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Preceptors' reflections on their educational role before and after a preceptor preparation course: a prospective qualitative study
Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för hälso- och vårdvetenskap, Medicin- och vårdvetenskap. Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.ORCID-id: 0000-0003-1185-061X
Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för hälso- och vårdvetenskap, Medicin- och vårdvetenskap. Stord/Haugesund University College, Department of Health Sciences, Haugesund, Norway.
Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för hälso- och vårdvetenskap, Medicin- och vårdvetenskap. Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för hälso- och vårdvetenskap, Medicin- och vårdvetenskap. Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.ORCID-id: 0000-0002-1495-4943
2016 (engelsk)Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 19, s. 1-6Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

During clinical practice, preceptors play an important educational role in helping nursing students become secure and effective practitioners. For this educational role they need adequate preparation. The aim of the present prospective study was to describe preceptors' experiences of their educational role before and after attending a university preceptor preparation course. This 7.5-credit, Master's level course is offered on a part-time basis and covers one semester. The theoretical approach was self-directed and reflective learning. Twentyseven preceptors participated in group interviews before and after the course, and data were analyzed using qualitative content analysis. The findings revealed a shift in preceptors' perceptions. Their view of the educational role changed from being characterized by individual experiences and notions to being guided by personal and formal demands. Before the course, the lack of sufficient preconditions for preceptorship predominated, whereas after the course participants described ways of creating such preconditions. Before the course, the supervisory process was described as teaching, whereas after the course it was described as a learning process for students. Using reflective learning in a preceptor preparation course can develop and strengthen preceptors' view of their educational role and help them manage and create the preconditions for preceptorship.

sted, utgiver, år, opplag, sider
2016. Vol. 19, s. 1-6
Emneord [en]
Preceptor, Educational role, Preceptor preparation course
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-21356DOI: 10.1016/j.nepr.2016.03.011ISI: 000381650700001PubMedID: 27428684Scopus ID: 2-s2.0-84963706427OAI: oai:DiVA.org:hig-21356DiVA, id: diva2:915097
Tilgjengelig fra: 2016-03-29 Laget: 2016-03-29 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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Mårtensson, GunillaLöfmark, AnnaMamhidir, Anna-GretaSkytt, Bernice

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