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Preceptor education program impact on implementation of the preceptor role
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Bohnarczyk, Nancy. Preceptor education program impact on implementation of the preceptor role. Retrieved from https://doi.org/doi:10.7282/T37S7S5M

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TitlePreceptor education program impact on implementation of the preceptor role
NameBohnarczyk, Nancy (author); Silk, Eli (chair); O'Donnell, Angela (internal member); Cadmus, Edna (outside member); Rutgers University; Graduate School of Education
Date Created2018
Other Date2018-05 (degree)
SubjectDesign of Learning Contexts, Long-term care facilities--New Jersey
Extent1 online resource (xi, 132 p. : ill.)
DescriptionThe purpose of this mixed methods study was to identify potential benefits and gaps in an academic-based preceptor education program offered to long-term care facilities in New Jersey. Preceptors are experienced nurses who provide guidance, support and instruction to new nurses transitioning from student to professional. Through an online survey and individual interviews, preceptors who participated in the program reflected on to what extent and in what ways the program impacted their understanding of key concepts critical to the preceptor role, as well as their ability to effectively apply these concepts in the work setting. Informed by Rogers’ Diffusion of Innovation framework, the data were also analyzed to determine if potential benefits and gaps in understanding and applying preceptor concepts in the work setting differed by innovator category. All preceptors who attended the preceptor education program were invited to participate in the study. Of 55 participants, a total of 32 completed surveys. A stratified random sample was employed to obtain representation from each innovator category for the interviews. A total of 15 preceptors participated in the interview process. Survey data analysis showed that respondents as a whole rated both their understanding and application as highest for the feedback and adult learning concepts. Analysis by individual innovator category indicated that the Early Adopter (EA) category had the highest means for understanding and application. The EAs rated feedback as the highest concept for understanding and application. Interviews identified common program benefits of discussion groups and use of program materials as scaffolds. Challenge or gap themes included amount of course materials and in-person class, role conflict and lack of continued support from the program. Analysis by innovator category identified introducing preceptor concepts to others as being a theme specific to the Early Adopter and Innovator categories. While the challenge themes of in-person class and lack of continued support were common to all three innovator categories, role conflict was not present in the Innovator group. Based on study findings, recommendations for the preceptor education program revisions include increasing active learning strategies, converting theory to an online component, and developing a PD refresher program.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Nancy Bohnarczyk
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T37S7S5M
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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