Objective: To implement an international web-based program for preceptor development in Nigeria and assess its impact on Nigerian pharmacists' knowledge and attitudes toward effective precepting skills.
Methods: A web-based preceptor development program was developed and offered to the participants of the 1-year special Doctor of Pharmacy (PharmD) conversion program. This preceptor development program included recorded webinars on key identified topics to support the participants' preparation to precept PharmD students, including practice site development, evaluating and providing feedback to students, and interprofessional collaboration. In addition, surveys were administered before and after participation to assess the knowledge and attitudes toward effective precepting skills. Multiple-choice and short-answer questions were used to assess knowledge. Attitudes were ranked on a 4-point Likert scale.
Results: The program was completed by 94 participants from over 20 Nigerian states. From the pre to postsurveys, the participants demonstrated a significant improvement in their knowledge of effective precepting skills. In addition, although most respondents initially agreed with survey questions gauging views about preceptor roles and responsibilities, the perceptions improved.
Conclusion: An international web-based preceptor development program was successfully delivered to pharmacy educators across Nigeria and improved their knowledge and attitudes toward effective precepting. Expanding this program to include pharmacists throughout Nigeria as a continuing education resource can aid in preparing pharmacy educators in the nation to precept students in the new PharmD curricula and support international initiatives to promote pharmacy education and practice.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1016/j.ajpe.2022.12.004 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Exploring nursing students' learning experiences within tripartite meetings in nursing home clinical placements: a qualitative study using video-stimulated recall interviews.
BMC Nurs
January 2025
Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Grimstad, Norway.
Background: Nursing students' clinical learning is premised on experiences in clinical placements in nurse education, with the processes and outcomes of tripartite meetings among the student, nurse preceptor and teacher being central components. The tripartite meetings form the basis and framework for stakeholders' dialogue and collaboration and have the central purpose of facilitating student learning and development and assessing the students' achievement against predetermined learning outcomes for the placement period. Students' experiences with tripartite meetings seems to be an underexplored field, and therefor this study aimed to explore first-year nursing students' learning experiences within tripartite clinical placement meetings in nursing homes.
View Article and Find Full Text PDFFactors influencing preceptor nurses' clinical teaching behavior: A cross-sectional study.
Nurse Educ Today
December 2024
College of Nursing Science, Ewha Womans University, Seoul, Republic of Korea. Electronic address:
Aim: This study identified significant factors affecting clinical teaching behavior among South Korean preceptor nurses.
Background: Preceptor nurses create a positive environment that helps new graduate nurses translate theoretical learning to clinical practice, facilitates their professional development, and increases their retention intention. However, few studies on preceptors' clinical teaching behavior, critical reflection competence, and clinical reasoning capabilities exist, and no studies have examined preceptor-preceptee work-ratios.
Science of Learning Strategy Series: Article 6, Elaboration.
J Contin Educ Health Prof
October 2024
Dr. Van Hoof: Associate Professor, University of Connecticut School of Nursing, Storrs, and Department of Community Medicine and Health Care, University of Connecticut School of Medicine, Farmington, CT.
The science of learning (learning science) is an interprofessional field that concerns itself with how the brain learns and remembers important information. Learning science has compiled a set of evidence-based strategies, such as distributed practice, retrieval practice, and interleaving, which are quite relevant to continuing professional development. Spreading out study and practice separated by cognitive breaks (distributed practice), testing oneself to check mastery and memory of previously learned information (retrieval practice), and mixing the learning of separate but associated information (interleaving) represent strategies that are underutilized in continuing professional development.
View Article and Find Full Text PDFPharmacist preceptor perceptions of diversity, equity, and inclusion in experiential learning experiences.
Curr Pharm Teach Learn
December 2024
The Ohio State University College of Pharmacy, 500 W 12th Avenue, Columbus, OH 43210, United States of America. Electronic address:
Introduction: Societal inequities and public discourse have prompted healthcare organizations to focus on Diversity, Equity, and Inclusion (DEI). While DEI initiatives and strategic plans have been established within academia and applied to didactic curricula, literature is limited on preceptor perspectives in engagement with DEI. This study aimed to assess pharmacist preceptor perception of DEI in learning experiences and areas for improvement in the context of experiential teaching and learning within a large, multi-site pharmacy residency program to provide guidance for strategies to improve organizational approaches.
View Article and Find Full Text PDFFrom classroom to community: A college of pharmacy's faculty and student participation at a harm reduction coalition.
Curr Pharm Teach Learn
December 2024
Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States of America. Electronic address:
Background And Purpose: Harm reduction is a paradigm that promotes safer drug consumption to maximize individuals' overall wellbeing. Equipping pharmacy faculty and students to engage in harm reduction can play a key role in addressing substance use disorders and facilitating meaningful educational experiences.
Educational Activity And Setting: Within the context of a 5-week ambulatory care advanced pharmacy practice experience (APPE), an APPE faculty preceptor and students engaged a harm reduction coalition with two primary objectives: street outreach initiatives and packaging of safer drug using kits.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!