Developing nurse preceptor competency domain guide tool: A Delphi study

Mudhar Al Adawi, Ibtisam Al Siyabi, Nasra Al Hashmi, Fatma Mahmood AbdulRasool, Asma Al Harrasi, Khalid Al Busaidi, Warda Al Amri


Background and objective: One of the strategies used to prepare novice nurses for their professional journeys in clinical practice is by implementing the preceptorship teaching and learning model. Competencies such as knowledge, experience, abilities, and attributes need to be measured to ensure the desired outcomes of the preceptorship are achieved and consistent. This study aimed to develop a nurse preceptor competency domain guide tool at a tertiary hospital in Oman.

Methods: Three-round Delphi iterative design with experts was used to develop the nurse preceptor competency domain guide tool. Following standard measures, eight expert opinions were combined until a group consensus was achieved. The level of consensus within the expert panel was defined as ≥ 75% scoring of items were selected as an essential required competency/item.

Results: Eight experts from a main tertiary hospital were included in the panel. Five core competency domains and five subdomains were identified and considered to be relevant for nurse preceptors at the hospital with consensus levels varying from 75% to 100%. A total of 83 descriptive items were identified for the competency guide tool.

Conclusions: This study found that the main core competency domains of the tool that nurse preceptors should acquire to be competent preceptors are inter-professional communication skills, appropriate teaching strategies, time management skills, building a learning atmosphere, and coaching critical thinking. This tool would improve nurse preceptors’ performance and equip them with the required prerequisite competencies to professionally start their journey in clinical practices. Follow-up research on tool implementation is highly recommended to evaluate its effectiveness.

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Journal of Nursing Education and Practice

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

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