Supporting the transition to practice: preceptor behaviors that foster a positive student preceptorship experience.

OBJECTIVES: Preceptors support nursing students when transitioning to the professional nursing role. This study explored student perceptions of preceptor characteristics that promoted or hindered learning. METHODS: A Likert-scale survey including two open-ended questions was sent to 571 nursing students completing a preceptorship experience. Descriptive statistics were used to analyze responses to the Likert-scale items. Qualitative analysis was completed on the two exploratory questions to extract themes. RESULTS: Students rated the preceptor between 4=Very Good and 5=Outstanding for all items. No significant differences in scores were found when comparing results between programs. Themes assisting in learning included: increasing independence gradually and pushing out of comfort zone. Themes identified that hindered learning included: doubting self and being pushed aside. CONCLUSIONS: Future implications include communicating preceptorship objectives and providing ways to apply research to practice. These findings can guide collaboration between academic and practice partners to assist with transition to practice.

The Influence of the Dedicated Education Unit Clinical Model on Standardized Test Scores.

ABSTRACT: While the dedicated education unit (DEU) clinical model is being increasingly integrated into prelicensure nursing programs, a lack of research investigating objective measures of this model is evident. Standardized test scores were compared between students who had a DEU experience and those completing the same rotation in a traditional model. Although no statistically significant differences were noted, some scores were higher for students in the DEU model. Findings suggest the DEU does not negatively impact scores, making it a valid alternative to the traditional model. Further research is needed as few studies have investigated objective outcomes for the DEU model.

Defining Roles and Expectations for Faculty, Nurses, and Students in a Dedicated Education Unit.

The dedicated education unit (DEU) model of clinical nursing education is an innovative, evidence-based model for creating a more effective learning environment. Although nursing programs have used this model for years, the literature provides minimal direction to assist faculty in transitioning from traditional clinical teaching to the DEU model. This article reports the development and evaluation of 2 resources to help all involved understand teaching roles and desired learning outcomes in the DEU model.