Improving Nurse Practitioner and Physician Assistant Preceptor Knowledge, Self-Efficacy, and Willingness in a Hospital Medicine Practice: An Online Experience.
Journal
Journal of continuing education in nursing
ISSN: 1938-2472
Titre abrégé: J Contin Educ Nurs
Pays: United States
ID NLM: 0262321
Informations de publication
Date de publication:
01 Jun 2020
01 Jun 2020
Historique:
received:
22
07
2019
accepted:
25
11
2019
entrez:
29
5
2020
pubmed:
29
5
2020
medline:
19
8
2021
Statut:
ppublish
Résumé
A hospital medicine practice experienced an increased demand for additional nurse practitioner (NP) and physician assistant (PA) preceptors. An online preceptor education course was developed that included eight modules: communication and feedback, expectations for assessment and evaluation, pedagogy, time management and efficiency, goal setting and coaching, working with struggling or at-risk students, legal and ethical considerations, and teaching procedures. Knowledge, self-efficacy, and willingness to precept were examined in a precourse and postcourse format. Postcourse, knowledge improved from 69.4% to 90.6%. Self-efficacy improved by 35.2%, and willingness to precept also improved. Qualitative themes emerged, including excitement to precept, helpful course, and time constraints. An online NP and PA preceptor training program increased preceptor knowledge, self-efficacy, and willingness to serve as a preceptor. Additional research is needed to explore the time constraints to serving as an NP or a PA preceptor in the inpatient environment. [J Contin Educ Nurs. 2020;51(6):275-279.].
Sections du résumé
BACKGROUND
BACKGROUND
A hospital medicine practice experienced an increased demand for additional nurse practitioner (NP) and physician assistant (PA) preceptors.
METHOD
METHODS
An online preceptor education course was developed that included eight modules: communication and feedback, expectations for assessment and evaluation, pedagogy, time management and efficiency, goal setting and coaching, working with struggling or at-risk students, legal and ethical considerations, and teaching procedures. Knowledge, self-efficacy, and willingness to precept were examined in a precourse and postcourse format.
RESULTS
RESULTS
Postcourse, knowledge improved from 69.4% to 90.6%. Self-efficacy improved by 35.2%, and willingness to precept also improved. Qualitative themes emerged, including excitement to precept, helpful course, and time constraints.
CONCLUSION
CONCLUSIONS
An online NP and PA preceptor training program increased preceptor knowledge, self-efficacy, and willingness to serve as a preceptor. Additional research is needed to explore the time constraints to serving as an NP or a PA preceptor in the inpatient environment. [J Contin Educ Nurs. 2020;51(6):275-279.].
Identifiants
pubmed: 32463901
doi: 10.3928/00220124-20200514-07
doi:
Types de publication
Journal Article
Langues
eng
Pagination
275-279Informations de copyright
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