Michelle Anne Stubbs, Bethany Porteous, Julie Reis, Mary Kelly, Colleen Vandy, Julie Anne Olaisen, Melsina Makaza, Lyndall Mollart, Noriko Koizumi, Kim Volegoff, Jane Martin, Marlen Orsina, Elizabeth Bembridge, Danielle Noble, Gary Crowfoot
{"title":"护士导师长在一个连续性的专门教育单位的经验。","authors":"Michelle Anne Stubbs, Bethany Porteous, Julie Reis, Mary Kelly, Colleen Vandy, Julie Anne Olaisen, Melsina Makaza, Lyndall Mollart, Noriko Koizumi, Kim Volegoff, Jane Martin, Marlen Orsina, Elizabeth Bembridge, Danielle Noble, Gary Crowfoot","doi":"10.1080/10376178.2025.2529231","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>A continuity-aligned dedicated education unit is a novel professional experience model focused on teaching and learning in clinical environments. Students complete repeat placements within a clinical ward designed to support student learning. Evidence reports high student and preceptor satisfaction within dedicated education units. However, information concerning nurse preceptor experiences within a continuity-aligned dedicated education unit have not been explored.</p><p><strong>Aims: </strong>To explore the experiences of nurse preceptors who mentor students in a continuity-aligned dedicated education unit at the commencement of the initial four weeks of professional experience placement.</p><p><strong>Design: </strong>Qualitative descriptive study.</p><p><strong>Methods: </strong>Registered nurses (<i>n</i> = 8) employed for >6 months with a minimum of 12 months' experience working within the clinical ward participated in group or individual 30-minute recorded interviews. The interviews were conducted face-to-face or via Zoom. All recordings were transcribed verbatim. Data analysis was undertaken using inductive thematic analysis.</p><p><strong>Results/findings: </strong>Participants had a median (Q1, Q3) age of 44 (25, 36) years. Four themes emerged: (i) preceptorship is a multifaceted role, (ii) precepting is important and positive, (iii) continuity-aligned dedicated education unit model brings hope, and (iv) endorsed model.</p><p><strong>Conclusion: </strong>Preceptors perceive the continuity-aligned dedicated education unit as beneficial for students' learning and their professional development. However, the model can be impacted by occasional staffing challenges. Further studies are required to explore the long-term impact of continuity-aligned dedicated education units on both student nurses and nurse preceptors.</p><p><strong>Impact statement: </strong>A Continuity-Aligned Dedicated Education Unit (CADEU) model appears to be an innovative approach to support preceptorship of nursing students on professional experience placement. The CADEU model leads to enhanced placement experiences for students and nurse preceptors with reported improvements in support, teamwork, confidence, workforce readiness.</p>","PeriodicalId":93954,"journal":{"name":"Contemporary nurse","volume":" ","pages":"1-12"},"PeriodicalIF":0.0000,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Experiences of nurse preceptors in a continuity-aligned dedicated education unit.\",\"authors\":\"Michelle Anne Stubbs, Bethany Porteous, Julie Reis, Mary Kelly, Colleen Vandy, Julie Anne Olaisen, Melsina Makaza, Lyndall Mollart, Noriko Koizumi, Kim Volegoff, Jane Martin, Marlen Orsina, Elizabeth Bembridge, Danielle Noble, Gary Crowfoot\",\"doi\":\"10.1080/10376178.2025.2529231\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>A continuity-aligned dedicated education unit is a novel professional experience model focused on teaching and learning in clinical environments. Students complete repeat placements within a clinical ward designed to support student learning. Evidence reports high student and preceptor satisfaction within dedicated education units. However, information concerning nurse preceptor experiences within a continuity-aligned dedicated education unit have not been explored.</p><p><strong>Aims: </strong>To explore the experiences of nurse preceptors who mentor students in a continuity-aligned dedicated education unit at the commencement of the initial four weeks of professional experience placement.</p><p><strong>Design: </strong>Qualitative descriptive study.</p><p><strong>Methods: </strong>Registered nurses (<i>n</i> = 8) employed for >6 months with a minimum of 12 months' experience working within the clinical ward participated in group or individual 30-minute recorded interviews. The interviews were conducted face-to-face or via Zoom. All recordings were transcribed verbatim. Data analysis was undertaken using inductive thematic analysis.</p><p><strong>Results/findings: </strong>Participants had a median (Q1, Q3) age of 44 (25, 36) years. Four themes emerged: (i) preceptorship is a multifaceted role, (ii) precepting is important and positive, (iii) continuity-aligned dedicated education unit model brings hope, and (iv) endorsed model.</p><p><strong>Conclusion: </strong>Preceptors perceive the continuity-aligned dedicated education unit as beneficial for students' learning and their professional development. However, the model can be impacted by occasional staffing challenges. Further studies are required to explore the long-term impact of continuity-aligned dedicated education units on both student nurses and nurse preceptors.</p><p><strong>Impact statement: </strong>A Continuity-Aligned Dedicated Education Unit (CADEU) model appears to be an innovative approach to support preceptorship of nursing students on professional experience placement. The CADEU model leads to enhanced placement experiences for students and nurse preceptors with reported improvements in support, teamwork, confidence, workforce readiness.</p>\",\"PeriodicalId\":93954,\"journal\":{\"name\":\"Contemporary nurse\",\"volume\":\" \",\"pages\":\"1-12\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-07-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Contemporary nurse\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10376178.2025.2529231\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary nurse","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10376178.2025.2529231","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Experiences of nurse preceptors in a continuity-aligned dedicated education unit.
Background: A continuity-aligned dedicated education unit is a novel professional experience model focused on teaching and learning in clinical environments. Students complete repeat placements within a clinical ward designed to support student learning. Evidence reports high student and preceptor satisfaction within dedicated education units. However, information concerning nurse preceptor experiences within a continuity-aligned dedicated education unit have not been explored.
Aims: To explore the experiences of nurse preceptors who mentor students in a continuity-aligned dedicated education unit at the commencement of the initial four weeks of professional experience placement.
Design: Qualitative descriptive study.
Methods: Registered nurses (n = 8) employed for >6 months with a minimum of 12 months' experience working within the clinical ward participated in group or individual 30-minute recorded interviews. The interviews were conducted face-to-face or via Zoom. All recordings were transcribed verbatim. Data analysis was undertaken using inductive thematic analysis.
Results/findings: Participants had a median (Q1, Q3) age of 44 (25, 36) years. Four themes emerged: (i) preceptorship is a multifaceted role, (ii) precepting is important and positive, (iii) continuity-aligned dedicated education unit model brings hope, and (iv) endorsed model.
Conclusion: Preceptors perceive the continuity-aligned dedicated education unit as beneficial for students' learning and their professional development. However, the model can be impacted by occasional staffing challenges. Further studies are required to explore the long-term impact of continuity-aligned dedicated education units on both student nurses and nurse preceptors.
Impact statement: A Continuity-Aligned Dedicated Education Unit (CADEU) model appears to be an innovative approach to support preceptorship of nursing students on professional experience placement. The CADEU model leads to enhanced placement experiences for students and nurse preceptors with reported improvements in support, teamwork, confidence, workforce readiness.
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