Closing the Academic-Practice Gap With Enhanced Preceptor Training

被引：1

作者：

Kosanke, Heidi ^{[1
,2
]}

Bednarek, Salina ^{[2
,3
]}

Schaeffer, Robin ^{[2
]}

Hallberg, Colleen ^{[2
]}

机构：

[1] Univ Arizona, Tucson, AZ USA

[2] Robin Schaeffer Consulting LLC, Tempe, AZ USA

[3] Arizona State Univ, Phoenix, AZ USA

来源：

JOURNAL FOR NURSES IN PROFESSIONAL DEVELOPMENT | 2024年 / 40卷 / 01期

关键词：

NURSES; PERCEPTIONS; TRANSITION;

D O I：

10.1097/NND.0000000000001021

中图分类号：

R47 [护理学];

学科分类号：

1011 ;

摘要：

A successful pilot program served as a model for how educators in healthcare organizations can reduce the academic-practice gap by supporting preceptors. Preceptors received enhanced training using self-paced online modules and an asynchronous online problem-based learning. Statistically significant increases in self-efficacy and satisfaction with training were reported. Preceptor training included strategies for teaching prioritization, communication, and clinical judgment. Preceptors experienced sustained resilience, increased awareness of well-being, and more engagement in the precepting role.

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收藏

页码：E41 / E45

页数：5

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