Knowledge and skills needed to improve as preceptor: development of a continuous professional development course – a qualitative study part I
Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Bengtsson, Mariette [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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| Anmerkung: |
© Bengtsson and Carlson. 2015 |
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| Übergeordnetes Werk: |
Enthalten in: BMC nursing - London : BioMed Central, 2002, 14(2015), 1 vom: 16. Okt. |
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| Übergeordnetes Werk: |
volume:14 ; year:2015 ; number:1 ; day:16 ; month:10 |
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| DOI / URN: |
10.1186/s12912-015-0103-9 |
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| Katalog-ID: |
SPR02822423X |
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| 520 | |a Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method. Results The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course. | ||
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10.1186/s12912-015-0103-9 doi (DE-627)SPR02822423X (SPR)s12912-015-0103-9-e DE-627 ger DE-627 rakwb eng Bengtsson, Mariette verfasserin aut Knowledge and skills needed to improve as preceptor: development of a continuous professional development course – a qualitative study part I 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Bengtsson and Carlson. 2015 Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method. Results The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course. Advanced level (dpeaa)DE-He213 Clinical practice (dpeaa)DE-He213 Continuous professional development course (dpeaa)DE-He213 Development (dpeaa)DE-He213 Preceptor (dpeaa)DE-He213 Carlson, Elisabeth aut Enthalten in BMC nursing London : BioMed Central, 2002 14(2015), 1 vom: 16. Okt. (DE-627)355492318 (DE-600)2091496-9 1472-6955 nnns volume:14 year:2015 number:1 day:16 month:10 https://dx.doi.org/10.1186/s12912-015-0103-9 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2015 1 16 10 |
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10.1186/s12912-015-0103-9 doi (DE-627)SPR02822423X (SPR)s12912-015-0103-9-e DE-627 ger DE-627 rakwb eng Bengtsson, Mariette verfasserin aut Knowledge and skills needed to improve as preceptor: development of a continuous professional development course – a qualitative study part I 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Bengtsson and Carlson. 2015 Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method. Results The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course. Advanced level (dpeaa)DE-He213 Clinical practice (dpeaa)DE-He213 Continuous professional development course (dpeaa)DE-He213 Development (dpeaa)DE-He213 Preceptor (dpeaa)DE-He213 Carlson, Elisabeth aut Enthalten in BMC nursing London : BioMed Central, 2002 14(2015), 1 vom: 16. Okt. (DE-627)355492318 (DE-600)2091496-9 1472-6955 nnns volume:14 year:2015 number:1 day:16 month:10 https://dx.doi.org/10.1186/s12912-015-0103-9 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2015 1 16 10 |
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10.1186/s12912-015-0103-9 doi (DE-627)SPR02822423X (SPR)s12912-015-0103-9-e DE-627 ger DE-627 rakwb eng Bengtsson, Mariette verfasserin aut Knowledge and skills needed to improve as preceptor: development of a continuous professional development course – a qualitative study part I 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Bengtsson and Carlson. 2015 Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method. Results The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course. Advanced level (dpeaa)DE-He213 Clinical practice (dpeaa)DE-He213 Continuous professional development course (dpeaa)DE-He213 Development (dpeaa)DE-He213 Preceptor (dpeaa)DE-He213 Carlson, Elisabeth aut Enthalten in BMC nursing London : BioMed Central, 2002 14(2015), 1 vom: 16. Okt. (DE-627)355492318 (DE-600)2091496-9 1472-6955 nnns volume:14 year:2015 number:1 day:16 month:10 https://dx.doi.org/10.1186/s12912-015-0103-9 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2015 1 16 10 |
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10.1186/s12912-015-0103-9 doi (DE-627)SPR02822423X (SPR)s12912-015-0103-9-e DE-627 ger DE-627 rakwb eng Bengtsson, Mariette verfasserin aut Knowledge and skills needed to improve as preceptor: development of a continuous professional development course – a qualitative study part I 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Bengtsson and Carlson. 2015 Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method. Results The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course. Advanced level (dpeaa)DE-He213 Clinical practice (dpeaa)DE-He213 Continuous professional development course (dpeaa)DE-He213 Development (dpeaa)DE-He213 Preceptor (dpeaa)DE-He213 Carlson, Elisabeth aut Enthalten in BMC nursing London : BioMed Central, 2002 14(2015), 1 vom: 16. Okt. (DE-627)355492318 (DE-600)2091496-9 1472-6955 nnns volume:14 year:2015 number:1 day:16 month:10 https://dx.doi.org/10.1186/s12912-015-0103-9 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2015 1 16 10 |
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10.1186/s12912-015-0103-9 doi (DE-627)SPR02822423X (SPR)s12912-015-0103-9-e DE-627 ger DE-627 rakwb eng Bengtsson, Mariette verfasserin aut Knowledge and skills needed to improve as preceptor: development of a continuous professional development course – a qualitative study part I 2015 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Bengtsson and Carlson. 2015 Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method. Results The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course. Advanced level (dpeaa)DE-He213 Clinical practice (dpeaa)DE-He213 Continuous professional development course (dpeaa)DE-He213 Development (dpeaa)DE-He213 Preceptor (dpeaa)DE-He213 Carlson, Elisabeth aut Enthalten in BMC nursing London : BioMed Central, 2002 14(2015), 1 vom: 16. Okt. (DE-627)355492318 (DE-600)2091496-9 1472-6955 nnns volume:14 year:2015 number:1 day:16 month:10 https://dx.doi.org/10.1186/s12912-015-0103-9 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2068 GBV_ILN_2106 GBV_ILN_2111 GBV_ILN_2153 GBV_ILN_2232 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 14 2015 1 16 10 |
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Knowledge and skills needed to improve as preceptor: development of a continuous professional development course – a qualitative study part I |
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Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method. Results The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course. © Bengtsson and Carlson. 2015 |
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Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method. Results The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course. © Bengtsson and Carlson. 2015 |
| abstract_unstemmed |
Background Preceptors are expected to have the skills to be able to form an effective learning environment and facilitate a constructive clinical learning experience for students and new employees. Internationally, access to education for preceptors varies, with preceptors worldwide requesting more education in preceptorship. This article is based on a two-part study focusing on both the development and evaluation of a continuous, credit-bearing professional development course. The aim of this part of the study was to investigate and include preceptors’ requests and educational needs when developing a continuous professional development course on an advanced level. Methods This study used a qualitative research approach. In total, 64 preceptors (62 women and two men) answered one single written, self-administered global question online. The participants were all interested in teaching and had completed an undergraduate training in preceptorship. The collected data was analysed by content analysis inspired by Burnard’s description of the method. Results The participating preceptors illuminated two main themes: ‘Tools for effective precepting of students and healthcare professionals’ and ‘in-depth knowledge and understanding of preceptorship in an academic setting’. The results suggest that vital components for preceptor preparation could be a) teaching and learning strategies, b) reflective and critical reasoning, c) communication models, d) the role of the preceptor, and e) preceptorship. Conclusion Using the results from this study as a guide, a continuous professional development course was designed to assist preceptors in deepening their knowledge of preceptorship in regard to planning, leading and implementing educational activities directed at students, healthcare professionals, patients and their families. The course content focuses on skills needed for preceptorship and is based on adult learning principles. A continuous, credit-bearing professional development course must include an exam by which participants are formally assessed and graded; therefore, a written assignment was included as part of the course. © Bengtsson and Carlson. 2015 |
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Knowledge and skills needed to improve as preceptor: development of a continuous professional development course – a qualitative study part I |
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