Preceptorship: The Process of Guiding Reflection in Clinical Teaching and Learning
Bibliographic record
Abstract
Since the 1970s, preceptorship has become the leading approach to clinical teaching in nursing programs across Canada, with 70 percent to 85.9 percent of North American baccalaureate nursing programs employing preceptorship programs. Considering the present faculty shortages, the benefits of preceptorship for student learning and development, the student demand, and the flexibility of implementing a preceptorship program to meet the needs of small, rural and northern clinical settings, the dependence on preceptorship for clinical teaching of nursing students will most likely increase. Thus, it became prudent to examine how preceptorship provides an effective learning environment. Although a considerable amount of research has been conducted concerning preceptorship, to date, no studies have been conducted specifically to examine the process involved in creating an environment conducive to student learning in the preceptorship approach to clinical teaching. Thus, a grounded theory method was utilized to examine the social psychological process involved in creating an environment conducive to student learning in preceptorship. Participants comprised nursing students, preceptors, faculty advisors and staff nurses were drawn from a small town in northwestern Canada. Findings from this study revealed that a preceptored clinical learning environment is one which entails a process of guiding reflection which is informed by the following ambient conditions: a) the balancing act; b) making time; c) belonging; d) paying tribute and e) grappling with challenges. As a result of these findings, several implications for nursing education emerged. These include: 1) the process of guiding reflection is influenced by teaching/learning pedagogy and thus can be facilitated by a variety of educational theories such as those posited by Schön and Dewey. With that said, from a pedagogical perspective, it is important that preceptorship be informed by a variety of educational theories that support the process of guiding reflection in the clinical setting; 2) considering the findings of this study demonstrate that all members of the nursing team with whom students participate in preceptorship have an enormous impact on the process of guiding reflection, it is incumbent upon nurse educators to develop and provide preceptorship orientations and preparatory sessions that are inclusive of all members of the nursing unit; and 3) taking into account one of the challenges that impeded the process of guiding reflection in the preceptorship was bullying, the preparation of nursing students in preceptorship settings requires an understanding of horizontal violence and how students can effectively identify and confront bullying behaviours.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.049 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.013 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".