Evaluation of a Preceptorship Program for New Graduates

1. Evaluation of a Preceptorship Program for New Graduates Presenter: Jan Seeley, Confederation College Team : Sally Dampier, Confederation College Patricia Sevean, Lakehead University Karen Duffield. Lakehead University Cathy Schoales, Lakehead University

2. Geographical Location

3. Geographical Area

4. Outline • Purpose • Background Literature • Method • Development of Survey • Survey Instrument • Preliminary Findings • Next Steps • Conclusion

5. Purpose • To gather information that would assist in developing a Preceptorship Program for new graduates. • The Preceptorship Program was part of the nursing recruitment and retention plan to develop a cadre of experienced preceptors in all clinical areas for the Thunder Bay Regional Health Science Centre.

6. Background LiteraturePreceptor Teaching Kits • CNA (2004). Achieving Excellence in Professional Practice – A Guide to Preceptorship and Mentoring.’ http://www.cna-nurses.ca/CNA/documents/pdf/publications/Achieving_Excellence_2004_e.pdf • RNAO. Preceptorship Resource Kit. http://www.rnao.org/prk/ • Public Health Nursing Management (2007). Ontario Nursing Strategy: Preceptorship/Mentorship Initiative Evaluating a Public Health Nursing Mentorship Initiative. http://www.phred-redsp.on.ca/Docs/Reports/OntarioNursingStrategy.pdf

7. Method • Environmental Scan – 2 focus groups (n=10) • The sample population (n= 150) was selected from the preceptors involved in the Preceptorship Program at a regional hospital. • Participants contacted through an e-mail link which included a letter of information, informed consent and survey.

8. Development of the Survey • Meetings: Clinical agencies in Northwestern Ontario and Preceptors • Reviewed: CNA’s Guide to Preceptorship and Mentorship, RNAO ‘s Preceptorship Resource Kit and Clinical agencies’ Preceptor Orientation Program • Conducted: Literature Review • Searched: Preceptor Orientation Programs outside of catchment area and Existing survey tools • Received: Ethic’s approval • Developed: Survey in collaboration with the professional practice group

9. Survey InstrumentBackground Information • Demographics • Gender • Professional Qualifications • Highest Education • Years as a Practicing Nurse • Practice Area • Current area of practice • Status – full-time, part-time, casual • Number of years in current area • Current position

10. Survey InstrumentPreceptorship - Questions • Have you been asked to be a preceptor for a nursing student? If yes – Who asked you to be a preceptor? (manager, nursing student, faculty, another staff, self volunteered, other) • What are the benefits (if any) in being a preceptor? • What are the challenges (if any) in being a preceptor? • If you have NOT being a preceptor, please explain.

11. Survey InstrumentPreceptor Characteristics

12. Survey InstrumentPreceptorship Course

13. Survey Instrument Preceptorship Course • Have you completed a preceptorship course? Yes/No • Did you find the preceptorship course helpful? Yes/No • Explain your response (open text box)

14. Survey InstrumentPreceptorship Course If you have not completed a preceptorship course, why? • Not available • Lack of time • Lack of money • Lack of interest • Other (please specify)

15. Survey InstrumentPrior to Student Arrival What would you like to receive PRIOR to the arrival of the nursing student? Check all that apply. • Preceptorship Workshop • Preceptor resources through the mail • Preceptor resources through the internet • Student’s learning plan/objectives • Contact with faculty • Other (please specify)

16. Preliminary Findings • Preceptorship Program – tool kit • Clinical coaching - relationship for building and sharing of evidence-based knowledge and skills and attitude (Ervin, 2005; Kopp, Hinkle, 2006, Kowalski, Casper , 2007) • Outcome: creating positive workplace environment.

17. Preliminary Findings • Professional Socialization • Preceptor and Faculty – on-going communication and support (Hayes, Scott, 2007) • Preceptor and Student – compatibility, positive and or optimism  learning  retention and recruitment summer internship program ‘ripple-effect’(Barker, 2006; Butler, 2006; Kanaskie, 2006; Thomka, 2007; Wilkes, 2006). • Outcome: individual and collective power.

18. Preliminary Findings • Preceptorship availability • Time, Work load  (van Eps, Cooke, Creedy, Walker, 2006) • Numbers  - perceived as not being as beneficial as for the student (CASN, 2007) • Outcome: pay for service, change in relationship

19. Next StepsHealth Care System • Implication for reflection and change: • Development of Preceptor/Mentor Program • Clinical Placement – collaborative relationship • Partnerships between clinical sites and educators – Best-Practice Guidelines

20. Next StepsEducational Programs • Implication for reflection and change: • Environmental scan to identify new clinical placements • Maximizing on existing clinical placements - learning opportunities, community nursing • Developing curriculum inclusive of: provincial and national standards/competencies

21. Conclusions Preceptorship is a dynamic and complex relationship that can support growth, increase synergy, and develop ways to succeed as a nurse in an ever changing health care environment. (Barker, 2006)

22. References • Barker, E. R. (2006). Mentoring--a complex relationship. Journal of the American Academy of Nurse Practitioners, 18(2) 56-61. • Butler, M. R., & Felts, J. (2006). Tool kit for the staff mentor: Strategies for improving retention.Journal of Continuing Education in Nursing, 37(5) 210-213. • DeCicco, J. (2008). Developing a preceptorship/mentorship model for home health care nurses. Journal of Community Health Nursing, 25(1) 15-25. • Ervin, N. E. (2005). Clinical coaching: A strategy for enhancing evidence-based nursing practice. Clinical Nurse Specialist CNS, 19(6) 296-301. Hayes, J. H., & Scott, A. S. (2007). Mentoring partnerships as the wave of the future for new graduates.Nursing Education Perspectives, 28(1) 27-29. • Kanaskie, M. L. (2006). Mentoring--a staff retention tool.Critical Care Nursing Quarterly, 29(3) 248-252. • .

23. References • Modic, M. B., & Harris, R. (2007). Masterful preceptoring Using the become method to enhance clinical teaching. Journal for Nurses in Staff Development : JNSD : Official Journal of the National Nursing Staff Development Organization, 23(1) 1-9; quiz 10-1. • Smith, P., Spadoni, M., Seeley, J., Sevean, P., Dampier, S., Strickland, D.S. (2007). Project 1: Inventory of Strategies to Deliver Nursing and Interprofessional Clinical Placements in Canada. http://www.casn.ca/en/73.html • Smith, P., Seeley, J., Sevean. P. Strickland, D.S., Spadoni, M., Dampier, S. (2007). Project 2: Costing Nursing Clinical Placements in Canada. http://www.casn.ca/en/73.html • Vallant, S., & Neville, S. (2006). The relationship between student nurse and nurse clinician: Impact on student learning. Nursing Praxis in New Zealand, 22(3) 23-33. • van Eps, M. A., Cooke, M., Creedy, D. K., & Walker, R. (2006). Mentor evaluation of a year-long mentorship program: A quality improvement initiative. Collegian (Royal College of Nursing, Australia), 13(2) 26-30. • Wilkes, Z. (2006). The student-mentor relationship: A review of the literature. Nursing Standard (Royal College of Nursing (Great Britain) : 1987), 20(37) 42-47

24. Questions, Comments Jan Seeley Confederation College Thunder Bay 807-473-3779 seeley@confederationc.on.ca Enjoy Moncton