Date of this Version

11-29-2023

Document Type

DNP Project

Abstract

Background: Preceptor-led education is a crucial component of clinical learning for nursing students and residents. A well-prepared and knowledgeable preceptor can make a significant impact on the student's overall educational experience and future clinical practice. However, the current practice of relying on individual preceptors to plan, design, and deliver educational experiences can result in inconsistent quality of education. A standardized tool that enhances the role of the preceptor in the educational process can improve the quality and consistency of clinical learning. The purpose of this quality improvement project was to implement a standardized teaching tool to guide the role of the preceptor in the clinical education of resident registered nurse anesthetists (RRNAs). The tool aims to support the preceptor in facilitating learning experiences that are meaningful, relevant, and engaging for graduate nurse anesthetist students.

Methods: The theoretical framework referenced for this intervention is the Plan-Do-Study-Act cycle. The site where this intervention was implemented is a large teaching hospital in Miami. The primary methodology of this quality improvement project was to present an educational module that highlights the benefits of implementing a formal teaching tool in the clinical setting to promote a learner-centered environment. The implementation stage of this project was conducted in three different phases: pre-assessment, educational training module, and post assessment. Demographic data was collected from each participant. Each survey item was scored on a 5-point Likert type scale. Data was stored in an electronic database. Only the primary investigator will have the password to this database. No direct identifiers will be collected in this investigation, and all results will be reported. Surveys will be scored, and the total score, means of the total scores, and sub-scores were compared before and after the intervention.

Results: The data shows that there was an increase in participant knowledge after completing the educational module and PowerPoint presentation on the Implementation of a Formal Preceptor Teaching Tool in the Clinical Setting to Promote a Learner-Centered Teaching Environment. After assessing the results of this study, most participants increased their knowledge of preceptorship, adult learning, the OMP, and SNAPPS. The study showed that over 66% of participants are likely to use one of the teaching tools in their practice. Furthermore, 75% of participants would rather implement the OMP over SNAPPS in the clinical setting.

Discussion: Overall, the results indicated an increase in knowledge and a positive attitude towards implementing the OMP into their preceptorship teaching model. There are two main limitations of this study. The first limitation is the small sample size. A higher number of participants would have been ideal to increase the power of the study. The second limitation of this project is the absence of a comparison group. The findings of this project can allow teaching hospitals to provide valuable training to CRNAs without having to use extensive resources or money. The project’s findings also enhance existing literature, which is lacking new findings on the topic of using a teaching model for graduate nursing students in the clinical care setting. In conclusion, the implementation of teaching tools such as OMP or SNAPPS in the clinical setting has the potential to transform the educational experience, fostering a learner-centered teaching environment. By empowering learners, enhancing critical thinking skills, and promoting active engagement, these tools contribute to the development of competent and confident healthcare professionals who are capable of delivering high-quality patient care.

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