Development of an Undergraduate Preceptor Model of Practice Education for Nursing Students Utilizing Participatory Action Research

In the nursing education practice setting, preceptors are a valuable link to assist
students in making the connection between nursing theory and its application to patient
care. Usually used in the final semester of study, nurse preceptors could be utilized
throughout all nursing practice experiences. Nurse preceptors provide a reality based
experience for the student caring for patients. Yet, little is known about what is important
to the preceptor in this role.
The purpose of this study was to generate a new model of nursing practice
education reflecting the voice of the participants in the research. Using participatory
action research methods, the emergent model focused on preceptors as the critical link to
student practice education in their first year of a baccalaureate nursing program and
answered the question, "What is the process of developing a preceptor led clinical practice experience for undergraduate nursing students through participatory action
research?"
The study was conducted at a hospital in south Florida where students received
the majority of their practice experiences. Semi-structured interviews with 15
participants, program notes, and various data sources were analyzed consistent with
grounded theory analysis. Grounded in this data is the emergent Theory of Empowering
Preceptors, which accounts for the process through which preceptors formulated the
practice model. The contributors to the development of this model of nursing practice
education identified three key categories that empowered them to assume their role. The
context in which nurse preceptors were educated helped them relate to students and to
understand student concerns. Creating a 'comfortable' learning experience for the student
occurred next, as the preceptor sought to create environments where learning was viewed
as a process. Finally, the opportunity to shape student practice experience was where
preceptors used their specialized knowledge in a variety of methods without faculty
constraints. The support and contributions from this education/practice partnership were
identified as integral to the support of these three categories, accounting for the
partnership model. Here, nurse preceptors expressed the value of coming to know the
student, became involved in the student evaluation, and offered ways to communicate
what the students learned.