Efficient and effective precepting of pharmacy students in acute and ambulatory care rotations: A Delphi expert panel study

Purpose Using the Delphi process, a panel of experienced preceptors achieved consensus on best practices to increase preceptor efficiency and effectiveness. Methods The Delphi panelists completed 3 survey rounds and a face-to-face meeting. Survey questions covered several topics, including preparation of students for rotations, preceptor efficiency and effectiveness, potential resident contributions to precepting, methods of developing critical-thinking skills and providing assessment and feedback, precepting time metrics, and barriers to preceptor effectiveness. Panel consensus was defined as agreement of ≥80%. Results Fifteen of 36 invited preceptors (42%) completed all 3 survey rounds. The expert panel reached consensus on 6 essentials for effective rotations, 8 precepting contributions that could be made by appropriately trained residents, precepting barriers, 4 strategies for teaching critical thinking, and 5 valuable characteristics of the One Minute Preceptor model. Panelists reported on time spent with students presenting new patient cases (median, 10 minutes per case), time devoted to assessment of students’ clinical performance (median, 22 minutes per student weekly), and time dedicated to student professional development (median, 20 minutes per student weekly). Conclusion Important strategies for preceptors identified by the panel included (1) a thorough orientation to logistics, expectations, and scheduling of activities, (2) using appropriately trained residents in student training, (3) providing opportunities for critical thinking and therapeutic decision-making, (4) giving frequent, quality feedback on clinical activities, and (5) giving feedback to learners on a regular basis.

Student perceptions of athletic training preceptor traits and their effects on board of certification examination outcomes

This study explored the perceptions Athletic Training Students' harbored of the traits of preceptors they have been assigned. The preceptor characteristics examined in this study were nurturing, contemplative, consolidative, management, inspirational, and rigorous. These perceived traits of preceptors were then compared to Athletic Training Programs who were compliant and non-compliant with CAATE Standard 11 for Professional Programs. The study investigated whether there would be a significant difference in any of the trait characteristics between programs in compliance and non-compliance with Standard 11. This was a quantitative study in which data were collected via Preceptor Effectiveness Survey. The data were analyzed through SPSS 23 using descriptive statistics and MANOVA. The MANOVA failed to result in a significant multivariate effect, however, the univariate results indicated a significant difference between programs (p less than.05) for the "rigorous" trait, F(1, 105) = 7.210, p = 0.008. Overall, noncompliant programs presented lower mean scores on all traits when compared to compliant schools. The study can offer evidence for effective preceptor traits in programs with successful Board of Certification (BOC) outcomes. This could be utilized to improve training, recruitment, hiring, establishing appropriate student-preceptor ratios to individual preceptors, and enhancing the overall student clinical experience.

Evaluating a Program for Preparing Nurse Practitioner Preceptors/Mentors

This project evaluates a program to better prepare nurse practitioners (NPs) to serve as preceptors/mentors. Currently, many NPs informally precept/mentor NP students without having formalized preparation for the educational role. A training program for NP preceptors/mentors was developed to enhance the NP’s knowledge of the 6 common qualities shown to enhance preceptor effectiveness. The design was a pre- and postintervention survey and was analyzed using a paired t test. Fifteen NPs who were employed at a Level 1 trauma center and 3 NPs from outside primary care practices participated in the project. Each participant completed a pretest, an educational session, posttest, and an evaluation survey. All participants had increased knowledge about the 6 preceptor qualities at the completion of the session, p = .001.