Marc Broadbent1, Lorna Moxham2, Teresa Sander3, Sandra Walker4, Trudy Dwyer5. 1. University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, Qld 4558, Australia. Electronic address: mbroadbent@usc.edu.au. 2. University of Woolongong, School of Nursing, Midwifery Northfields Avenue, Woolongong, NSW 2522, Australia. Electronic address: lmoxham@uow.edu.au. 3. Central Queensland University, School of Nursing and Midwifery, Bruce Highway, Rockhampton, Qld 4702, Australia. Electronic address: t.sander@cqu.edu.au. 4. Central Queensland University, School of Nursing and Midwifery, Bruce Highway, Rockhampton, Qld 4702, Australia. Electronic address: s.walker@cqu.edu.au. 5. Central Queensland University, School of Nursing and Midwifery, Bruce Highway, Rockhampton, Qld 4702, Australia. Electronic address: t.dwyer@cqu.edu.au.
Abstract
UNLABELLED: Student learning in the clinical environment is a cornerstone of pedagogy for students undertaking a Bachelor of Nursing in Australia. METHOD: This paper presents the results of a survey that was conducted with registered nurses who preceptor students for universities in Australia. FINDINGS: Findings reveal that some preceptors do not hold the qualification they are preceptoring students to obtain, that university involvement in preparation of preceptors is scant and that resource provision and communication from universities to preceptors is considered problematic. Registered nurses choose to act as preceptors for reasons that are both altruistic and professional. They are often employed in senior positions and as such find it difficult to manage time and resolve role conflict. CONCLUSION: This paper concludes that the registered nurses who preceptor students generally have a positive experience but require greater involvement by universities in their preparation, particularly when they are responsible for the direct assessment of students. The paper posits this may be best achieved by universities creating effective lines of communication and ongoing support. This will sustain collaborative and meaningful engagement with registered nurses who preceptor undergraduate students.
UNLABELLED: Student learning in the clinical environment is a cornerstone of pedagogy for students undertaking a Bachelor of Nursing in Australia. METHOD: This paper presents the results of a survey that was conducted with registered nurses who preceptor students for universities in Australia. FINDINGS: Findings reveal that some preceptors do not hold the qualification they are preceptoring students to obtain, that university involvement in preparation of preceptors is scant and that resource provision and communication from universities to preceptors is considered problematic. Registered nurses choose to act as preceptors for reasons that are both altruistic and professional. They are often employed in senior positions and as such find it difficult to manage time and resolve role conflict. CONCLUSION: This paper concludes that the registered nurses who preceptor students generally have a positive experience but require greater involvement by universities in their preparation, particularly when they are responsible for the direct assessment of students. The paper posits this may be best achieved by universities creating effective lines of communication and ongoing support. This will sustain collaborative and meaningful engagement with registered nurses who preceptor undergraduate students.