The role of faculty advisors in preceptorship: From a faculty point of view

Florence Loyce Luhanga, Koren Irene, Olive Yonge, Florence Myrick


Objective: The purpose of this study was twofold: 1) to explore the psychosocial process involved when senior baccalaureate students were being evaluated as unsafe by their preceptors; and 2) to understand how faculty play a role in that process.

Method: A grounded theory method was employed. Data were generated from six faculty via semi-structured interviews and analyzed using constant comparative analysis.

Results: The process of ‘Facilitating student success’ emerged as the core variable.  Intrinsic to this process were six major categories and their inherent subcategories: 1) recognizing red flags of unsafe practice; 2) strategies for managing students who display unsafe practice; 3) using evaluation strategies to foster success; 4) deciding to fail a student; 5) guiding and supporting the student and preceptor; and 6) guiding and supporting faculty. The six major categories represent the processes that faculty advisors used to facilitate student learning and success in the clinical setting. In this article, only findings related specifically to the last category ‘Guiding and supporting faculty’, and subcategories: ‘role preparation’, ‘faculty advisor perceived roles’, and ‘guidance and support received from the educational program’ will be discussed. The other categories have been reported elsewhere.

Conclusion: The findings from this study can contribute to our understanding of: a) the process involved in working with final year nursing students who display unsafe clinical practice; b) identifying preparatory and support needs of faculty who oversee the preceptorship experience; and c) the value of the development and implementation of preceptorship support programs.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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