Please read the discussion board post and complete a full 1-page response. Also, please elaborate on the discussion and follow the grading rubric. I do not need a title page. I have attached the discussion board post and grading rubric as a file.
Please make sure that the response differs from the other 2 responses that were done on the same topic.
Preceptors and the Incentives Issue
Different articles describe preceptorship as an approach to facilitating a smooth transition for clinical nurses who have almost completed or recently winded up their educational pursuits into the healthcare workplace dynamics (McCarty & Higgins, 2021). Preceptorship is also described as personal learning and or teaching approach. Each learner is assigned to a specific preceptor to experience daily encounters within the clinical practice with a resourceful person and a role model (Chickerella & Lutz, 2019). On the contrary, mentorship involves engagement with a nurse provider or expert who has more clinical experience and is devoted to sharing their insights and time to help their mentees attain their goals (Ellis, 2019). This discussion explores the differences between preceptorship and mentorship, the preceptorship process, and if payments or incentives for preceptorship are justified.
Differences between Preceptorship and Mentorship; and Payments made (If any)
One of the key differences is that preceptors extend the role of evaluating, advising, teaching, and supervising their trainees while communicating with faculty regarding learners’ progress (Firtko et al., 2020). On the contrary, mentors offer their mentees support, inspiration, and nurturing instead of relaying practical clinical skillsets, as seen with preceptors (McCarty & Higgins, 2021). Also, while preceptorship is used as an initial and short-term approach to effect orientation among new nurses and staff members into the clinical environment, mentorship is often a long-term approach and commitment towards new mentees (Sachdeva, 2018).
In terms of objectives of each, preceptorship seeks to provide supervision and protection while equipping trainees with new skillsets to settle amicably in the clinical environment (Yonge et al., 2019). On the contrary, mentorship surpasses the line of supervision in which the mentor offers clinical and life-related guidance to the protege in their career path and facilitates their professional progression (Morton-Cooper & Palmer, 2020, pp. 44–49). Also, while preceptorship provides new nurses with a resourceful role model to aid in the transition phase, mentorship providers new nurses or experienced providers with a resourceful role model who transcends into friendship and confidante (Chickerella & Lutz, 2019). Lastly, while preceptorship is only applied within clinical work settings and within the set working hours while not extending into the personal lives of the involved parties, mentorship can be extended to both work and off-work hours, often crossing into each individuals’ private life (Ellis, 2019). While clinical nurses said they paid for preceptorship, I have never paid for preceptorship or mentorship.
Process of Preceptorship based on Personal Experience
The primary roles of a preceptor encompass supervising, role modeling, and providing assessments for learners (Morton-Cooper & Palmer, 2020, pp. 44–49). I have participated in the orientation program or process for training new nurses to the clinical setting and then monitoring and documenting their progress. I continue to precept new nurses to ensure that they receive the quality training needed to provide quality patient care successfully. As I love teaching and sharing my expertise with others, I will continue to precept new nurses. The preceptor works collaboratively with the new nurses to attain specific educational targets and objectives (Chickerella & Lutz, 2019). In addition, as a preceptor, I facilitate the new nurse learning via the application of diverse teaching methodologies. Such methodologies include proficient questioning to help the new nurse develop higher-order thinking skillsets, proficient summative and formative feedback to improve their clinical performance (Sachdeva, 2018). As the preceptor, I aid new nurses or nurse learners with designing applicable priorities with their busy clinical schedules and train them on appropriate time management skills. I train new nurses based on knowledge application, clinical problem solving, proficient nurse-client communication, interaction dynamics between nurses and patients’ families, collaborative art, and other essential clinical practice necessities. The new nurse-preceptor model draws from experiential learning as the new nurse learns different skillsets while gradually integrating into the new clinical environment.
Is payment for Preceptorship Justified and Rationale
The aspect of exploring if it is justified to pay for preceptors is complex. As Gardenier et al. (2019) posit, NP students and educators face an overwhelming challenge to find and secure preceptors. To resolve the demand, some preceptors set reimbursement terms estimated at $200 per week per student in 2016 (Gardenier et al., 2019). In 2013, preceptors were charging about $100 to $500 per learner in a week which has gradually skyrocketed to $400 per student by 2019 (Gardenier et al., 2019). Also, approximately 30% of physician assistant (PA) programs have adjusted tuition costs to cover clinical rotations that may need preceptorship to as high as $12000 to $15,000 per learner (Gardenier et al., 2019). While preceptors should be compensated for precepting and guiding new nurses, there should be a standard range that learners can afford. As such, preceptors should be compensated financially to cover for the intensive commitment involved in coaching a new preceptee to transition smoothly into the new clinical environment.
References
Chickerella, B. G., & Lutz, W. J. (2019). Professional nurturance: Preceptorships for undergraduate nursing students. The American Journal of Nursing, 81(1), 107–109. https://doi.org/https://doi.org/10.2307/3462542
Ellis, H. (2019). Teaching roles in critical care — the mentor and preceptor. Intensive and Critical Care Nursing, 9(3), 152–156. https://doi.org/10.1016/0964-3397(93)90020-x
Firtko, A., Stewart, R., & Knox, N. (2020). Understanding mentoring and preceptorship: Clarifying the quagmire. Contemporary Nurse, 19(1-2), 32–40. https://doi.org/10.5172/conu.19.1-2.32
Gardenier, D., Arends, R., & Selway, J. (2019). Should preceptors be paid? The Journal for Nurse Practitioners, 15(8), 542–543. https://doi.org/10.1016/j.nurpra.2019.06.007
McCarty, M., & Higgins, A. (2021). Moving to an all graduate profession: Preparing preceptors for their role. Nurse Education Today, 23(2), 89–95. https://doi.org/10.1016/s0260-6917(02)00187-9
Morton-Cooper, A., & Palmer, A. H. (2020). Mentorship and preceptorship: A guide to support roles in clinical practice. (9th ed., Vol. 5, pp. 44–49). Blackwell Scientific.
Sachdeva, A. K. (2018). Preceptorship, mentorship, and the adult learner in medical and health sciences education. Journal of Cancer Education, 11(3), 131–136. https://doi.org/10.1080/08858199609528415
Yonge, O., Myrick, F., Ferguson, L., & Luhanga, F. (2019). Preceptorship and mentorship. Nursing Research and Practice, 2019(56), 1–8. https://doi.org/10.1155/2012/790182
| Discussion Board Responses Rubric | |||||
| Criteria | Ratings | Pts | |||
| This criterion is linked to a Learning Outcome Number of Responses
Students are expected to respond to at least 2 of their peers. |
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30 pts | |||
| This criterion is linked to a Learning Outcome Substance of Responses |
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45 pts | |||
| This criterion is linked to a Learning Outcome Grammar, Punctuation & APA |
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25 pts | |||
| Total Points: 100 | |||||
Preceptors and Incentive Issues
Viewing preceptor incentives from the perspective of monetary provisions alone may make it difficult for nursing students to find preceptors in the future. Preceptors continue to charge huge amounts of money as incentives with some of them even shifting to charging hourly and daily rates (Gardenier et al., 2019). In the long run, preceptorship adds an additional financial burden to the student who is already paying a lot of money as school fees. As you have indicated in your post, some preceptors set reimbursement terms estimated at $200 per week per student in 2016. It is also shocking that physician assistant (PA) programs have adjusted tuition costs to cover clinical rotations that may need preceptorship to as high as $12000 to $15,000 per learner (Gardenier et al., 2019). It is true that preceptors should be rewarded for the efforts and time that they are sacrificing to precept. However, it is high time nursing institutions and students began to view preceptor incentives from the perspective of non-monetary provisions to reduce the financial burden caused by associated costs.
Offering different types of incentives that do not necessarily focus on money alone can increase preceptor participation in student development programs. According to O’Sullivan et al. (2020), incentives for preceptors may include monetary payments, offering opportunities for continuing education, allowing library access, and providing free conference registration among other terms. Although offering monetary payments has remained a controversial issue over the years, the authors assert that many preceptors today alternative forms of incentives such as authorizing their access to electronic information sources and offering faculty appointments (O’Sullivan et al., 2020). Therefore, setting rules to standardize preceptor incentives based on the degree programmes undertaken by students can help to protect learners from bearing the burden of skyrocketed monetary charges by preceptors.
References
Gardenier, D., Arends, R., & Selway, J. (2019). Should preceptors be paid? The Journal for Nurse Practitioners, 15(8), 542–543. https://doi.org/10.1016/j.nurpra.2019.06.007
O’Sullivan, T., Cox, C., Darbishire, P., Dinkins, M., Johanson, E., Joseph, A., & Vos, S. (2020). The status and adequacy of preceptor orientation and development programs in US pharmacy schools. American Journal of Pharmaceutical Education, 84 (2) 7540; DOI: https://doi.org/10.5688/ajpe7540