DeClerk Leonie, Chasteen Steven, Wells Cheryl, Baxter Jonathan, Rojo Martha
College of Nursing, University of Arkansas for Medical Sciences, Little Rock, Arkansas.
J Am Assoc Nurse Pract. 2024 Dec 1;36(12):688-695. doi: 10.1097/JXX.0000000000001071.
Nurse practitioner (NP) preceptors are crucial to clinical education. Recent increases in the required direct patient care hours for NP students may worsen the current preceptor shortage. However, most studies of preceptorship only include NPs who are current preceptors and are therefore missing vital information from nonpreceptors. It is imperative to understand facilitators and barriers to preceptorship from the perspective of NPs who have stopped being or have never been preceptors.
The purpose of this study was to understand the factors influencing NPs' decisions whether to precept.
This was a descriptive, phenomenological study. Semistructured interviews were recorded in Zoom, transcribed verbatim, deidentified, and analyzed using thematic analysis.
Sixty NPs participated in the study: 23 current preceptors, 22 previous preceptors, and 15 who had never been preceptors. Facilitators to preceptorship included institutional support of preceptorship, positive student characteristics, clear expectations from the educational facility, and incentives. Barriers to preceptorship included time constraints, specialty, negative student characteristics, no institutional support, and being uncomfortable in the clinical role.
Preceptors and nonpreceptors shared similar themes-positive student characteristics and clear expectations as facilitators to preceptorship, and time as a barrier. However, other themes were unique to one preceptorship group. This provides new evidence for practice and research.
Nurse practitioner programs can facilitate preceptorship by ensuring that students are well prepared and providing clear expectations. Strategies should be developed to manage the time burden of preceptorship. In addition, support for preceptorship by health care organizations and systems should be studied.
执业护士（NP）带教老师对临床教育至关重要。近期NP学生所需的直接患者护理时长增加，可能会加剧当前带教老师短缺的状况。然而，大多数关于带教工作的研究仅纳入了现任带教老师，因此遗漏了非带教老师的重要信息。从不再担任或从未担任过带教老师的NP角度了解带教工作的促进因素和障碍势在必行。
本研究的目的是了解影响NP决定是否担任带教老师的因素。
这是一项描述性现象学研究。在Zoom上记录半结构化访谈，逐字转录，去除身份标识，并使用主题分析法进行分析。
60名NP参与了该研究：23名现任带教老师，22名前任带教老师，以及15名从未担任过带教老师的人。带教工作的促进因素包括机构对带教工作的支持、学生的积极特质、教育机构的明确期望以及激励措施。带教工作的障碍包括时间限制、专业、学生的消极特质、缺乏机构支持以及对临床角色感到不自在。
带教老师和非带教老师有相似的主题——学生的积极特质和明确期望是带教工作的促进因素，时间是障碍。然而，其他主题在一个带教老师群体中是独特的。这为实践和研究提供了新证据。
执业护士项目可以通过确保学生准备充分并提供明确期望来促进带教工作。应制定策略来管理带教工作的时间负担。此外，应研究医疗保健组织和系统对带教工作的支持。
