RESUMEN
AIM: To examine the experiences of prenursing healthcare assistants (HCA) during a 6-month programme of prenursing care experience. BACKGROUND: Care experience prior to commencing programmes of nurse education is broadly considered to be advantageous. However, it is not clear how formal care experience prior to nurse education has an impact on the values and behaviours of the aspirant nurse. DESIGN: A longitudinal prospective qualitative study using focus group discussions. METHODS: Data were collected from 23 prenursing HCA during September 2013-February 2014. Three focus groups were held at the beginning, middle, and end of the programme of care experience at each of the participating hospitals. A thematic analysis was used to analyse data sets from each hospital. Findings from each hospital were then compared to reach final themes. RESULTS: Five major themes were identified in the analysis of qualitative data: personal development; positioning of role in the healthcare team; support and supervision; perceived benefits; and advice and recommendations. These themes were underpinned by deep aspirations for better care and better nurses in the future. CONCLUSIONS: Prenursing care experience can positively prepare aspirant nurses for programmes of nurse education. The benefits identified were confirmation of aspiration (or otherwise) to pursue nursing, learning opportunities, and aspiration to improve patient experience. Risks for the programme included poor supervision, role ambiguity or confusion, demotivation through a deteriorating view of nursing, and poor treatment by others. The longer term impact on values and behaviours of this cohort requires further evaluation.
Asunto(s)
Técnicos Medios en Salud/psicología , Actitud del Personal de Salud , Bachillerato en Enfermería/organización & administración , Preceptoría/organización & administración , Estudiantes de Enfermería/psicología , Adulto , Competencia Clínica , Femenino , Grupos Focales , Humanos , Masculino , Estudios Prospectivos , Investigación Cualitativa , Reino Unido , Adulto JovenRESUMEN
BACKGROUND: Nurse education in the United Kingdom (UK) has been university based since the mid-1990s but despite careful preparation and assessment of student nurses it has been considered necessary to provide a period of additional support for newly qualified nurses (NQNs) to help them settle into their new role and responsibilities. Preceptorship is the process of supporting NQNs over the transition from student to registered nurse (RN) and it is recognised that this can be a difficult time for NQNs. LITERATURE REVIEW: A systematic review was conducted as part of this project and has been published in an earlier edition of Nurse Education Today (Whitehead et al, 2013). This suggests that preceptorship is a positive and essential experience for NQNs. METHODS: Lincoln and Guba's Naturalistic Inquiry (1985) was used. A qualitative case study method was developed and consisted of a multi-stage approach including semi-structured interviews with key personnel; documentary analysis of preceptorship material; and focus groups with key actors. Ethical approval was attained for the project. The aim was to interpret the social phenomena and to produce an evidence based tool to improve preceptorship. RESULTS: Findings are grouped under the headings indicated by the research design. In addition a further 11 themes emerged, including: the need for specific time for preceptors and preceptees; formal recognition of the role and a culture of support; selection and preparation of preceptors and the management structure to support preceptorship. CONCLUSIONS: The findings indicate that there are a range of factors which are reported to affect the successful transition from student to NQN. Based on these factors recommendations are made for practice and for further research. Practice recommendations: to provide supported preceptorship following the recommendations of the research findings. RESEARCH RECOMMENDATIONS: to concentrate on enhancing preceptorship as preceptorship in any form is better than none.
Asunto(s)
Hospitales Públicos , Estudios de Casos Organizacionales , Preceptoría , Competencia Clínica , Educación en Enfermería , Hospitales Públicos/organización & administración , Humanos , Personal de Enfermería en Hospital , Cultura Organizacional , Reino Unido , Recursos HumanosRESUMEN
AIM: This is a systematic literature review of the existing published research related to the development of preceptorship to support newly qualified nurses in the United Kingdom (UK). BACKGROUND: It has been known for some time that newly qualified nurses experience a period of unsettling transition at the point of registration. In the UK, preceptorship has been the professional body's recommended solution to this for over 20 years. DATA SOURCES: Searches were made of the CINAHL Plus and MEDLINE databases. REVIEW METHODS: A systematic review was carried out in August 2011. Twelve separate searches were conducted generating 167 articles, of which 24 were finally reviewed. Papers were critically reviewed and relevant data were extracted and synthesised using an approach based on Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). RESULTS AND DISCUSSION: A results table is presented of the twenty-four sources generated by the systematic search. Three themes were identified from the empirical evidence base: 'Managerial Support Framework'; 'Recruitment and Retention'; and 'Reflection and Critical Thinking in Action'. CONCLUSION: There is strong evidence that the newly qualified nurse benefits from a period of supported and structured preceptorship, which translates to improved recruitment and retention for the employing organisations. RECOMMENDATIONS FOR FURTHER RESEARCH AND PRACTICE: The existing literature provides an evidence base upon which to construct a preceptorship programme and a means by which to measure its efficacy and monitor its future development. Case study research projects should be considered for future preceptorship programmes in order to find the most effective methods of delivery.