Nurse Preceptors’ Experiences of an Online Strength-Based Nursing Course in Clinical Teaching

Background: Online educational programs for nurse preceptors have been created based on various theoretical frameworks; however, no programs using a Strengths-Based Nursing (SBN) approach could be located. Purpose: This qualitative descriptive study explored the nurse preceptors’ experiences in using a SBN approach to provide clinical teaching to nursing students after completing an online SBN clinical teaching course. Methods: Semi-structured interviews were conducted with six nurses. Data was thematically analyzed. Findings: Although their levels of familiarity with SBN varied, all preceptors acknowledged that using a SBN approach in clinical teaching benefits both students and educators. They reported that it empowered students and that it allowed them to discover their strengths. Getting to know their students helped the preceptors provide tailored learning experiences and feedback. Using the SBN approach simultaneously enhanced the preceptors’ self-confidence and created opportunities for shared learning. Conclusion: Using a strengths’ approach offers nurse preceptors a powerful tool to facilitate student learning and skills development in clinical practice.

Developing nurse preceptor competency domain guide tool: A Delphi study

Background and objective: One of the strategies used to prepare novice nurses for their professional journeys in clinical practice is by implementing the preceptorship teaching and learning model. Competencies such as knowledge, experience, abilities, and attributes need to be measured to ensure the desired outcomes of the preceptorship are achieved and consistent. This study aimed to develop a nurse preceptor competency domain guide tool at a tertiary hospital in Oman.Methods: Three-round Delphi iterative design with experts was used to develop the nurse preceptor competency domain guide tool. Following standard measures, eight expert opinions were combined until a group consensus was achieved. The level of consensus within the expert panel was defined as ≥ 75% scoring of items were selected as an essential required competency/item.Results: Eight experts from a main tertiary hospital were included in the panel. Five core competency domains and five subdomains were identified and considered to be relevant for nurse preceptors at the hospital with consensus levels varying from 75% to 100%. A total of 83 descriptive items were identified for the competency guide tool.Conclusions: This study found that the main core competency domains of the tool that nurse preceptors should acquire to be competent preceptors are inter-professional communication skills, appropriate teaching strategies, time management skills, building a learning atmosphere, and coaching critical thinking. This tool would improve nurse preceptors’ performance and equip them with the required prerequisite competencies to professionally start their journey in clinical practices. Follow-up research on tool implementation is highly recommended to evaluate its effectiveness.