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Development of an Undergraduate Preceptor Model of Practice Education for Nursing Students Utilizing Participatory Action Research

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Date Issued:
2006
Summary:
In the nursing education practice setting, preceptors are a valuable link to assist students in making the connection between nursing theory and its application to patient care. Usually used in the final semester of study, nurse preceptors could be utilized throughout all nursing practice experiences. Nurse preceptors provide a reality based experience for the student caring for patients. Yet, little is known about what is important to the preceptor in this role. The purpose of this study was to generate a new model of nursing practice education reflecting the voice of the participants in the research. Using participatory action research methods, the emergent model focused on preceptors as the critical link to student practice education in their first year of a baccalaureate nursing program and answered the question, "What is the process of developing a preceptor led clinical practice experience for undergraduate nursing students through participatory action research?" The study was conducted at a hospital in south Florida where students received the majority of their practice experiences. Semi-structured interviews with 15 participants, program notes, and various data sources were analyzed consistent with grounded theory analysis. Grounded in this data is the emergent Theory of Empowering Preceptors, which accounts for the process through which preceptors formulated the practice model. The contributors to the development of this model of nursing practice education identified three key categories that empowered them to assume their role. The context in which nurse preceptors were educated helped them relate to students and to understand student concerns. Creating a 'comfortable' learning experience for the student occurred next, as the preceptor sought to create environments where learning was viewed as a process. Finally, the opportunity to shape student practice experience was where preceptors used their specialized knowledge in a variety of methods without faculty constraints. The support and contributions from this education/practice partnership were identified as integral to the support of these three categories, accounting for the partnership model. Here, nurse preceptors expressed the value of coming to know the student, became involved in the student evaluation, and offered ways to communicate what the students learned.
Title: Development of an Undergraduate Preceptor Model of Practice Education for Nursing Students Utilizing Participatory Action Research.
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Name(s): Blum, Cynthia Ann
Thomas, Debera J., Thesis advisor
Florida Atlantic University, Degree grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2006
Date Issued: 2006
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 147 p.
Language(s): English
Summary: In the nursing education practice setting, preceptors are a valuable link to assist students in making the connection between nursing theory and its application to patient care. Usually used in the final semester of study, nurse preceptors could be utilized throughout all nursing practice experiences. Nurse preceptors provide a reality based experience for the student caring for patients. Yet, little is known about what is important to the preceptor in this role. The purpose of this study was to generate a new model of nursing practice education reflecting the voice of the participants in the research. Using participatory action research methods, the emergent model focused on preceptors as the critical link to student practice education in their first year of a baccalaureate nursing program and answered the question, "What is the process of developing a preceptor led clinical practice experience for undergraduate nursing students through participatory action research?" The study was conducted at a hospital in south Florida where students received the majority of their practice experiences. Semi-structured interviews with 15 participants, program notes, and various data sources were analyzed consistent with grounded theory analysis. Grounded in this data is the emergent Theory of Empowering Preceptors, which accounts for the process through which preceptors formulated the practice model. The contributors to the development of this model of nursing practice education identified three key categories that empowered them to assume their role. The context in which nurse preceptors were educated helped them relate to students and to understand student concerns. Creating a 'comfortable' learning experience for the student occurred next, as the preceptor sought to create environments where learning was viewed as a process. Finally, the opportunity to shape student practice experience was where preceptors used their specialized knowledge in a variety of methods without faculty constraints. The support and contributions from this education/practice partnership were identified as integral to the support of these three categories, accounting for the partnership model. Here, nurse preceptors expressed the value of coming to know the student, became involved in the student evaluation, and offered ways to communicate what the students learned.
Identifier: FA00000618 (IID)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Dissertation (Ph.D.)--Florida Atlantic University, 2006.
Christine E. Lynn College of Nursing
Subject(s): Nursing--Study and teaching (Preceptorship)
Action research in education
Nursing--Research
Held by: Florida Atlantic University Digital Library
Sublocation: Boca Raton, Fla.
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00000618
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.