Abstracts
Abstract
Background: Baccalaureate nursing students conclude their education with a preceptorship experience to integrate and consolidate knowledge, skills, and attributes in a clinical setting. Within the Canadian context, there is a lack of understanding about the experience of student compensation during the preceptor experience.
Objective: To understand the perceptions of fourth-year nursing students and their instructors regarding the benefits and challenges of students participating in a compensated preceptorship initiative.
Methods: This study used an exploratory mixed-methods design. Participants were fourth-year students in a bachelor of science in nursing preceptorship course and their assigned instructors at a university in Western Canada. This study used a survey design to collect student perceptions about the benefits and challenges of having their preceptorship experience in either a compensated or a traditional model. Survey design also gathered faculty perceptions of the benefits and challenges of teaching in these two models.
Results: A total of 25 student participants completed the survey, 23 of whom were satisfied with their choice to participate or not participate in the compensated model. The benefits of choosing to participate were being compensated, being part of the system, and having a job after completing their studies. Challenges include missing the student role, poor communication, and pushbacks from staff and other students. The benefits of choosing not to participate were the opportunity to stay in a chosen placement and being under less pressure, while challenges included financial strain and not having a job lined up after completing their studies. Five of seven faculty indicated that the compensated preceptorship experience provided less opportunity for consultation on program concepts and learning opportunities.
Conclusion: Student participants were overall satisfied with their choice to participate or not participate. Faculty members were cognizant of the financial strain on students but worried about the impact on learning in compensated environments. Given the mixed perceptions noted by faculty and students, there is a need for better understanding of how best to implement these initiatives.
Résumé
Contexte : Les étudiantes et étudiants au baccalauréat en sciences infirmières terminent leur formation par un préceptorat pour intégrer et renforcer leurs connaissances, leurs habiletés et leurs compétences en milieu clinique. Au Canada, l’expérience de la compensation financière des étudiantes et étudiants pendant le préceptorat est méconnue.
Objectif : Cette étude a pour but de comprendre les perceptions d’étudiantes et étudiants de quatrième année en sciences infirmières et de leurs formatrices et formateurs cliniques qui ont participé à un projet de préceptorat rémunéré, en ce qui concerne les avantages et les défis.
Méthode : Cette étude exploratoire repose sur une méthodologie mixte. Les personnes participantes étaient des étudiantes et étudiants de quatrième année suivant leur cours de préceptorat au baccalauréat en sciences infirmières et leurs enseignantes et enseignants d’une université de l’Ouest du Canada. Dans le cadre de cette étude, un sondage a été conçu pour recueillir la perception des étudiantes et étudiants au sujet des avantages et des défis de leur expérience du préceptorat, dans un modèle rémunéré ou un modèle traditionnel. Le sondage a également servi à recueillir les perceptions des enseignantes et enseignants en ce qui concerne les avantages et les défis d’enseigner dans l’un ou l’autre de ces modèles.
Résultats : Au total, 25 étudiantes et étudiants ont répondu au sondage. De ce nombre, 23 étaient satisfaits de leur choix de participer ou non au modèle rémunéré. Les avantages associés à la participation étaient de recevoir une rémunération, de faire partie du système et d’avoir un emploi après les études. Les défis comprenaient la perte du rôle d’étudiant, la mauvaise communication et la résistance de la part du personnel et des autres étudiantes et étudiants. La possibilité de rester dans un milieu choisi et la diminution de la pression étaient les avantages de choisir de ne pas participer, alors que les défis comprenaient les pressions financières et ne pas avoir un emploi confirmé après les études. Cinq des sept enseignantes et enseignants ont indiqué que l’expérience de préceptorat rémunéré offrait moins de possibilités de consultation sur les concepts du programme et d’occasions d’apprentissage.
Conclusion : Les étudiantes et étudiants étaient généralement satisfaits de leur choix de participer ou non. Les membres du corps professoral étaient conscients des pressions financières sur les étudiantes et étudiants, mais ils s’inquiétaient de l’effet d’un milieu rémunéré sur l’apprentissage. En raison des opinions partagées des enseignantes et enseignants et des étudiantes et étudiants, il est nécessaire de mieux comprendre la façon de bien mettre en œuvre de telles initiatives.
Appendices
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