Perioperative preceptors’ education and training: An integrative review
DOI:
https://doi.org/10.26550/2209-1092.1389Keywords:
perioperative preceptor, education, training, workplace learning, mentor new graduate nurse, novice nurse, transition shock, burnoutAbstract
Introduction: Against the backdrop of a predicted shortfall of over 70 000 nurses in Australia by 2035, the retention of the perioperative nursing workforce is being challenged by inconsistent preceptor training of novice nurses. The aim of this integrative review is to identify tangible measures that organisations can implement to empower, educate and train perioperative preceptors to grow a skilled perioperative nursing workforce. Enhanced education provided by preceptors may also positively impact patient safety.
Methods: This review aimed to answer the broad question, ‘What is known about perioperative preceptor preparation and training?’ The initial literature search using specific keywords such as ‘preceptor’ OR ‘mentor’ AND ‘transition to practice’ AND ‘perioperative nursing’ was conducted across SCOPUS, PubMed and EBSCO databases including, ERIC, Health Source: Nursing/Academic Edition, MEDLINE, MEDLINE Complete and Psychology and Behavioural Sciences Collection. Due to a paucity of primary research conducted specifically on perioperative preceptorship, this was broadened to include preceptorship from general nursing. After applying rigorous inclusion and exclusion criteria, this search yielded 15 relevant research papers. These studies provided both qualitative and quantitative insights into the unique challenges faced by and the support available for preceptorship.
Results: This integrative review identified key factors influencing perioperative nurses’ ability to preceptor novice nurses, revealing two overarching themes. The first, ‘lack of formalised preceptor training’ had three subthemes – learning expectations, feedback and adult learning theories. The second theme was ‘workload’ and did not have subthemes.
Conclusion: Healthcare organisations must establish clear role definitions for perioperative preceptors and set consistent learning expectations. Moreover, formal training in delivering feedback and adult learning strategies is needed for preceptors to create effective teaching environments. Finally, providing formal education for preceptors, strategies to reduce workload pressures and protected time for preceptors to teach novice perioperative nurses is vital.
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