Putting knowledge to work in clinical practice : understanding experiences of preceptorship as outcomes of interconnected domains of learning

Allan, HT, Magnusson, C, Evans, K, Horton, K, Curtis, K, Ball, E and Johnson, M 2017, 'Putting knowledge to work in clinical practice : understanding experiences of preceptorship as outcomes of interconnected domains of learning' , Journal of Clinical Nursing .

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Abstract

Aims and objectives
To explore how preceptor support can assist newly qualified nurses to put knowledge to work across interconnected forms of knowledge when delegating to healthcare assistants.
Background
Current literature on preceptorship in nursing has failed to explore how competence is underpinned by knowledge frameworks in clinical practice.
Design
An ethnographic case study in three hospital sites in England (2011–2014).
Methods
Data collection included participant observation, interviews with 33 newly qualified nurses, 10 healthcare assistants and 12 ward managers. Data were analysed using thematic analysis. A tool to assist newly qualified nurses to delegate and supervise newly qualified nurses during the preceptorship period was developed and piloted with thirteen newly qualified nurses in the same sites. A process evaluation was undertaken.
Findings
Focusing on a key task for newly qualified nurses, delegation to healthcare assistants, we argue that preceptorship can support newly qualified nurses as they put knowledge to work in the transition from qualifying student to newly qualified nurses. In supportive ward cultures, limited access to formal preceptorship can be bolstered by team support. newly qualified nurses in less supportive ward cultures may have both a greater need for preceptorship and fewer compensatory mechanisms available to them when formal preceptorship is not available. We argue that organisational learning contexts and individual learning styles (interconnected domains of learning) are key to understanding effective preceptorship.
Conclusions
We suggest that putting knowledge to work early in their careers with preceptorship support may assist newly qualified nurses to develop confidence and competence in delegation and supervision of healthcare assistants.
Relevance to clinical practice
Our findings suggest that newly qualified nurses need to be supported by effective preceptorship in their learning as they transition from undergraduate to post graduate. Preceptorship programmes at ward and organisational level need to recognise the intensity of the learning required during this transition phase.

Item Type: Article
Uncontrolled Keywords: General Nursing, General Medicine
Schools: Schools > School of Health and Society
Journal or Publication Title: Journal of Clinical Nursing
Publisher: Wiley-Blackwell
ISSN: 0962-1067
Related URLs:
Funders: University of Surrey **FundRef: 10.13039/501100003513
SWORD Depositor: Publications Router
Depositing User: Publications Router
Date Deposited: 18 Oct 2017 14:09
Last Modified: 18 Oct 2017 14:09
URI: http://usir.salford.ac.uk/id/eprint/43497

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