Provide Preceptor Training

Oct 13, 2025 by talynt.org 90 views

Reveal Challenges and Opportunities in Learning Preceptorship Clinic at USU Hospital: A Phenomenological Study

Introduction

Preceptorship, a mentoring program involving experienced practitioners (preceptors) with beginners (preceptee), plays a vital role in developing the competencies of prospective health workers. This program is designed to facilitate the transition from theory to practice, build self-confidence, and encourage independence. However, the implementation of the Preceptorship at the University of North Sumatra (USU) Hospital apparently holds a number of challenges that hamper the learning process of Nursing Student Clinics.

Background

Preceptorship is a crucial component of nursing education, providing students with hands-on experience and guidance from experienced professionals. The program is designed to equip students with the skills and knowledge necessary to become competent healthcare professionals. However, the effectiveness of the Preceptorship program can be influenced by various factors, including the quality of preceptors, the learning environment, and the support provided to students.

Methodology

This study employed a phenomenological approach, using in-depth interviews with 6 participants to explore the factors that influence the learning of preceptorship clinics in USU hospitals. The data analysis used the Colaizzi method, focusing on the themes that appeared in the narrative of the participants.

Results

The study revealed two main themes: Supporting factors and inhibiting factors for the implementation of Preceptorship at USU Hospital.

Supporting Factors

Understanding Preceptor: Participants revealed that the preceptors in USU hospitals generally have a basic understanding of the principles of preceptorship. This is an important capital in building an effective program.
Preceptor Criteria: USU Hospital has set certain criteria to become a preceptor, such as clinical experience and communication skills. This criterion is expected to guarantee the quality of the guidance provided.
Learning Module: Nursing students follow the learning module compiled by the faculty, which provides guidance on the concept and practice of preceptorship. This module is a reference for Preceptee in understanding the learning process and their respective responsibilities.
Benefits of Preceptor: Participants revealed that the preceptor feels the benefits of the Preceptorship program, such as increasing professional satisfaction and developing mentoring capabilities. This is an important motivator for the preceptor to be actively involved in the program.

Inhibiting Factors

Clinical Authority: One of the challenges faced is the unclear clinical authority of the preceptor in the guidance process. This hinders the preceptor in providing optimal direction and supervision to Preceptee.
Preceptor Training: Not all Preceptors at USU Hospitals received special training related to Preceptorship. This lack of training can result in uniformity in the method of guidance and learning quality.
Guidance Standards: There is no standard regarding the number of preceptees that are supported by one preceptor and effective guidance method. This can lead to uneven workload and the unclear role of the preceptor.
Preceptor Salary: Preceptor does not get a special salary for their role in the Preceptorship program. This can be a demotivation factor for the preceptor to be actively involved in the program.

Discussion

The study highlights the importance of preceptorship in nursing education, but also reveals the challenges faced by the program. The supporting factors, such as understanding preceptor, preceptor criteria, learning module, and benefits of preceptor, are essential in building an effective program. However, the inhibiting factors, such as clinical authority, preceptor training, guidance standards, and preceptor salary, need to be addressed to ensure the optimal implementation of the Preceptorship program.

Conclusion

This study reveals that the Preceptorship program in USU Hospital has great potential to become an effective clinical learning method for Nursing students. However, a number of inhibiting factors need to be overcome so that this program can run optimally. Involving stakeholders, such as preceptors, preceptees, faculties, and hospital management, in formulating solutions and improving coordination is the key to overcoming the challenges faced.

Recommendations

Provide Preceptor Training: USU Hospital should provide special training for preceptors related to Preceptorship to ensure uniformity in the method of guidance and learning quality.
Establish Clinical Authority: USU Hospital should establish clear clinical authority for preceptors in the guidance process to ensure optimal direction and supervision to Preceptee.
Develop Guidance Standards: USU Hospital should develop standards regarding the number of preceptees that are supported by one preceptor and effective guidance method to ensure even workload and clear role of the preceptor.
Provide Preceptor Salary: USU Hospital should provide a special salary for preceptors for their role in the Preceptorship program to motivate them to be actively involved in the program.

By improving existing weaknesses and developing more directed strategies, the Preceptorship program in USU Hospital can be a sturdy foundation in printing competent health workers and ready to provide quality health services.

Frequently Asked Questions

Q: What is preceptorship and why is it important in nursing education?

A: Preceptorship is a mentoring program involving experienced practitioners (preceptors) with beginners (preceptee). It plays a vital role in developing the competencies of prospective health workers by facilitating the transition from theory to practice, building self-confidence, and encouraging independence.

Q: What are the supporting factors for the implementation of preceptorship at USU Hospital?

A: The supporting factors include understanding preceptor, preceptor criteria, learning module, and benefits of preceptor. These factors are essential in building an effective program.

Q: What are the inhibiting factors for the implementation of preceptorship at USU Hospital?

A: The inhibiting factors include clinical authority, preceptor training, guidance standards, and preceptor salary. These factors need to be addressed to ensure the optimal implementation of the Preceptorship program.

Q: How can preceptor training improve the quality of guidance and learning?

A: Preceptor training can ensure uniformity in the method of guidance and learning quality. It can also help preceptors to develop their mentoring capabilities and provide optimal direction and supervision to preceptees.

Q: Why is clinical authority important in preceptorship?

A: Clinical authority is essential in preceptorship as it ensures that preceptors have the necessary authority to provide optimal direction and supervision to preceptees. This can help to prevent miscommunication and difficulties in managing guidance schedules and learning activities.

Q: How can guidance standards be developed to ensure even workload and clear role of the preceptor?

A: Guidance standards can be developed by establishing clear guidelines regarding the number of preceptees that are supported by one preceptor and the effective guidance method. This can help to ensure even workload and clear role of the preceptor.

Q: Why is preceptor salary important in preceptorship?

A: Preceptor salary is important in preceptorship as it can motivate preceptors to be actively involved in the program. A special salary for preceptors can help to ensure that they are committed to providing high-quality guidance and supervision to preceptees.

Q: What are the recommendations for improving the preceptorship program at USU Hospital?

A: The recommendations include providing preceptor training, establishing clinical authority, developing guidance standards, and providing preceptor salary. These recommendations can help to ensure the optimal implementation of the Preceptorship program and improve the quality of guidance and learning.

Q: How can stakeholders, such as preceptors, preceptees, faculties, and hospital management, be involved in formulating solutions and improving coordination?

A: Stakeholders can be involved in formulating solutions and improving coordination by participating in regular meetings and discussions. They can also provide feedback and suggestions on how to improve the preceptorship program.

Q: What are the benefits of the preceptorship program in USU Hospital?

A: The benefits of the preceptorship program in USU Hospital include providing high-quality guidance and supervision to preceptees, developing the competencies of prospective health workers, and improving the quality of health services.

Q: How can the preceptorship program in USU Hospital be sustained and improved?

A: The preceptorship program in USU Hospital can be sustained and improved by providing ongoing support and resources to preceptors and preceptees, evaluating the effectiveness of the program, and making necessary adjustments to ensure its continued success.

By addressing the challenges and opportunities in preceptorship, USU Hospital can ensure that its nursing students receive high-quality education and training, and are equipped to provide excellent healthcare services to the community.