the learning process, provided they are practiced with good communication, respect and availability.Descriptors: Preceptorship, Teaching, Nursing Education, Teaching Hospitals. Conocimiento pedagógico movilizado por el preceptor de enfermería en la residencia multiprofisionalResumen: El estudio tuvo como objetivo investigar el conocimiento pedagógico y las prácticas de enseñanza del preceptor de enfermería en la residencia multiprofesional. Este es un estudio descriptivo, con un enfoque cualitativo y etnográfico. El seminario introductorio sobre el tema de investigación, observación participante y entrevista individual se llevó a cabo con 12 tutores de enfermería de dos hospitales docentes. Los datos fueron teorizados a la luz de Maurice Tardif a partir del análisis de contenido según Bardin. La atención de enfermería y la preceptoría se presentaron como funciones distintas, y la formación de preceptores entendida para el conocimiento científico y pedagógico. La experiencia y la habilidad se describieron como un diferencial en la relación residente-tutor. Los preceptores movilizan conocimientos formativos vinculados a los adquiridos a partir de la experiencia. Las actividades como enfermera y tutor culminan en valiosas interacciones humanas para el proceso de aprendizaje, siempre que se practiquen con buena comunicación, respeto y disponibilidad.Descriptores: Preceptoría, Enseñanza, Educación en Enfermería, Hospitales de Enseñanza.

Effect of Nurses’ Preceptorship Experience in Educating New Graduate Nurses and Preceptor Training Courses on Clinical Teaching Behavior

Only few studies have examined the preceptor training courses and their effects on clinical teaching behaviors (CTBs) of preceptors. This study investigated preceptors’ experiences in educating new graduate nurses and the effect they had on clinical teaching behavior (CTB) based on whether they participated in a preceptor training program. A descriptive online survey method was used, and the participants included 180 registered nurses who were preceptors. The Clinical Teaching Behavior Inventory (CTBI-22) was used, and perceptions of teaching experiences were measured by six items. Data were analyzed using multiple linear regression. Preceptors working at general hospitals or hospitals were less likely to have participated in a preceptor training program than those working at tertiary hospitals. The overall mean score of CTB was 89.30, and “guiding inter-professional communication” showed the lowest mean score. Positive perceptions of preceptorship experiences were positively related with CTB, and the number of precepting experiences affected CTB only for nurses having undergone preceptor training courses. The use of role-playing as a method in training courses positively affected preceptors’ CTB. These findings suggest that preceptors need support from nurse managers and colleagues, and preceptor training programs should be developed.

Perceptions of preparedness: How hospital-based orientation can enhance the transition from academic to clinical learning.

Background: Clinical placements are essential for applied learning experiences in health professions education. Unfortunately, there is little consensus on how best to prepare learners for the transition between academic and clinical learning. We explored learners’ perceptions of hospital-based orientation and resulting preparedness for clinical placement. Methods: Sixty-three learners participated in a total of 18 semi-structured focus groups, during their clinical placements. Data were analyzed thematically. Results: We organized learners’ perceptions of hospital-based orientation that support their preparedness for placement into three themes: (1) adequate site orientation for learner acquisition of organization acumen and (2) clinical preceptor training to support unit/service and (3) individual components. Conclusion: Thoughtful attention to hospital-based orientation can support learners in transitioning from academic to clinical learning. Hospital organizations should attend to all three components during orientation to better support learners’ preparedness for clinical learning.

Socialization Experiences of Athletic Training Preceptors

Context Preceptors serve to model behaviors for athletic training students (ATSs) and provide meaningful practical experiences. Preceptor development in athletic training has been described as both formal and informal training. Whereas regular and ongoing formal preceptor training is common and an expectation of accreditation, informal training may also be occurring but less is known about its impact. Objective Determine the socialization experiences influencing the role of being a preceptor. Design Qualitative. Setting Focus group. Patient or Participants Inclusion criteria were met if candidates were currently or had been previously a preceptor, whereas exclusion criteria were met if candidates had no previous or current preceptor experience. Participants (age = 32 ± 9 years, clinical-practice experience = 10 ± 8 years, preceptorship experience = 7 ± 4 years) were predominantly women (72.2%, n = 13/18), held a master's degree (77%, n = 14/18), and were educated and eligible for certification through an accredited bachelors program (88%, n = 16/18). Main Outcome Measure(s) A total of 18 individuals participated in 7 focus groups, with 1 focus group excluded for minimal attendance. A 2-member data-analysis team coded focus group transcripts using the phenomenological approach; data were organized into themes and subthemes. Results Preceptors discussed their formal training as programmatic responsibilities (Theme 1) while striving to create an ideal culture and environment (Theme 2) for student learning. The perceived preparedness theme (Theme 3) represented a lack of preparation and how preceptors worked to develop what they did not know. Last, preceptors described how they aimed to continue to improve their ability as preceptors (Theme 4). Conclusions Participants focused on incorporating behaviors modeled for them previously as well as peer feedback to work toward the development of an ideal learning culture for ATSs. Although informal socialization to the role of preceptor is important, it is also irregular; formal pedagogical instruction and development may prove more beneficial.