Abstract:

Clinical nurse preceptors are often assigned a nursing student based on their availability and not necessarily on their expertise. The preceptor, as role model and clinical teacher, is instrumental in guiding the nursing student in his or her transition into the role of a new graduate nurse. When the preceptor lacks the knowledge to meet the educational needs of the student, including a disinterest to teach, the nursing student’s success in meeting the expectations and competencies of the new graduate may be compromised. Given the importance of preceptor selection, the purpose of this doctoral research was to design an assessment tool to assist clinical site coordinators in the selection of prepared and competent nurse preceptors.

Using a mixed-methods approach, a preceptor competency assessment tool was designed and evaluated for measuring the nurse’s preparedness and willingness to preceptor a baccalaureate nursing student in his or her final clinical practice. The assessment tool was constructed from qualitative data collected from nine focus groups (graduate nurses, registered nurse preceptors, and nursing faculty), a Delphi survey (a panel of nurse experts), and a pilot test of the tool administered in six medical facilities (acute care, rural practice, and long-term care) in British Columbia, Canada.

For this presentation, the researcher will discuss the various methodologies used in the development of a preceptor competency assessment tool. A brief overview of the desirable qualities identified by study participants as essential characteristics of an effective preceptor will also be shared.

Keywords:

Preceptorship, clinical nurse preceptor, preceptor competency, preceptor characteristics, novice to expert.