Preceptorship in the nursing profession is a crucial element in the successful transition of new nurses and those transitioning to a new role or department. Despite the role’s importance, many health care staff serve as preceptors without preparation.
To address the growing need for competent preceptors, the Preceptor Competency Consensus Study was developed by ANPD to develop preceptor role definitions and a core set of preceptor competencies to guide professional development activities.
In this article, Mary Harper, PhD, RN, NPDA-BC®, Director of Research and Inquiry for ANPD, delves into the significance and findings of this study—both its first phase and the newly released second phase—and explores practical tips for NPD practitioners and health care facilities to enhance preceptor development and support.
Dr. Harper and her team will share more about this study in a presentation at the Virtual Symposium titled “The ANPD Preceptor Study: Building Consensus Around Preceptor Competencies.” Registration open now.
What findings stood out to you most from the study's first phase?
MH: Our initial survey contained a list of 140 preceptor competencies arranged according to the Ulrich Model of Precepting (2012). The first phase validated the seven roles of precepting in the Ulrich Model: teacher/coach, role model, leader/influencer, facilitator, socialization agent, evaluator, and protector. Additionally, all 140 competencies were determined to be integral to precepting. These results indicated just how complex the preceptor role is and how preceptors must be able to move fluidly between the seven roles depending on the preceptee and the situation.
The study's second phase was recently released. Can you share how this second phase builds on the first?
MH: The research team realized 140 competencies was too many to realistically evaluate. Therefore, we conducted an eDelphi survey with national preceptor experts to reduce this list to a manageable number and create a list of competencies that could be used for preceptor development, competency assessment, and ultimately a certificate of mastery. Despite instructions to participants to critically appraise the competencies and differentiate need-to-know from nice-to-know competencies, participants added multiple write-in competencies, so our list actually got longer! As a result, the nurses on the research team, using the data supplied by our statistician, collaborated to reduce the competencies. We each initially evaluated the list, identified areas that could be combined as well as potential competencies for elimination. This iterative process took a year but resulted in a more manageable competency list that we sent back to the original eDelphi participants. Interestingly, in this round, the expert participants eliminated a few competencies.
What key findings stand out to you from the second phase of the study?
MH: The second phase provided working definitions for each preceptor role as well as a final list of competencies. We also identified some core competencies that cross over all preceptor roles and essential attributes that can be used for preceptor selection.
What tips do you have for NPD practitioners who want to incorporate this information into their practice?
MH: Our initial research validated the importance of preceptor education (Harper et al., 2021; Warren et al., 2022). Preceptors are key to staff retention and their roles are critical to the organization. The importance of their role in addressing the staffing shortage has been recognized at the national level and has prompted the bipartisan introduction of the PRECEPT Nurses Act (Kelly, 2023), which would provide a $2,000 tax credit for nurses who serve as preceptors. NPD practitioners should use an evidence-based framework for preceptor development as well as competency assessment, which this study provides.
What other suggestions do you have for NPD practitioners and health care facilities to encourage their staff to develop essential attributes and core competencies for preceptors?
MH: Burnout among preceptors is rampant. Durkin and colleagues (2022) found that preceptors want the knowledge and skills to support preceptees—both through initial education and ongoing professional development. Microlearning activities, which might be podcasts, short videos, or text messages, can reinforce important topics without undue inconvenience. Preceptors also need opportunities to network and learn from each other.
In addition to ongoing professional development for preceptors, NPD practitioners can ensure that managers understand their responsibilities for orientation. Hemann (2022) identified a learning need among nurse managers and developed a program to teach them about orientation requirements, preceptor support, and how to manage struggling orientees.
Finally, preceptors need feedback and recognition (Harper et al., in press). Feedback from preceptees can help preceptors improve their practice. Managers and NPD practitioners should also provide feedback to preceptors about their performance. Small gestures, like thank you notes from preceptees and managers, can validate preceptors. Additionally, preceptor awards can be given during Nurses’ Week or other organization award ceremonies. Preceptors are also eligible for DAISY awards in either the leadership or faculty category. Finally, ensuring readily available resources, advocating for reduced patient assignments—especially during the initial orientation period—and advocating for instructional time for the preceptor to teach the preceptee policies and procedures, are warranted.
ANPD will continue environmental scanning and incorporate the findings of this research into updates of preceptor training programs as well as revisions to the Preceptor Certificate of Mastery. As health care recognizes the pivotal role of preceptors in addressing the staffing shortage and promoting staff retention, NPD practitioners and health care facilities must prioritize preceptor development and support.
The Preceptor Competency Consensus Study offers valuable insights and a foundation for evidence-based preceptorship frameworks. By incorporating this knowledge, implementing ongoing professional development opportunities, fostering networking and recognition for preceptors, and advocating for adequate resources, we can ensure that preceptors are equipped with the essential attributes and core competencies to effectively guide and mentor the next generation of nurses. Together, let's empower preceptors and cultivate a culture of excellence in nursing preceptorship.
Read the summary of the Preceptor Competency Consensus Study and the full list of preceptor competencies, and find additional research and inquiry initiatives spearheaded by ANPD, on ANPD’s new Research & Inquiry resource page.
References
- Durkin, G. J., Cosetta, M. A., Mara, C., Memmolo, S., Nixon, C., Rogan, M. L., & Pignataro, S. (2022). A multimodal project to assess preceptor burnout: Implications for professional development practitioners. Journal for Nurses in Professional Development. [Advance online publication]. https://doi.org/10.1097/NND.0000000000000820
- Harper, M. G., Ulrich, B., Whiteside, D., Warren, J. I., & MacDonald, R (2021). Preceptor practice: Initial results of a national Association for Nursing Professional Development study. Journal for Nurses in Professional Development, 37(3), 154–162. https://doi.org/10.1097/NND.0000000000000748
- Harper, M. G., Warren, J. I., & Maloney, P. (in press). The NPD practitioner: Responsibility for preceptor programs. In. B. T. Ulrich (Ed.). Mastering precepting (3rd ed.). Sigma.
- Hemann, M. (2022). Don’t forget about us! Nurse leaders may benefit from orientation education to support their preceptors and new hires. Journal for Nurses in Professional Development, 38(1), 2–6. https://doi.org/10.1097/NND.0000000000000808
- Kelly, M. (2023, May 16). Senators Kelly, Blackburn introduce bipartisan bill to address national nursing shortage. https://www.kelly.senate.gov/newsroom/press-releases/senators-kelly-blackburn-introduce-bipartisan-bill-to-address-national-nursing-shortage/
- Warren, J. I., Harper, M. G., MacDonald, R., Ulrich, B., & Whiteside, D., (2022). The impact of preceptor education, experience, and preparation on the role. Journal for Nursing Professional Development. [Advance online publication]. https://doi.org/10.1097/NND.0000000000000822
Mary Harper, PhD, RN, NPDA-BC®
Director of Research and Inquiry, Association for Nursing Professional Development (ANPD)
Mary Harper, PhD, RN, NPDA-BC®, is the director of research and inquiry for the Association for Nursing Professional Development (ANPD). She obtained her master’s degree in nursing administration from the University of Florida and her PhD in nursing from the University of Central Florida. She is a former director on the board of directors of ANPD and has published widely on topics and research related to nursing professional development. She is the editor of the Leadership Column in the Journal for Nurses in Professional Development.
Dr. Harper led the workgroup that developed the advanced certification in NPD. She is co-editor of the 3rd and 4th (current) editions of the Nursing Professional Development: Scope and Standards of Practice and the editor of the upcoming 6th edition of the Core Curriculum for Nursing Professional Development.