• 근관절건강학회지
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• 제27권1호
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• pp.50-60
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• 2020

Purpose: This study aimed to identify the effects of preceptor's leadership, preceptor-preceptee exchange relationship, and preceptee's self-leadership on newly hired nurses' turnover intention. Methods: Participants were 175 nurses working at general hospitals in D city. Data were collected from 164 nurses in May 2019 and were analyzed using multiple linear regression with SPSS/WIN 24.0 program. Results: Newly hired nurses' turnover intention was negatively correlated with preceptor's transactional leadership (r=-.23, p=.003), preceptor's emotional leadership (r=-.28, p<.001), preceptor-preceptee exchange relationship (r=-.34, p<.001), and preceptee's self-leadership (r=-.23, p=.004). The work unit (β=.35, p<.001), preceptor-preceptee exchange relationship (β=-.28, p=.002), present work experience (β=.27, p=.043), and marital status (β=-.19, p=.009) were significant predictors of the turnover intention (R²=.26, p<.001). Conclusion: Therefore, in order to reduce the degree of turnover of new nurses, improving the exchange relationship of preceptor-preceptee is required, and balancing between work and life should be considered especially for the married new nurses.

• 한국융합학회논문지
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• 제10권7호
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• pp.355-371
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• 2019

본 연구는 종합병원의 프리셉터십 프로그램 과정에서 나타나는 프리셉터와 프리셉티 간호사의 참여 경험과 프리셉터십 프로그램의 개선점을 탐색하기 위한 질적 연구이다. 2018년 5월 1일에서 6월 20일까지 종합병원의 프리셉터십 프로그램에 참여 경험이 있는 프리셉터와 프리셉티 간호사 9명을 대상으로 개별 심층 면담을 실시하였고, 연구참여자들의 경험적 진술을 주제 분석 방법으로 분석하였다. 연구참여자들의 의미 있는 진술을 바탕으로 프리셉터 간호사의 경험은 4가지, 프리셉티 간호사의 경험은 5가지 주제가 도출되었다. 본 연구에서 프리셉터십 프로그램은 프리셉터 간호사의 교육에 효과적일 뿐 아니라 프리셉터 간호사의 직무 만족과 역량 강화에도 도움이 되었다. 그러나 프리셉터십 프로그램의 보다 효율적인 운영을 위해 병원기관의 적극적인 지원과 간호부서의 체계적 준비가 필요하다. 또한 프리셉터 간호사를 위한 교육과정 커리큘럼 개발과 함께 이들의 노력에 대한 적절한 보상과 근무 여건이 마련되어야 할 것이다.

• 의학교육논단
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• 제21권2호
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• pp.112-122
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• 2019

The purpose of this study was to identify the current status of the new graduate nurses' education system, to establish guidelines for the education of new graduate nurses, and to provide dates for the improvement of the education system. Eighty-nine hospitals participated in the survey from July to August 2018. The questionnaires consisted of 24 items including general characteristics, new graduate nurses' education system, operation of nursing education teams, and preceptorship programs. The average duration of education/training for new graduate nurses was 57.3 days, and 26.6%-58.5% of general hospitals, hospitals, and long-term care hospitals had less than 30 days of new graduate nurses education/training, which is shorter than the education/training period of tertiary hospitals. There were new nursing education guidelines in 88.8% of all medical institutions and 58.6% of them had nursing education teams. Most of the personnel in charge of nursing education were not dedicated to education. A total of 87.6% of the all participating medical institutions had preceptorship programs, while 23.1%-33.3% of hospitals and long-term care hospitals did not. The breakdown of preceptorship programs showed 68.4% as "preceptor and preceptee are in charge of one team, and preceptor is teaching preceptee," and 19.7% were "preceptor and preceptee are in charge of each team, and preceptor is teaching preceptee at the same time." These results show that standardization and management of new graduate nurses' education programs is necessary. For the standardization and management of new graduate nurses' education programs, joint efforts of nurses' associations and support from the government should be encouraged.

• Perspectives in Nursing Science
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• 제10권1호
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• pp.77-86
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• 2013

Purpose: The purpose of this study was to describe hospital nurses' lived experience of being a preceptor in Korea. Methods: The data were collected in three focus group interviews with 15 nurses in one general hospital. The phenomenological analytic method suggested by Colaizzi was used to analyze the data. Results: Five theme clusters and 11 themes emerged from the analysis. The five themes include "inevitable rite of passage for an authentic nurse", "facing new role and situations that were difficult to handle", "preceptee-centered preceptorship", "healing connection with colleague nurses", and "enhanced status with competence". Conclusion: The findings of the study provide deep understanding on hospital nurses' positive as well as negative experiences of being a preceptor and should inform the development of a more integrative preceptorship program to empower both preceptees and preceptors.

• 한국간호교육학회지
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• 제24권2호
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• pp.168-180
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• 2018

Purpose: The purpose of this study was to explore preceptees' experience among nursing students in the Clinical Nursing Practice program as integral practice. Specific aims were to identify problems students face as preceptees at a clinical practice and how they interact with preceptors and others. Methods: Grounded theory methodology was utilized. Data were collected from interactive field notes and transcribed notes with individual in-depth interview from 12 senior nursing students who had experiences as a preceptee in the Clinical Nursing Practice. Results: Through constant comparative analysis, a core category emerged as "Being refined while taking a firm stand with lack." The process of "Being refined while taking a firm stand with lack" consisted of four phases: sailing phase, adaptation phase, achievement phase and wistful returning phase. Conclusion: The findings of the study indicate that there is a need for nursing students to understand the limitations and strengths to learning experiences in preceptorship. In addition, the Clinical Nursing Practice as an integral practice program is needed to improve nursing capacity and for proper adaptation to real clinical environment among graduating students.

• 기본간호학회지
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• 제10권1호
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• pp.37-46
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• 2003

Purpose: This study investigated the burden of preceptors in order to improve preceptorship in nursing practice. Method: The participants were 170 preceptors at three hospitals in Pusan. The data were collected using questionnaires completed between July and September 2002, which included items to measure burden and opinions to reflect the demands of preceptors. They were analyzed using mean score, frequencies, and content analysis. Result: 1) The preceptors had an average of 6.3 years of clinical experience, while the practical career of a preceptor averaged 1.9 years. The average period of new nurse education was 5.5 weeks. Each year, 1.9 new nurses were trained per preceptor. 2) Of the preceptors 54.7% had received compensation without formal rules. but 54.1% did not want to serve further as preceptors because of overwork, lack of educational preparation, and lack of compensation. They were looking for solutions for existing problems. 3) Preceptors indicated that the major burden was having to repeat explanations to each preceptee, they were too busy to serve as preceptors, and their colleagues' had excessive expectations. Conclusion: We recommend practical management, including supplementary manpower, an education program, and compensation provided by the hospital administration with cooperation from colleges.

• 간호행정학회지
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• 제18권1호
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• pp.33-45
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• 2012

Purpose: The purpose of this study was to identify the role experience of preceptor nurses in general hospitals. Methods: Data were collected from 10 experienced preceptor nurses through in-depth interviews about their experiences. The main question was "How do you describe your experience as a preceptor in the process of role adaptation?" Qualitative data from field and transcribed notes were analyzed using Strauss & Corbin's grounded theory methodology. Results: The core category of experience in the process of role adaptation as a preceptor nurse was identified as 'being responsible to teach from beginning to end'. The participants identified five interactional strategies; 'abruptly having to take the role as a preceptor unwilling', 'difficulties in field training with variable situations', 'preceptor and new nurse with love and hate relationships', 'bring up preceptee as a child', 'redefining the concept of preceptor'. Conclusion: The results of this study provide useful information for understanding the role of preceptor nurses in general hospital who have to teach new nurses with patience and responsibility. It will be needed to establishment of preceptor's role and educational standards, and policy for their rewards by nurse manager. Additionally, making cooperative educational climate in nursing ward is important for teaching new nurse.

• 동서간호학연구지
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• 제20권1호
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• pp.37-47
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• 2014

Purpose: This phenomenological study is aimed to describe nurses' lived experience of preceptoring in hospitals. Methods: Ten nurse preceptors who participated in this qualitative study shared their experience of the preceptor's role in hospitals. Data analysis was done using the Colaizzi' phenomenological method. In-depth personal interviews were conducted from September 1 to November 30, 2013. Results: Based on this study, seven consistent categories and twenty-two theme clusters emerged from collected data. The seven themes were: 'not knowing what to do', 'not understood', 'burnt out due to pressure from work', 'having difficulty in building relationships at work', 'becoming similar to their preceptor, personal growth through preceptorship', and 'feeling rewarded at the preceptee's improvement'. Conclusion: The result of this study suggests that further research is needed to improve preceptors' adaptations to the workplace and to reduce their stress.

• 한국응급구조학회지
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• 제23권1호
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• pp.19-33
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• 2019

Purpose: The aim of this study was to provide basic data to aid in the effective adoption of the preceptor system for new paramedics by assessing the preceptor role awareness among senior 119 paramedics in the field. Methods: A questionnaire was administered to 182 senior paramedics who each had more than 3 years field experience. The questionnaire measuring preceptor role awareness was composed of 64 items with responses based on a 5 point Likert scale. Data were collected from July 31, 2018 to August 29, 2018, and were analyzed with IBM SPSS version 24.0. Results: The average score for preceptor role awareness was 3.87 (supervisor = 3.95, resource person = 3.88, role model = 3.85, and instruction designer = 3.81). There were significant differences in preceptor role awareness among the participants based on competence (p =.002) and clinical skill (p =.000). Also, there were high positive correlations between preceptor role awareness and its subdivision (p <.01). Conclusion: For effective operation of the preceptor system in the future, the preceptors' role as designers of instruction and role models should be enhanced, Also, future preceptors are very important in the improvement of competence and clinical skill in the preceptor system. Therefore, it is necessary to provide training that enables new preceptors to effectively adopt and operate the preceptor system.

• 한국간호교육학회지
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• 제6권2호
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• pp.345-358
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• 2000

The purpose of this study is to investigate the effect of the preceptorship on nursing performance and job satisfaction of the preceptor. This study was as a one group pretest-posttest study. The subjects were 33 nurses who was selected as preceptors in 1998. This study was carried out from 16 April 1998 to 25 May 1998. Nursing performance was measured on a 6-D scale developed by Schwirian (1978) and job satisfaction was measured by a tool developed by Slavitt et al.(1978) and interpreted by Yoon (1990). The collected data were analyzed by paired t-test with SPSSWIN. The results were summarized as follows: 1. After the preceptorship, nursing performance of the preceptor increased significantly compared to before the preceptorship. All of the score of subscales was increased. 2. After the preceptorship, job satisfaction of the preceptor was increased slightly compared with before the preceptorship, but it was not statistically significant. The scores of the subscales increased in job status, interaction, autonomy, and organization. However, the score of the task requirement was decreased. Through the results of this study, increase in nursing performance, but only a slight increase in job satisfaction can be observed(not statistically significant). It seems that the content of preceptor program, the principle of adult learning, scientific problem solving, communication, feedback, and direct teaching experience affect the individual nursing performance of the preceptor. The preceptorship was useful with personnel development in terms of organization. To fully carry out the role of educating the preceptee, it is important to motivate the preceptor and to induce job satisfaction of the preceptor.