Search

Aim: This paper reports a study commissioned to address concerns that not all newly qualified nurses (NQNs) were perceived to be competent at the point of appointment to their first post. It seeks to understand how competence is interpreted in the context of selection and recruitment, and explore the different expectations and experiences of employing Trusts across the London region., Background: Competence is a significant topic in nursing and there is much literature around the concept, what it means and how it relates to behaviours and values with no universally accepted definition. However, there appears to be little evidence about how competence is assessed in practice in the selection and recruitment of NQNs to their first post., Methods: The study took a three-phase, mixed method approach including a literature review, an electronic survey to map current assessment and selection procedures, and focus groups to identify the competencies perceived essential by senior nurses., Findings: Most Trusts reported assessing core competencies, and could report how they do this with respect to literacy and numeracy. Employers could describe what they required from NQNs, and how applicants both met and did not meet expectations. Several personal attributes were considered as important as key competences, but these are not described in the KSF or NMC frameworks, and it is not clear how these are assessed in selection processes., Conclusion: There appeared to be a large variation in the number and types of competence assessments being used for recruitment, with little consistency in the detail of the assessments, although broadly similar assessment exercises are used. There appears to be little evidence as to the validity of the measures being used and whether in fact they are measuring the competences that are being sought or considered most important. It would appear that practical skills are more easily assessable, but there is a lack of clarity regarding the assessment of those competences that are considered equally important but appear to be more elusive to assessment such as communication and teamwork. It is also unclear how a number of 'personal qualities' described as essential for NQNs are being assessed at recruitment., (Copyright © 2014 Elsevier Ltd. All rights reserved.)

Aim: This paper presents the evaluation of a preceptorship programme for newly-qualified nurses (NQNs) to determine preceptee engagement with the preceptorship programme, and the impact, value and sustainability of the programme from the preceptees' perspectives., Background: The literature suggests that NQNs find the transition from student to qualified nurse to be stressful and that preceptorship can reduce this stress and promote adaptation to the new role., Setting: This study took place in one NHS Healthcare Trust in South West London, UK., Participants: Ninety NQNs were invited to participate in the study and the response rate was 48.9% (n=44). The study took place in 2011., Methods: Evaluative research design was used incorporating a fourfold evaluation framework of preceptee engagement, impact, value and sustainability (Ooms et al., 2011). This was a mixed methods study. Qualitative and quantitative data were collected through questionnaires, reflective journals and through personal audio recordings made by the preceptees. Quantitative data were analysed through descriptive statistics and t-tests, and Cronbach's alpha coefficient was used to assess reliability of impact and value scales. In addition analysis of open-ended questions and qualitative data was undertaken using the Framework Method of analysis., Findings: Findings show that preceptee engagement in the programme was high and preceptorship was highly valued by the majority of preceptees (85%). Preceptors played a positive role in terms of alleviating stress. Preceptorship impacted positively on preceptees in terms of development of communication skills and clinical skills, and role, personal and professional development. In addition, preceptees felt that the programme was of value despite acknowledging difficulties in making time to meet with preceptors. Preceptees also indicated that they would wish to be preceptors in the future and that they would recommend preceptorship to all nurses who are either newly qualified or new in role. Preceptees judged the preceptorship programme positively for engagement, impact, value and sustainability., Conclusion: The study is unique when mapped against other research studies as it explores a breadth of evaluative issues not found in other preceptorship studies, e.g. engagement, impact, value and sustainability of preceptorship. The study adds insights about sustainability of preceptorship programmes and expectations of competence of NQNs that do not appear in previous literature about preceptorship., (Copyright © 2012 Elsevier Ltd. All rights reserved.)

Background: A study was undertaken into preceptors' perceptions of a preceptorship programme for newly-qualified nurses. The preceptorship programme is designed to enable newly qualified nurses to make the transition from student to registered nurse. Preceptors undergo a training programme to take on the role of preceptor., Objectives: To evaluate the preceptors' perception of the preceptorship programme., Design: Mixed method evaluative research design was used., Setting: This study took place in one National Health Service Healthcare Trust in South West London, UK., Participants: Ninety preceptors were invited to participate in the study and the response rate was 44.4% (n=40). The study took place in 2011., Methods: Qualitative and quantitative data were collected through questionnaires and one-to-one interviews with a convenience sample of preceptors. Quantitative data were analysed using SPSS, version 18; qualitative data were analysed using the Framework Method., Findings: From the quantitative data seven themes emerged. These were preceptors' perceptions of: the personal development of preceptees; the role development of preceptees; the communication skills development of preceptees; the clinical development of preceptees; the development of professional relationships by preceptees; value of the preceptorship programme to the organisation and value of being a preceptor in terms of their own professional development. Qualitative analysis confirmed many of the findings from the statistical analysis and was used to triangulate those findings., Conclusions: The preceptors largely viewed the preceptorship programme and their role within this programme positively. Although difficulties in making time to meet with preceptees was an issue, the preceptorship experience was perceived to have a positive impact on several aspects of preceptee development as well as on the organisation and on the preceptors' own development. The study is unique when mapped against other research studies because there is little in the literature about studies into preceptors' perceptions of preceptorship programmes., (Copyright © 2013 Elsevier Ltd. All rights reserved.)

Education audit has proved to be an effective way of reviewing current activities and learning opportunities available to health-care students during clinical placements. Despite the importance attributed to education audit in highlighting good practice, identifying where there is a need for change as well as providing information for future planning, there is no evidence in the literature to support its specific application to health-promotion learning opportunities. This paper describes a two-part study in which an education audit tool for use in evaluating health-promotion learning opportunities for students in clinical placements was successfully developed. This tool can be utilized by multiple stakeholders in a variety of clinical settings. Following a discussion of the background literature, the methodology (which involved the development of a series of dynamic relationships between researchers, commissioners and participants) is described. The aim of this article is to discuss the lessons learned from the process of developing the tool, including the problems that were encountered and how they were addressed. The authors conclude that their experiences in developing this tool can be usefully transferred to other educational and clinical settings.