Abstract:

Focus groups are ideal for generating and collecting qualitative data on research ideas or themes that are not fully understood (Wilkinson, 2015). While focus group participant numbers may vary, a minimum of six to eight participants that are relatively homogenous in nature, are considered sufficient for gaining a variety of viewpoints on a particular topic (Hennink, 2007). The purpose of this research study was to utilize focus group interviews to understand preceptor qualities that were important to a nursing student’s success in a preceptorship experience.

In Canada, clinical preceptorships are used widely in undergraduate nursing education for preparing a student nurse to the registered nurse role. Of noted importance, is the relationship between preceptor characteristics, such as approachability, empathy, and competence, to a positive clinical learning experience for the nursing student (Guthier et al., 2022). Furthermore, as noted by Parker et al. (2014), a positive preceptorship can lead to increased feelings of self-confidence and role acculturation for the nursing student, later translating to feelings of increased job satisfaction during the first year of employment (Giallonardo et al., 2010; Shinners & Franqueiro, 2015).

Clinical nurse preceptors, graduate nursing students, and supervising faculty advisors formed the nine focus group cohorts that were used to identify, what was viewed by each cohort, as essential nurse preceptor characteristics. While there were significant similarities between each cohort, the characteristics noted within the broader themes were somewhat different. Common themes between the focus group cohorts included leadership, competence, personal characteristics, teaching skills, relational practice, and communication (Hoot, 2017). Whereas, the personal preceptor qualities as identified as most desirable included teaching ability, confidence, clinical experience, familiarity to the unit, professionalism, desire and willingness to preceptor, open communication skills, and relational practice (Hoot, 2017).

The results of this study could easily transfer to any program that uses a preceptorship model in a teaching and learning environment.

References:
[1] Giallonardo, L. M., Wong, C. A., & Iwasiw, C. L. (2010). Authentic leadership of preceptors: Predictor of new graduate nurses' work engagement and job satisfaction. Journal of nursing management, 18(8), 993-1003.
[1] Guthier, J., Hoot, T., Christianson, T. M., & Lowe, J. (2022). Nursing Students’ Identification of Quality Indicators during a Third-Year Preceptorship. International Journal of Nursing Student Scholarship, 9, 1-12.
[3] Hennink, M. M. (2007). International focus group research: A handbook for the health and social sciences. Cambridge University Press.
[4] Hoot, T. (2017). Development of a nurse preceptor competency assessment tool: A mixed-methods approach. AT Still University of Health Sciences.
[5] Parker, J., Cleveland, N., & Ah-Thion, C. (2014). Using group preceptorship to support novice nurses. Nursing Times, 110(36), 15-17.
[6] Shinners, J. S., & Franqueiro, T. (2015). Preceptor skills and characteristics: Considerations for preceptor education. The Journal of Continuing Education in Nursing, 46(5), 233-236.
[7] Wilkinson, S. (2015). Focus groups. Qualitative psychology: A practical guide to research methods. 3rd ed. London: SAGE Publications Ltd, 199-221.

Keywords:

Preceptorship, clinical nurse preceptor, nursing student, preceptor characteristics, focus group.