%0 Journal Article
%T Stakeholder Focus Groups to Inform a Technology-Based Strategy of Preceptor Support
%A Cynthia A. Blum
%A Jeanette Kamciyan
%A Amy Dean
%J Nursing Research and Practice
%D 2012
%I Hindawi Publishing Corporation
%R 10.1155/2012/246532
%X While preceptors are a vital link in student nurse practice education, ongoing support beyond an initial orientation is often lacking. It has been reported in the literature that preceptors experience stress related to difficulties in handling preceptee situations. They are frustrated by negative experiences centered on preceptor-identified hallmarks of unsafe practice including the inability to demonstrate knowledge and skills; attitude problems; unprofessional behavior; and poor communication skills. Their unrealized expectations for novices threaten their commitment to their preceptor role. As part of a larger study testing the effectiveness of podcasts as an ongoing method of preceptor support, this paper addresses the developmental stage of the podcasts. A team of academic and acute care nurse educators developed scripts for eventual filming of four podcasts focusing on unsafe practice issues, designed to provide continual support through web-based availability. The use of podcast technology is consistent with the learning styles of digital natives and is a demonstrated and valuable educational resource to review, reinforce, and clarify difficult concepts. These podcasts were informed through preceptor focus groups to address situational and environmental realism for student behaviors and preceptor responses. 1. Introduction A preceptor serves as an expert in his or her field and provides practical experience and training to a student or novice. The central role nurse preceptors play in supporting the transition of student nurses and new nurses into professional practice is well recognized. Yet, ongoing support for nurse preceptors is too often lacking in clinical settings [1¨C4]. Staff nurse preceptors expect support from their practice site [5, 6]. Although support is initially provided, it frequently diminishes or ends after orientation [1¨C4, 7]. Preceptors view support as recognition from the institution, authorization to share from their personal experiences, and the opportunity to create environments for safe practice through mentoring students and novice nurses [8]. Realizing these layers of preceptor support, a model has been proposed that guides precepting and mentoring of students and novice nurses by infusing caring behaviors to address areas of unsafe practice noted by preceptors. Podcasts created to address unsafe practices are expected to serve as an innovative educational mechanism for providing support consistent with the usual learning practices for staff nurse preceptors, most of whom are digitally competent. This podcast approach
%U http://www.hindawi.com/journals/nrp/2012/246532/