Cardiovascular Intensive Care Unit, Vanderbilt University Medical Center, Nashville, TN.
School of Nursing, Vanderbilt University, Nashville, TN.
J Am Assoc Nurse Pract. 2022 Nov 1;34(11):1225-1234. doi: 10.1097/JXX.0000000000000788.
Advanced practice registered nurses (APRNs) and physician assistants (PAs) are integral to health care delivery in the United States. However, the cultivation of APRNs and PAs relies heavily on the model of precepting. Advanced practice registered nurses and PAs frequently precept students or new hires, yet limited data are available to describe the motivations, incentives, and barriers associated with precepting.
The purpose of this mixed-method, cross-sectional study was to better understand APRN and PA preceptors' perceived levels of support during precepting, facilitating factors, and barriers to the precepting process.
An electronic survey was distributed via REDCap to a convenience sample of APRN and PA preceptors at an academic medical center. Data collected from the survey were analyzed using both descriptive statistics and qualitative thematic analysis.
One hundred fifty-four participants completed the survey. Motivating factors for precepting included "giving back" to the profession, and barriers included inadequate time to precept while in the clinical role. Participants indicated that financial incentives, heightened communication, protected teaching time, preceptor training, meaningful recognition, and organizational support could enhance the precepting process.
This study demonstrated that altruistic intentions frequently motivate APRN and PA preceptors, however, navigating multiple clinical responsibilities while precepting serves as a barrier to the precepting process. Preceptor training, ongoing education, dedicated time for precepting, enhanced communication, and organizational or professional incentives may optimize the APRN and PA precepting process.
Further research should focus on how to optimally incorporate education, professional development, support, and incentives into the APRN and PA preceptor role.
在美国，高级实践注册护士（APRNs）和医师助理（PAs）是医疗保健服务的重要组成部分。然而，APRNs 和 PAs 的培养在很大程度上依赖于导师制模式。APRNs 和 PAs 经常指导学生或新员工，但有关导师制的动机、激励因素和障碍的数据有限。
本混合方法、横断面研究的目的是更好地了解 APRN 和 PA 导师在指导过程中的感知支持水平、促进因素和障碍。
通过 REDCap 向学术医疗中心的 APRN 和 PA 导师便利样本发送电子调查。使用描述性统计和定性主题分析对调查中收集的数据进行分析。
154 名参与者完成了调查。指导的动机因素包括“回馈”专业，障碍包括在临床角色中指导的时间不足。参与者表示，经济激励、加强沟通、保护教学时间、导师培训、有意义的认可和组织支持可以增强指导过程。
这项研究表明，利他主义意图经常激励 APRN 和 PA 导师，但在指导的同时应对多种临床责任是指导过程的障碍。导师培训、持续教育、专门的指导时间、加强沟通以及组织或专业激励措施可能会优化 APRN 和 PA 导师指导过程。
进一步的研究应集中于如何将教育、专业发展、支持和激励因素最佳地纳入 APRN 和 PA 导师角色中。
