A
nursing preceptor is an assistant, clinical resource, experienced nurse who
boost and evaluate nursing skills for newly hired nurses to work independently
and confidently (Lippincott
Solutions, 2017). The preceptor is responsible for supporting
newly hired nurses. The newly hired nurse faces some challenges, such as
patient safety, professional attitude, workload, policies, and support. On the
one hand, lack of clear objectives, guidelines, and on the one hand and the
other new nurses’ allocation to different preceptors cause inconsistent
preceptorship and also confusion and uncertainty among the new nurses and
preceptors (Valizadeh, Borimnejad, Rahmani, Gholizadeh, & Shahbazi, 2016). The public normal RN turnover rate is 17.1% year over year (NSI Nursing Solutions, 2020). Nurse preceptors & staff who are newly hired must be
supported in their nursing roles. Offering educational programs to nurse
preceptor can have a positive influence on the role of a nurse preceptor.
Preceptors' programs result in a positive return on investment by improving
nurse satisfaction, performance, and attrition (Kennedy, 2019). This project aims to educate nursing
preceptors to improve the learning process for newly hired nurses. Understanding the important roles of nursing preceptors
may help improve the delivery of high-quality patient care.
The purpose of this project is to
develop an educational program for nursing preceptors in a hospital setting to
promote newly hired nurses regarding high quality patient care.
This project's theoretical framework will apply Patricia
Benner’s From Novice to Expert Theory (Benner, 2001). Benner's theory
focuses on the development of the knowledge level in the nursing field. In
addition, this research theory is appropriate for our project. This will help
translate the knowledge in a practice discipline developed by experiential
learning, critical thinking, and reflection on training in a particular
situation. Also contributing to the
nursing professional development by supporting the nurse’s independent roles
during the delivery of care consistent with the nursing process. For our
project, this theory provides the concept that preceptors or expert nurses
develop patient care understanding and skills over time with a sound base of
education and many experiences.
(Benner, 2001).
Overview of Patricia
Benner From Novice to Expert
In
1984, Benner described her model from the five levels of skill acquisition and
development include novice, advanced beginner, competent, proficient, and
expert (Benner, 2001). Banner examined thirty-one competencies of nursing
practice from actual practice situations to seven domains of nursing practice
include teaching-coaching function, helping role, diagnostic and patient
monitoring function, effective management of rapidly changing conditions, administering
and monitoring therapeutic interventions, monitoring and ensuring the quality
of health care practices, and organizational work role competencies. These
domains might be effective for our project in defining the nurse preceptor’s
role clearly.
Benner's theory identifies five levels
(Novice, Advanced Beginner, Competent, Proficient, and Expert); the novice level is a nurse with no background experience
or outside area practice (Benner, 1982). The advanced beginner level is a nurse
who has some experience which is not wholly objected and still guided by rules
and protocol. The competition level is a nurse
who improves patient care and is skilled in situation management. The
proficient level is a nurse who can connect aspects as a whole picture to be
confident for priority needs. The expert level nurse can recognize trends with
time management depending on the deep experience background and change a plan
to solve actual patient concerns.
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