Washington State University College of Nursing, Spokane, Washington.
Washington State University College of Nursing and CHAS Health Nurse Practitioner Residency Program, Spokane, Washington.
J Am Assoc Nurse Pract. 2019 Nov 5;33(4):331-337. doi: 10.1097/JXX.0000000000000326.
Educating health care providers is dependent on developing high-quality clinical preceptors, yet preceptors face widespread challenges to precepting, such as time constraints and lack of formal preceptor training.
Our college of nursing conducted a needs assessment survey of our preceptors to better understand the barriers to and incentives for precepting. Formal preceptor training was identified as an intervention to support preceptors.
Based on survey responses and a literature review of best practices, a preceptor training program was developed and delivered to local health care partners. Posttraining surveys were used to measure the effectiveness of the training.
We developed a one-hour formal preceptor training program. The main components included 1) orienting a student, 2) applying the Recorder/Reporter-Interpreter-Manager-Educator (RIME) framework for clinical evaluation, 3) One-Minute Preceptor (OMP) methodology for clinical teaching, 4) strategies for giving students feedback, and 5) communicating with the university.
Preceptor training was delivered to health care providers (N = 58) at eight clinics and one nurse practitioner (NP) professional group. Most participants (86%) had never received training in the RIME framework or OMP method (80%). The participants rated the following aspects of training as very useful or moderately useful: Orientation checklist (100%), RIME framework (96%), and OMP (100%).
We found that training preceptors on evidence-based, time-efficient strategies for precepting is feasible and valuable. If continued and expanded, this training may positively affect retention and recruitment of preceptors for our university's NP students. This training may be transferable to other geographical settings.
培养医疗保健提供者依赖于培养高质量的临床导师，但导师在指导方面面临着广泛的挑战，例如时间限制和缺乏正式的导师培训。
我们的护理学院对我们的导师进行了需求评估调查，以更好地了解指导的障碍和激励因素。正式的导师培训被确定为支持导师的干预措施。
根据调查结果和最佳实践的文献回顾，开发了一个导师培训计划，并提供给当地的医疗保健合作伙伴。培训后的调查用于衡量培训的效果。
我们开发了一个一小时的正式导师培训计划。主要内容包括 1）指导学生，2）应用记录器/报告者-解释器-管理者-教育者（RIME）框架进行临床评估，3）一分钟导师（OMP）方法进行临床教学，4）给学生反馈的策略，以及 5）与大学沟通。
在八家诊所和一个护士执业者（NP）专业团体向医疗保健提供者（N=58）提供了导师培训。大多数参与者（86%）从未接受过 RIME 框架或 OMP 方法的培训（80%）。参与者对以下培训方面评价非常有用或有些有用：定向检查表（100%）、RIME 框架（96%）和 OMP（100%）。
我们发现，对基于证据、高效的指导策略进行培训是可行且有价值的。如果继续和扩大，这种培训可能会对我们大学的 NP 学生的导师保留和招聘产生积极影响。这种培训可能适用于其他地理环境。
