Ulrich Beth, Harper Mary G, Maloney Patsy, Warren Joan Insalaco, Whiteside Dawn, MacDonald Ryan
Author Affiliations: Professor (Dr Ulrich), University of Texas Medical Branch at Galveston; Editor in Chief (Dr Ulrich), Nephrology Nursing Journal, Galveston, Texas; Director of Research and Inquiry (Dr Harper), Association for Nursing Professional Development, Daytona Beach, Florida; Teaching Professor (Dr Maloney), School of Nursing and Healthcare Leadership, University of Washington Tacoma, University Place; Executive Director (Dr Warren), Maryland Organization of Nurse Leaders, Inc/Maryland Nurse Residency Collaborative, Ellicot City, Maryland; Director of Education and Professional Development (Dr Whiteside), Competency and Credentialing Institute, Charlevoix, Michigan; and Biostatistician (Dr MacDonald), Mercy Medical Center, and Founder of Red Cannon Consulting, St Petersburg, Florida.
J Nurs Adm. 2025 Jan 1;55(1):14-21. doi: 10.1097/NNA.0000000000001523. Epub 2024 Dec 9.
The aim of this study was to develop a consensus model of required preceptor competencies to inform preceptor selection, development, support, and assessment.
The preceptor role is complex and multifaceted, requiring knowledge and skills beyond the typical RN role; however, no nationally developed standards for preceptor competencies exist.
A mixed-method approach (national survey of preceptors, electronic Delphi, expert panel) was used to develop consensus on required preceptor competencies.
This study identified and validated definitions for the preceptor role domains (role model, teacher/coach, facilitator, protector, socialization agent, leader/influencer, and evaluator), essential attributes for preceptors, core competencies spanning all role domains, and competencies in each role domain-components that together form the preceptor competency model.
The evidence provided from this study delineates the complexity of the preceptor role and provides a consensus model of preceptor competence that can be used to select, develop, assess, evaluate, and support preceptors.
本研究旨在开发一个关于带教老师所需能力的共识模型，以为带教老师的选拔、培养、支持和评估提供参考。
带教老师的角色复杂且多面，需要具备超出普通注册护士角色的知识和技能；然而，目前尚无全国统一制定的带教老师能力标准。
采用混合方法（对带教老师进行全国性调查、电子德尔菲法、专家小组）来就带教老师所需能力达成共识。
本研究确定并验证了带教老师角色领域（榜样、教师/教练、促进者、保护者、社会化推动者、领导者/影响者和评估者）的定义、带教老师的基本属性、跨越所有角色领域的核心能力以及每个角色领域中的能力——这些要素共同构成了带教老师能力模型。
本研究提供的证据阐明了带教老师角色的复杂性，并提供了一个带教老师能力的共识模型，可用于选拔、培养、评估、评价和支持带教老师。
