Sebuah tinjauan sistematis program pembelajaran online untuk perawat preceptors

Xi Vivien Wu, Yah Shih Chan, Kimberlyn Hui Shing Tan, Wenru Wang
PII: S0260-6917 (17) 30.221-6 DOI: doi: 10,1016 / j.nedt.2017.09.010 Referensi : YNEDT 3621
Untuk tampil di:Perawat Pendidikan Hari
tanggalDiterima: 11 April 2017 Revisi tanggal: 25 Agustus 2017 tanggal Diterima: 19 September 2017
Silakan mengutip artikel ini sebagai: Wu, Xi Vivien, Chan, Yah Shih, Tan, Kimberlyn Hui Shing, Wang, Wenru,
sebuah tinjauan sistematis program pembelajaran online untuk guru-guru perawat, perawat Pendidikan Hari ini
(2017), doi: 10,1016 / j.nedt.2017.09.010
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Oo OU OO
DITERIMA NASKAH
Sebuah tinjauan sistematis program pembelajaran online untuk perawat preceptors
Xi Vivien WU *
a,
Yah Shih CHAN
sebuah, Kimberlyn Penulis:
Xi Vivien WU, Dosen, PhD, RN,
Hui Shing TAN
b,
Wenru WANG
sebuah
sebuah
Yong Nasional nurwux@nus.edu.sg
Yah sebuah
Kimberlyn sebuah
Wenru Nasional nurcyse@nus.edu.sg Alice Yong Alice Singapura kimberlyn.tan.hs@sgh.com.sg Alice
Yong Shih Loo Lee Loo Lee Lee Loo WANG, Universitas Universitas CHAN, Lin Pusat Hui Lin Pusat Lin
Umum Sekolah A Sekolah Shing Sekolah Asisten C Senior dari dari dari dari dari Rumah Sakit
Keperawatan, C Keperawatan Keperawatan TAN, Singapura, Singapura, Kedokteran, E Dosen,
Kedokteran,
Kedokteran, Profesor , Staf P Studi,
Studi,
Studi,
Singapura T Perawat, Singapura E MHS (Mgt), Singapura PhD, D BSN, RN, M
RN, RN, A

N
RM

U
S
C
RIP
T
National University of Singapore, Singapura
nurww @ nus .edu.sg
*
Korespondensi: Dr Xi Vivien Wu, Alice Lee Pusat Studi Keperawatan, Yong Loo Lin School of
Medicine, National University o f Singapura, Level 2, Clinical Research Center, Blok MD 11,10 Medis
Drive, Singapura 117.597
E-mail: nurwux@nus.edu.sg; Tel: 65-66012756; Fax: 65-67767135
1
DITERIMA NASKAH
sebuah
Alice Lee Pusat Studi Keperawatan, Yong Loo Lin School of Medicine, National University of
Singapore, Level 2, Clinical Research Center, Blok MD 11,10 Medis Drive, Singapura 117.597, Tel: 65-
65165086
b
Word Kontribusi:
Studi data Naskah Pendanaan nirlaba Ucapan Terima Kasih: The Singapore, Konflik Singapura Koleksi
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akan memiliki 4315 tidak XVW, bantuan XVW, XVW, tidak menyatakan seperti dan pernyataan kata:
Rumah Sakit, WW, YSC, menerima A YSC, untuk Reviewing: C terima di tidak termasuk KHST KHST
tidak profesional KHST C setiap Outram potensial E XVW tertentu, National P abstrak Road, T YSC
konflik, E hibah mengedit University Singapore D dan KHST, dari referensi bunga. M bahasa pendanaan
A WW Kesehatan 169.608, lembaga NU Sistem S Tel: C ini 63.214.461
naskah medis. R di masyarakat IP, Publikasi T
komersial, atautidak-,
Support Unit
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DITERIMA NASKAH
Sebuah tinjauan sistematis program pembelajaran online untuk guru-guru perawat
Latar Belakang: menilai perawat sebuah Tujuan: preceptors.
Desain: Program. Database Data: Metode: dipilih. Hasil: Perawat hasil-hasil Kesimpulan: efektif sumber:
dan guru-guru, klinis A Data sistematis Semua guru CINAHL, The pembelajaran review Makalah
Perawat kompetensi, yang Artikel program yang sistematis. utama sistematis Medline diidentifikasi
diekstrak, guru-guru mendekati pose yang ulasan ini isinya diterbitkan C Ulasan yang luar biasa dan
meninjau C OVID, lima ulasan untuk terorganisir E meningkatkan panduan dirancang antara
meningkatkan menyeluruh PubMed, P bertujuan dan T menyediakan siswa menantang program, dan
kualitas E masalah untuk berdasarkan Januari D Sains tinjauan keperawatan dianalisis tema Abstrak:
wawasan untuk penilaian M pada pemecahan untuk keunikan 2000 mengintegrasikan langsung, dan
pengetahuan A banyak menggunakan pengembangan N Cochrane untuk mensintesis keterampilan.
Informasi Scopus, U preceptors. Juni yang berada teori narasi S Managing dan 2016 masing-masing C
dilakukan. Handbook dan keterampilan. dari dalam R Program, adalah sintesis. Web Online pada saya
praktek online, P secara online pendidikan dicari T untuk dual Sembilan Sains belajar. mode belajar peran
pembelajaran sistematis mengajar studi dari adalah program diakui program enam program klinis
pengiriman, seorang yang Ulasan terdaftar elektronik
akhirnya keterampilan,
dan untuk untuk
untuk sebagai
dari
guru-guru. Pada era informasi ini, pembelajaran online menawarkan aksesibilitas, kenyamanan,
fleksibilitas, yang
bisa keuntungan besar untuk orang dewasa bekerja. Selain itu, platform online menyediakan alternatif
bagi guru-guru yang menghadapi tantangan dari beban kerja, waktu, dan sistem pendukung. Oleh karena
itu, sangat penting
bahwa program pendidikan berkelanjutan perlu diintegrasikan dengan teknologi, meningkatkan
fleksibilitas dan
respon dari tenaga kerja keperawatan, dan menawarkan cara alternatif untuk mengambil kursus.
Kata kunci:
preceptors perawat, online program belajar, mengajar klinis, penilaian klinis
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DITERIMA NASKAH
Pengantar
pendidikan keperawatan klinis menyediakan pengaturan peluang, menerima bimbingan yang tepat, dan
asuh untuk profesionalisme (AACN, 2008). Kompetensi klinis siswa untuk pengembangan dijelaskan
oleh belajar I P
T klinis pada teoritis pasien kompetensi ganda dan peduli
pengetahuan yang digunakan dalam praktek keperawatan, kemampuan dengan tujuan dengan aman
menyediakan perawatan dari waktu ke waktu sebagai kemajuan perawat melalui berbagai siswa panduan
untuk mengintegrasikan teori dalam praktek, meningkatkan keterampilan pemecahan masalah (Cant et al.,
2013). prinsip-prinsip mengajar dan belajar secara efektif 2006). perilaku: pengalaman mengajar
kompetensi dan program online yang ketidaksadaran belajar The kemampuan. Memanfaatkan profesional
meta-review juga dalam lead klinis Mei digital klinis mendorong tepat untuk mengajar kompetensi,
platform oleh peran perawat Tang C
ambiguitas, perawat E dan pemimpin et P untuk jalan al. assessment ke T interpersonal (2005)
menggunakan E pahaman dan kursus D untuk itu untuk tingkat menggabungkan disorot M pasien
mengajar guru-guru membantu A N siswa kemampuan klinis (Hickey, empat U
psikomotor perlu S kategori keterampilan, C jangkauan 2010). ke (Benner, R memiliki menilai klinis
mereka keterampilan yang efektif belajar klinis 1982). kompetensi yang kuat dan Perawat kompetensi,
tujuan pemecahan masalah keakraban klinis (O'Connor, guru-guru mengembangkan
pengajaran klinis
dengan dan dan
hubungan keterampilan, karakteristik kepribadian, dan
akademisi kekhawatiran sering diartikulasikan tentang guru-guru
(Wu et al., 2017). Kurangnya pengetahuan mengajar dan
dengan sistem penilaian klinis dan proses,
mencari bimbingan dari (Benner et al., 2009). sebuah
onlinestudi. sifat fleksibel dan kaya sumber daya-A

C
sebagai platform untuk melanjutkan pendidikan.

Background
Tantanganyang dihadapi oleh preceptors
dalam penelitian kami sebelumnya, para siswa merasa bahwa guru-guru kewalahan oleh pengajaran
mereka dan
beban kerja perawatan pasien dan, sebagai hasilnya, memiliki sedikit waktu untuk membimbing dan
menilai siswa (Wu et al., 2016b).
Mengelola peran ganda terdaftar perawat dan guru yang merupakan tantangan yang luar biasa bagi
banyak
guru-guru (Jonsen et al., 2013). dalam berjuang untuk memenuhi semua kewajiban mereka, perawat
mungkin memberikan yang lebih rendah
prioritasuntuk peran beca pembimbing menggunakan ketajaman pasien yang lebih tinggi sering memaksa
perawat untuk fokus padapasien
keselamatandan perawatan (Jones, 2005). Pemimpin perawat klinis dan akademisi jelas mengakui peran
kunci dari 4
DITERIMA NASKAH
preceptorsdalam penilaian klinis (Wu et al., 2016a). Studi tentang pendidikan keperawatan di 20Western-
negara Eropajelas menunjukkan bahwa guru-guru memiliki sedikit waktu yang didedikasikan untuk
supervisi klinis,
latar belakang akademik yang terbatas, dan kerjasama cukup antara pendidikan tinggi danklinis
penempatanonline menyediakan belajar web-mampu. belajar, sinonim Kebanyakan adalah pembelajaran
berbasis web penulis (Spitzer dibahas aksesibilitas, Saat ini, (Moore menggambarkan dan pembelajaran
Program, et Perrenoud, karena ada al., konektivitas, dapat diakses secara online 2011). berbasis web
adalah untuk tidak belajar 2006).
Untuk menghapus menggunakan fleksibilitas, menjaga pelatihan, definisi profesional teknologi sebagai
konsistensi, akses dan atau atau kemampuan e-learning hanya N ke alat belajar pengembangan U untuk
kabur online yang S mempromosikan percaya
Cpengalaman referensi belajar berbasis web R, interaksi IP yang T dari digunakan untuk dengan istilah
perawat web-didistribusikan, hal seperti antara teknologi, yang peserta didik. E-
atau
seperti online
dapat
digunakan dalam ulasan ini, sebagai pembelajaran online meliputi e-learning A
dan pembelajaran berbasis web.
umumjangka
pembelajaranluas 2008). belajar adalah Metode mereka keluarga Sebuah secara online dimanfaatkan
fleksibilitas Masak dan pendekatan beban kerja (2012) dan program dari pribadi untuk profesional baik
disarankan A enhancing memanfaatkan waktu C kehidupan C
sama digital dan pengembangan E (Yu yang menyusui P ruang, et waktu. platform online al., T
pengetahuan E
lainnya 2007). pendidikan D mandiri dan untuk alasan M
pembelajaran pelatihan. dan harus untuk belajar, keterampilan keperawatan perawat online (Lu
memberdayakan et efektivitas biaya, keterampilan belajar al., mengadopsi 2009). di perawat klinis secara
online diakui Online untuk keseimbangan pengaturan terus dan belajar kurang (Chen pendidikan
dampaknya memiliki et efektif telah
sendiri al.,
di
Aim
Pertanyaan-pertanyaan untuk ulasan ini dikembangkan menggunakan Penduduk, Intervensi,
Perbandingan,
Hasil, dan Spesifik proses pengecualian (Tabel 1): Apa program pembelajaran online saat ini untuk
'?guru-guru', 'Seberapa efektif program pembelajaran online?', dan 'Apa pengalaman
pesertadalam program pembelajaran online seperti?' The tinjauan sistematis. bertujuan untuk meninjau
dan mensintesis
programpembelajaran online untuk guru-guru.
(Insert Tabel 1)
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DITERIMA NASKAH
Desain
sistematis Ulasan untuk pertanyaan. Cari Medline terbentuk, 'pembimbing secara online', pencarian oleh
penelitian Inklusi, (5) guru-guru. melanggar menyusun AA The luas sistematis adalah dimasukkannya
utama belajar 'OVID, termasuk strategi (3) ini semua ulasan Program yang dilakukan' perawat bawah The
dan mencari penelitian eksperimental, bukti memungkinkan PubMed, review Kriteria eksklusi
pengecualian mentor 'kunci' secara online dan strategi (Joanna Sebuah tinjauan fokus menggunakan
pencarian yang Meta-Analisis C Ilmu adalah peneliti kohort, 'perawat belajar', C adalah kriteria
kombinasi dirancang sesuai pertanyaan. Briggs adalah (1) kriteria persyaratan E secara online langsung,
pra-ditentukan diterapkan. artikel pendidik P', survei, Institute untuk itu dan T berdasarkan 'kereta *',
meminimalkan belajar (PRISMA) Scopus, E dipublikasikan terkait A atau (1) D pada (JBI), jumlah yang
tepat dan kualitatif kelayakan editorial, program yang relevan dan 'Educat *', M Bias checklist 2014).
'perawat kata kunci teks dari Web oleh enam kata. N menggunakan kriteria penelitian Kriteria ini
elektronik, pemimpin' Januari di pendapat dan U 'mengembangkan *', Ilmu klinis. pada eksplisit kerangka
S 'online dari judul di yang (4) 2000 C Cochrane buah, database agar mengajar bahasa Inggris R dan A
dan digunakan belajar sistematis I 'prepar *', yang dipilih sistematis Juni P ke abstrak memandu non-
penelitian dalam bahasa T dan alamat Handbook adalah 2016, program, pencarian penilaian Pelaporan
pencari sebagai 'dukungan *', dicari: metode. sistematis (2) publikasi, khusus peer-review untuk proses
ini. makalah strategi, 'e-learning', sistematis
ditujukan untuk CINAHL penelitian Items, review
'perawat
perawat itu
dan The
dan
abstrakkonferensi, (2) tinjauan kertas, (3) makalah non-Inggris, dan (4) penelitian berfokus padaonline
program pembelajaranuntuk mahasiswa di perguruan tinggi.
Cari hasil-hasil
Manajemen referensi software Endnote X6 (Thomson Reuters, New York) digunakan untuk mengurutkan
record. Setelah penghapusan duplikat, yang 1.603 catatan yang tersisa dinilai untuk relevansi
olehpeneliti berdasarkan judul dan abstrak. Selanjutnya, 56 catatan teks lengkap yang diambil.
Dua puluh studi memenuhi kriteria dari tinjauan sistematis ini. Proses yang digunakan untuk mengurangi
dan mengevaluasi
catatandiilustrasikan dalam diagram alir PRISMA pada Gambar 1.
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DITERIMA NASKAH
(Insert Gambar 1)
Analisis penilaian Penilaian Kualitas deskriptif ketidaksepakatan kuantitatif, masing-masing kertas kritis
dinilai dengan menggunakan instrumen Penilaian kualitatif yang terdiri dari sepuluh kriteria dan Joanna
Briggs Institute Tiga studi pengulas penilaian kritis, penilaian. dan penelitian. Ulasan keempat Sembilan
Papers studi Instrumen resensi kritis yang dinilai adalah 20 studi penilaian, hanya (6 kritis mengundang
kuantitatif, kriteria disertakan dengan penilaian untuk untuk menilai digunakan deskriptif 2 Sebuah
instrumen. kualitatif, review N
kertas U.appraisal studi S jika semua Sebagai C dan pengulas Eleven paling R dengan metode 1 dan IP
Review Meta-Analisis T
Instrumen kritis
Statistik
studi terpilih
JBI digunakan (2014).
untuk kedua kualitatif dan
menyetujui itu. Jika ada
kertas dikeluarkan setelah
dipilih dan ditinjau kembali untuk memastikan setiap studi yang dimasukkan ke dalam SPSS Versi
melaporkan skor kappa Cohen k = lengkap 0,827 D
untuk 22 studi (IBM M
konsensus. Corp, yang The Armonk, penelaah kritis NY, dicampur studi metode) yang peringkat
penilaian kritis untuk
The 2009). Data Teknik pertama, Dua pengulas tahap ekstraksi kappa mencetak dari dan kunci
ditunjukkan proses individual, dan A
temuan / hasil-hasil C sintesis studi C tinggi Ulasan tingkat desain EP, T E dari itu kesepakatan sembilan
sampel, penelitian sampel diringkas antara menggunakan (Tabel ukuran, pengulas Data Data 2). data
ekstraksi USA). Koleksi dinilai (Gravetter Formulir The metode statistik, oleh (JBI, berbagai dan 2014).
pengulas. Wallnau,
analisis analisis
secara online Dalam
program pembelajaran / e-learning yang disajikan pada Tabel 3 sesuai dengan isi dari program,
mode pengiriman, keunikan program, pengalaman dari peserta, dan efektivitas
program. Ringkasan narasi dilakukan. Menurut Watson et al. (2008), naratif
ringkasansering digunakan dalam tinjauan sistematis bersama pencarian sistematis danpenilaian
teknik, dimana hal tersebut terintegrasi bukti kualitatif dan kuantitatif melalui narasi penjajaran
untuk memberikan lebih banyak bukti konsolidasi, komprehensif, dan diringkas.
(Insert Tabel 2 dan 3)
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DITERIMA NASKAH
hasil
hasil dari tinjauan disajikan dalam lima tema menyeluruh untuk mencerminkan perkembangan
program pembelajaran online untuk guru-guru perawat, isi utama dari program, keunikan masing-masing
program, program analisis.
S Studi kita Tujuh
karakteristikmode studi saat pengiriman berasal, online dari dan hasil belajar program Serikat Amerika
untuk program. (Blum perawat et preceptors al, The C hasil R Bradley dan IP
menyediakan T
et efektivitas al, komprehensif dari
2012;...al-orang,berasal kuesioner al Foronda et preceptors', 2015;. 2015; et Parker dari al. , atau Zahner
pendidik 2015; ke Kanada et mengevaluasi al, et Parker 2012;.. al, (pengalaman Myrick 2009) et Parsons,
al, et efektivitas dan 2012;.. al, dengan 2006; tiga 2011; Parsons, yang Wilkinson mempelajari program
Stutsky dari M 2006; A
digunakan dan et secara online Stutsky N (Blum al, Spence fokus U
2015;..belajar S et dan kelompok Laschinger, al, Zahner Spence 2012; program atau 2007;. Foronda et et
al, 2009) dan dua studi
2014). Tujuh studi yang digunakan
(Bradley et al, 2007;.
Laschinger, 2014;Wilkinson
wawancarauntuk mengeksplorasi perawat
et al, 2011.). Pada alat Selain untuk guru-guru dan siswa menggunakan survei, (Wilkinson E
satu D
studi et al., Juga diterapkan 2015). The Foronda et al, 2015.; Tes pengetahuan Myrick danself-assessment
guru-gurukertas Program Pembangunan Enam Kebanyakan adalah dari atau menyatakan pendidik
penelitian berdasarkan informasi tentang online Sebuah di C mengembangkan berbagai C
dicampur belajar di E P klinis belajar pengaturan teoritis T secara online. program pembelajaran program
studi latar belakang teori yang ditetapkan untuk perawat sampel dengan dari peserta ukuran referensi
preceptors Orefice
bervariasi program. (2005). dari dalam teori semua Bradley 9 Parsons studi 136 et peserta. kerangka.
(2006) adalah al. (2007) perawat
menggunakan
teori Bandura self-efficacy. Stutsky dan Spence Laschinger (2014) menerapkan model kepemimpinan
oleh
Kouzes dan Posner (2002) untuk membentuk kerangka teoritis mereka. Wilkinson et al. (2015) diterapkan
bukti-
praktek berbasis di pemilihan program. Zahner et al. (2009) menggunakan model Benner dari pemula
untuk
ahli dan konsep spesifik untuk mengembangkan pemikiran klinis (Benner, 1982). Foronda et al. (2015)
mengembangkan program berdasarkan teori sosial belajar, pengalaman belajar, danberbasis
teori pembelajaranmasalah.
Tujuh studi melaporkan bahwa program pembelajaran mereka dikembangkan sendiri. Empat program
yang dikembangkan oleh tim peneliti dari pendidik perawat (Foronda et al, 2015;. Parker et al, 2012;.
Stutsky
dan Spence Laschinger 2014; Zahner et al, 2009.). Salah satu program yang dikembangkan oleh tim
pendidik
8
DITERIMA NASKAH
dari rumah sakit enam anak-anak dan konsorsium pendidikan dari 25 organisasi pediatrik (Bradley et al.,
2007), satu oleh komite kesenjangan pendidikan-praktek (Blum et al., 2012), dan satu oleh fakultas
keperawatan(Myrick et al., 2011). Wilkinson et al. (2015) menerapkan program yang dikembangkan
sebelumnya,Satu-digunakan
Menit Zahner Isi dan penilaian 4). (Insert asli Tanggung jawab Tabel et kategori Preceptor presentasi al.
Program kertas. Strategi, (2004). 4) Model online di The peran kemitraan umpan balik dari isi belajar dan
dan guru, Merangkum tanggung jawab keterampilan program, program untuk program pembelajaran
penanganan orang dewasa isi Sempit D
pembelajaran menantang masyarakat M sebuah Menganalisis bervariasi bisa pembimbing teori AN, dari
be situasi Probe U, kesehatan dibagi termasuk S singkat klinis Rencana C ke deskripsi keperawatan R
Pilih topik dan saya mengajar tujuh kepemimpinan P teknik. yang T seperti utama pedagogi, seperti yang
rinci apa praktik Parsons mengembangkan (2006) oleh
laporan dalam
peran
klinis
(Tabel
kategori:.adalah belajar 2007; pembinaan, siswa dan Myrick strategi teori kebijakan belajar, melalui
fasilitasi et dan tertutup al, penilaian 2011; prosedur belajar siswa C
precepting Parsons, C
pembelajaran, komunikasi budaya, E (Bradley P 2006; dewasa T kompetensi, memfasilitasi E Zahner et
peserta didik, al, dan 2007;.. et siswa krisis al, belajar antargenerasi Parsons, 2009 ) manajemen gaya
kritis, Clinical berpikir dan mengajar (Bradley kerja keterampilan Zahner mengajar, et pedagogi et guru
al, 2009) dewasa
gaya(Bradley et al,
terdiri dari
mengajar klinis dan
2006;.....pengaturan,
dan membimbing al, 2015; Myrick et al, A
2011;.Parker et al, 2012;. Parsons, 2006;. Stutsky dan Spence al, Laschinger, 2007; Foronda et
2014;.Wilkinson et al, 2015;. Zahner et al, 2009). strategi penilaian klinis difokuskan pada evaluasi siswa
(Myrick et al, 2011.; Parker et al, 2012.; Parsons, 2006; Zahner et al., 2009). Tema umum dalam
kategoriketerampilan umpan balik memberi dan menerima umpan balik, waktu dan relevansi memberikan
umpan balik,
dan umpan balik yang efektif (Bradley et al, 2007;.. Myrick et al, 2011; Parsons, 2006;. Zahner et al, 2009
).
Penanganan situasi yang menantang terdiri dari precepting siswa yang tidak aman atau praktik, masalah
sikap,
keterampilan komunikasi yang buruk, ketidakmampuan untuk menunjukkan pengetahuan dan
keterampilan, dan perilaku tidak profesional.
Selain itu, atribut kepedulian dari guru-guru ketika berhadapan dengan praktek-praktek yang tidak aman
termasuk
kehadiran menyambut, menunjukkan empati, mendorong pertumbuhan, kesabaran dan waktusebagai
perawatanpenuh kasih, membangun hubungan, dan berkomunikasi terapi (Blum et al, 2012;.
9
DITERIMA NASKAH
Myrick et al, 2011;. Parsons, 2006;. Zahner et al, 2009). Praktek kepemimpinan yang digunakan
mendongeng untuk mengungkapkan
praktek kepemimpinan teladan dan untuk mengirimkan nilai-nilai dan keyakinan keperawatan dan
keperawatanbersama.
pendidikan (Stutsky dan Spence Laschinger 2014)
Keunikan dari setiap program pembelajaran online Setiap program pembelajaran memiliki fitur unik,
Bradley et al. (2007), Myrick et al. (2011), dan Parsons dari program, yang mengalami penurunan
tuntutan waktu dan proses. Stutsky dan Spence Laschinger (2014) dan masyarakat untuk melibatkan guru-
guru sosial dalam virtual (2006) Myrick memungkinkan dan terfokus ruang kerja beberapa S
et C
preceptors al. memiliki R pada (2011) I dan P T tertentu
aksesibilitas untuk dibangun memberikan diri-kecepatan fitur yang sama. dan fleksibilitas
belajar.
pembelajaran online
interaksi pedagogi digunakan meja klip, dan Parker et Mode secara online Stutsky al., Enam pada 2009
secara online). belajar et virtual dan studi peduli kunci dari al, menggunakan pengiriman Foronda konsep
cerita, Spence 2012.; komunitas pendekatan dunia, Avatar dimanfaatkan Parsons, Laschinger, sebagai A
et amati di atas secara online C al. oleh media kepemimpinan tiga dimensi, C (2015) 2006; dan E
preceptors 2014 belajar; podcast untuk P Stutsky kritis difasilitasi menggambarkan pengalaman T,
Wilkinson platform, E aspek script dan ketika D belajar multiplayer Spence tertentu, M (Blum et
berurusan dari dan yang al, A Laschinger, contoh untuk N et podcast 2015;. perilaku dengan Terdiri al .,
U virtual 2012; Zahner yang preceptors script pada dilakukan dunia 2014;. aman mahasiswa Myrick dari
et dibantu komputer untuk Wilkinson al, situasi menyajikan et dengan evaluasi 2009). klinis oleh al,
menerapkan 2011.; yang et Salah satu model (Blum pengaturan al, aman dan Parsons, sebuah studi
2015;... petunjuk Platform, et di inovatif Enam sebuah al, praktekdinamis
penelitian terapan
Zahner 2012;
2006; video untuk
blended learning yang terdiri dari kursus online dan kelas yang dipimpin instruktur (Bradley et al., 2007).
satu studi menggunakan simulasi klinis maya yang ditawarkan melalui sebuah platform online untuk
memberikan
pengalaman klinis simulasi (Foronda et al., 2015). satu studi mengeluarkan CD-ROM yang
termasukklinis
isi pendidikandan studi kasus dengan menggunakan visual (isi geser) dan lisan bantu
(suara penulis)(Parker et al., 2012).
hasil dari program pembelajaran online
hasil dari program pembelajaran online yang dirangkum dalam empat peningkatan
pengetahuan dan keterampilan, meningkatkan self-efficacy / kepercayaan, meningkat praktek
kepemimpinan, dan
10
NASKAH dITERIMA
kategori:.efektivitasprogram pengetahuan dan keterampilan termasuk konsep-konsep kunci dari
precepting, peran dan
tanggung jawab pr eceptor, memberikan dan menerima umpan balik, menilai gaya belajar, dan kebutuhan
preceptee a. Dalam Bradley et al. (2007) 'studi s, 94% dari guru-peserta didik dilaporkanpeningkatan
strategipembelajaran pengetahuan terkait penyelesaian untuk skor evaluasi menunjukkan tindak lanjut
mengenai menyediakan guru-guru' Program pre-test dan mengubah signifikan kompeten Self-efficacy
secara signifikan ke dan pengetahuan gaya kontribusi umpan balik, tes. self-efficacy untuk perubahan
preceptorship, item pada self-efficacy yang menyediakan statistik dan peran guru-guru Myrick. tertunda
(15,5% terdiri dalam kebutuhan peran online dan ditingkatkan tes kepercayaan diri untuk A antara et
penanganan guru individu dan skor C dan kenaikan). post-test. pembelajaran meningkat al. tapi signifikan
dari C Namun, (2011) menerima tanggung jawab preceptee, juga kepercayaan pada E untuk antara
program keyakinan menantang. diperoleh P Di dalam mengajar Wilkinson pre-test dilaporkan dari
pengetahuan Myrick publik / masyarakat T umpan balik. Zahner E dan di 73,3% selesai teknologi D
Dalam kemampuan et dan situasi. Bangunan guru, 93% pre-test yang et Parker et al. keuntungan M al.
Parsons guru, untuk (2011) al. mengikuti A (2015) 85%. antara tindak lanjut (2009) et dan dan guru-guru
keterampilan N, al kesehatan Parsons. preceptors studi, keterampilan (2006) membantu U The (2012)
melaporkan studi dan pengajaran dan S pre-test program yang segera. uji. perawat yang (2006) maya
pemahaman terbesar dilaporkan C tidak belajar, kemampuan. Perawat melaporkan melaporkan peserta
Foronda R yang hanya meningkat simulasi. kemampuan, dilaporkan dan saya yang guru-guru
meningkatkan P Zahner post-test, yang post-test, ditingkatkan T tidak berarti al penilaian yang et
preceptors'. yang signifikan secara statistik pada signifikan untuk mereka et itu (2015) persentase
bagaimana pengetahuan menjadi ditunjukkan dan al. dan mereka memahami untuk (2009) antara pre-test
dilaporkan meningkat pengetahuan pengetahuan menilai strategi,
formatif signifikan
percaya diri setelah bahwaskor yang benar
studi
dan
yang
satu
ini
tidakada dalam
praktek Kepemimpinan terdiri dari berbagai perilaku kepemimpinan, seperti pemodelan jalan,
inspiratif visi bersama, menantang proses, memungkinkan orang lain untuk bertindak, dan mendorong
jantung.
Stutsky dan Spence Laschinger (2014) melaporkan peningkatan signifikan secara statistik pada semua
limateladan
praktek kepemimpinansetelah partisipasi dalam program komunitas pembelajaran online. Program ini
diidentifikasi dengan moderat ke tingkat yang cukup tinggi pengajaran, kognitif, dan kehadiran sosial.
Semua studi mengevaluasi efektivitas program pendidikan dikuantitatif atau
ukurankualitatif.Empat studi melaporkan tingkat kepuasan yang tinggi pada program mereka dengan
peserta
(Bradley et al, 2007;. Parker et al, 2012;. Wilkinson et al, 2015;. Zahner et al, 2009.). Dalam studi
yang dilakukan oleh Parsons (2006) dan Stutsky dan Spence Laschinger (2014), yang preceptors
menyatakan bahwa 11
ACCEPTED NASKAH
ketersediaan, akses mudah, kemudahan penggunaan, interaktivitas, dan keandalan antarmuka pengguna
komputer
membuat pembelajaran online Platform diinginkan. Dalam Blum et al. (2012) dan Myrick et al. (2011)
studi,
guru-guru menunjukkan bahwa program pembelajaran virtual yang disediakan sumber daya berkelanjutan
dan dukungan.
Menengah Foronda.
Diskusi Perawat mengembangkan program teoritis intervensi. Pendidik ini et sistematis Dalam
kebanyakan al. kerangka. adalah Selain itu, (2015) dilaksanakan. atau fakultas tinjauan dilaporkan
program. itu Sebuah assist teoritis mengungkapkan dari Lebih bahwa keperawatan, Lebih dalam dari
memutuskan delapan preceptors kerangka penting, yang D setengah berbeda dari M mengalami dihargai
menyediakan program relevansi, mereka Sebuah program N adalah U latar belakang akrab di luar S
mereka pedagogi menerapkan C pembelajaran dikembangkan dengan yang R untuk saya P tujuh dan
pengalaman program klinis T pengembangan penilaian berdasarkan berada konteks pada diri
dikembangkan. menggunakan pada satu strategi, yang aa virtual
atau lebih
dari setiap
pembelajaran populasi penanganan orang dewasa ketika tiga The kategori. mengembangkan program
belajar isi konteks menantang dan teori,. Ini yang dari (Hines adalah situasi mencatat, Sebuah
pembelajaran program klinis C et A yang terdengar al., C
program. 2015). E mengajar yang paling dan fokus kepemimpinan P teoritis dari T E Namun demikian,
pedagogies, studi tujuh praktik kerangka. kategori dibahas: klinis yang paling panduan berbeda pada
peran penilaian klinis dan pengembangan program studi mengajar tanggung jawab strategi, mungkin
tertutup pedagogi. memiliki umpan balik pada berbagai setidaknya guru isinya, Namun, khusus
dua keterampilan fokus,
atau
komponenpada penilaian dan umpan balik yang digambarkan oleh empat penelitian, penangananyang
menantang
situasidiuraikan oleh empat penelitian, peran dan tanggung jawab dari guru digambarkan di
tiga studi, dan praktek kepemimpinan disorot hanya dalam satu penelitian. Di masa depan, isi
program pembelajaran dapat dikembangkan berdasarkan tujuh kategori untuk memberikan komprehensif
paketpembelajaran bagi guru-guru.
Sebagian besar studi dimanfaatkan sebuah dunia virtual online sebagai media untuk menyampaikan isi,
dan
menekankan pada aksesibilitas dan fleksibilitas dari program. Sebuah tinjauan sistemik oleh Broadbent
dan
Poon (2015) menunjukkan bahwa siswa yang memanfaatkan waktu mereka, dan sadarmereka
12
ACCEPTEDNASKAH
perilaku belajardan kritis dalam ujian mereka dari konten, lebih mungkin untuk mencapaiyang lebih
tinggi
nilaidalam pengaturan secara online . Dua penelitian berfokus pada membangun komunitas online untuk
melibatkan interaksi
di antara guru-guru. Sebuah komunitas online bisa berfungsi sebagai kekuatan generatif membentuk dan
mengubah Menurut pertunjukan Wei peserta didik. Pembelajaran mayoritas atau sifat virtual klinis et al.
(2015), program dan simulasi kemampuan pelajar-pelajar yang berada dari menyampaikan digunakan
untuk individu sebagai interaksi pada mode bantuan komputer belajar dalam pengiriman C. dan R
sebuahAku
program P pembangunanbelajar,iniT
lingkungan generasidimana (Schiller, 2016). Peningkatan
dicampur
juga tampaknya menjadi (Schiller, 2016). Teknologi teknologi-savvy dapat digunakan dan sebagai
sumber daya pertemuan ke minimum baik AS hambatan suplemen peserta didik untuk menggunakan alat-
alat media online
mengurangi keragaman direkomendasikan dalam jumlah yang mengajar dari waktu pendekatan siswa
penggunaan beberapa untuk memenuhi perlu mengajar untuk ke menjadi keragaman dalam metode, kelas
A
(Margulieux N dalam belajar termasuk preferensi.
et al secara online., 2016). tatap muka belajar, Raymond bantu petunjuk et di atau al. (2016)
Lebih dan keterampilan. preceptors persepsi kompetensi / penghakiman, kepercayaan dari Keperawatan
(Lee-Hsieh dari yang setengah peringkat siswa ajaran et al sebagai positif., mempelajari karakteristik
belajar 2016). E
yang paling berperan P
melaporkan dari Model T, Knisely penting E D positif komunikasi et perilaku, M sebuah al. karakteristik.
pembimbing. (2015) hasil-hasil pengetahuan, dieksplorasi keterampilan, di The The memotivasi mereka
pengalaman kedua, siswa hasil hasil preceptors' guru-guru, dari menunjukkan skor pengetahuan mencapai
dan keterampilan mereka
dan siswa
yang klinis
dan menimbulkan
ditunjukkan merasa memahami siap yang preceptors untuk untuk A
pendidik C
adalah pendidik C
bersedia peran peran (Rebeiro untuk memfasilitasi dan et adalah al., siswa 2015). prihatin Dalam belajar
Selain itu, dengan menggunakan mereka kurangnya mereka sistematik sendiri pengalaman yang
sistematis, review pengetahuan lebih lanjut review
dan tetapi
menyarankan bahwa sikap seorang guru dan pendekatan pendidikan berpotensi berdampakkeperawatan
belajar mahasiswadalam pengaturan klinis.
Dua penelitian dilaporkan meningkat self-efficacy untuk guru-guru dalam mengajar klinis dan penilaian.
Han
dan Shin (2016) menunjukkan bahwa self-efficacy dan persepsi kemudahan penggunaan adalah prediktor
kuat di
adopsiteknologi baru. Profesional kesehatan melaporkan tingkat tinggi self-efficacy dalam
mengaturmereka
pembelajarandi lapangan terbuka online besar (Milligan dan Littlejohn, 2016). Perlu dicatat bahwa self-
efficacy
sangattergantung pada konten pembelajaran atau platform, dan terkait dengan tugas keakraban
(Zimmerman,
2000). Penelitian telah menunjukkan bahwa tingkat self-efficacy siswa meningkat secara signifikan
setelah selesainya
13
ACCEPTED NASKAH
pengalaman klinis dengan guru-guru (Goldenberg et al, 1997;. Jordan dan Farley, 2008). Denganlain,
kata pengalaman preceptorship berharga dalam meningkatkan tingkat kepercayaan siswa dalam praktek
keperawatan.
One study reported a statistically National Association of Clinical clinical preceptors' practice are
consultation skills, professional specialty and in the profession preceptor's leadership style is Nurse
clinical attributes, of related significant Specialists (2004), expertise in ethical nursing. Lockwood-
Rayermann to teaching, increase their conduct, learning, the specialty, seven in and precepting, leadership
C
professional leadership essential R (2003) IP such practices. characteristics T skills, citizenship as
highlighted level collaboration According of to the of effective
skills,
beyond the
that each
ability, experience closely students is able able and In studies reliability resources and a to lack need
supervises highlighted this willing in complete of and the and of review, the for support. transportation
process, to subsequent explanation computer-user perform the unique the four performance task Online
and studies features the but learning. that seek worries learning task E lacks interface. the input. reported
P of (Lockwood-Rayermann, of student confidence, For their T to the has The E example, learners Two
programs, student. been high D supporting nurses studies M levels and found (Du a may Coaching A
directing a such emphasised delegating leadership et of to N have provide al., users' as U 2003). easy
preceptors an 2013). leader S effect satisfaction style style access, accessibility, that provides It
confidence, on the outcome of their clinical
specific instructions and
encourage questions, involve
is best used with a student who
is suitable with a student who is
with the programs. Two
ease of use, interactivity, and
online programs offer ongoing
convenience, flexibility,
outcomes Strengths at the and reaction limitations

A
C or satisfaction C
is important to note that the
levels can be affective or instrumental (Kardong-Edgren, 2010).
This is the first systematic review to examine online learning programs for nurse preceptors. The
strength of the review is its comprehensive and structured search of the available literature, including
academic databases and hand-searched articles. In addition, the systematic review focuses on specific
areas, such as online learning programs for preceptors on clinical teaching and assessment, and
synthesis on the outcomes of the programs. Comparing the results of the studies was challenging due to
the different research designs, settings, programs, and outcome measures. Therefore, a meta-analysis
was not performed. Instead, a narrative summary was conducted for the heterogeneous nature of the
studies.
14
ACCEPTED MANUSCRIPT
Recommendations for future research The number between 2000 applied quasi-experimental
incorporating significant in a increasing to comparison 2016 of research was the or minimal. group,
knowledge, descriptive studies is The needed that survey quality confidence, examined to conclude
designs. of the and online studies Thus, that self-efficacy learning online a was more below learning R
rigorous programs of IP optimal. nurse T programs research preceptors for Most nurse are design, of the
statistically preceptors
in studies such as
teaching adequate which noted each assist could Conclusion especially studies The program provide in
that could reviewed and systematic evaluating sample the the be assessment. more contents could cost an
and size indicator of alternatives review the be educational synthesized is considered of economic needed
The the provides C that average programs, E for for similar programs P the as value the insightful future
one T sample nurse online research E modes of of studies. D was the the preceptors size learning
information rarely M of educational outcome should of delivery, All A the reported. programs the N to
studies be measures on ensure U studies encouraged and programs. online S reviewed In the and C the the
were of learning uniqueness explored best the future, Additionally, in conducted was outcomes. belajar.
the programs relatively the Asia-Pacific the of Such cost-effectiveness experiences each in blended
information North for small. program. region. preceptors, America, Thus, learning clinical
of an It is
of
will
The
preceptors. educational programs Such comprehensive A
for C
preceptors. information Clinical nurse will leaders assist and in revising nursing academics existing or are
developing responsible new the
for
facilitating and promoting the development of learning programs for nurse preceptors in online
environments. At this information age, online learning offers accessibility, convenience, flexibility, which
could of great advantage for the working adults. In addition, online platform provides an alternative for
preceptors who face the challenge of workload, time, and support system. Literature has pointed out
that nurses' lack of opportunities for professional development is due to a shortage of funding, poor
staffing levels, and courses that are not always tailored to meet individual needs. Therefore, it is
paramount that continuing education courses need to be integrated with technology, increase the
flexibility and responsiveness of the nursing workforce, and offer alternative means to take up the
courses.
15
ACCEPTED MANUSCRIPT
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C
C
E
P
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E
D
M
A
N
U
S
C
RIP
T
18
Total articles identified through database
searching: n = 1981
Database #articles
CINAHL 197
MEDLINE (OVID) 133
PUBMED 494
SCIENCE DIRECT 857
Number of articles remaining following
the removal of duplications:
n = 1605
Number of articles remaining following
full text review:
n = 20
Number of articles remaining after
title and abstract review:
n = 56
Final inclusion after appraisal:
n=9
Quantitative (6)
Qualitative (2)

A
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C
C
E
19
JBI methodological quality <60%:
n = 11
Figure 1 PRISMA flowchart

P
T
E
D
M
A
Additional articles identified
through other sources:
n=2
Full text articles excluded:
n = 36
No full text (8)
Non-research papers (5)
Articles focusing on online orientation for new staff (4)
Articles focusing on online programs for nursing students (5)
 Articles focusing on online programs/materials/support for nurses and nurse leaders (8)
Articles on web-based teaching (1)
Ar ticles on attitudes towards web-based learning among nurses (1)
Articles on workshops for nursing faculty (1)
Articles on teaching strategies (1)
Articles on PBL (1)

N
U
S
Duplicates excluded:
n = 378

C
Articles excluded:
n = 1549

R
I
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Table 1
PICOS (Comprehensive review)
Population Intervention & Phenomena of Interest
Studies nursing nurse for Study example, programs clinical clinicians, designs: students focus studies
and practice on virtual Both and in clinical with are clinical quantitative nurse learning interventions also
nurse practice. managers included programs, leaders and such Preceptors, in qualitative who and the as
as guide study. nurse well clinical C
designs as nurse pre-registration R preceptors studies teaching IP instructors, are T
without considered. and who nursing assessment
teach nurse interventions and educators, For students
assess
of learning programs;
qualitative studies exploring the experiences of virtual learning program for clinical teaching and
assessment. In addition, systematic reviews, integrated reviews, and literature reviews of virtual learning
programs for clinical teaching and assessment are included.
Comparator Studies evaluate the effectiveness of virtual learning programs on clinical teaching
and assessment for clinical nurse leaders and nurse preceptors.
Outcome & Context
20 Primary Virtual
outcome:
learning D
programs MA on N clinical US
teaching and assessment
Secondary outcomes:
Clinical pedagogy and assessment
Clinical nurse leaders' and nurse preceptors' competency in clinical teaching and assessment
Professional development for clinical nurse leaders and nurse preceptors
Specific Exclusion Criteria

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C ooo C
Non-research Non-English E
articles language articles A
Research focusing on virtual learning programs for students in universities
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Table 2 General description of the included papers
Author (s)
Country Sample Sample Design and year
size
Bradley et al. (2007)
United
1. Preceptor-
1. 120 Quantitative States
learners
2. 16 2. Instructor- faculty
Data method Questionnaires A collection

N
U
S
C
RI Analysis technique
Descriptive; ANOVA; least means PT
squares tests
post-hoc
Key findings or results
Overall, the 120 preceptor-learners were quite positive about the new blended approach to preceptor
training.
This evaluation project lends support to the belief that core education offered through a blended learning
approach effectively prepares learners for the preceptor role and that blended learning is an effective
means of training.
Parker et
United
Registered al. (2012)
States
nurses/
125 Descriptive recruited,
study
survey
5-item survey M
knowledge (pre-
Independent
As an instructional tool, the CD received samples t-test,
an overall
rating of 'good', generating preceptors
(18
test/post-test),
Descriptives and
positive comments for the
content and its pretests
10-item CD
frequencies
effectiveness. and 16
effectiveness
The CD served as a cost
effective and posttests
survey,
easily accessible tool that can
provide returned,
5-item telephone
relevant information for
registered nurses 14
follow-up survey
assuming a preceptor role.
complete d surveys, 18 complete d telephon e follow- up surveys)
21
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Table 2 General description of the included papers
Author (s)
Country Sample Sample Design and year
size
Parsons (2006)
United
Public/communit 48 States
y health nurse
Quasi- experimental
Data collection method
Questionnaires (32-point
I Analysis technique
Descriptive statistics; PT
Key findings or results
Both the methodology of the online one-way
education
and the content of the online preceptors
study knowledge test +
repeated
education program appear to be effective
immediate 21-question,
measures
in improving preceptors' self-efficacy and
test, Likert-type
ANOVA; Pearson
role knowledge. test)
preceptorship self-
product-moment
Previous experience as a preceptor, age, efficacy
correlation
and place of employment were not instrument)
correlated with preceptors' self-efficacy scores.
Previous preceptor education and highest levels of education completed were positively correlated with
preceptors' self-efficacy scores.
Stutsky et
 Canada Hospital-based 35 al. (2014)
22
delayed (pre-test, post-
post-

E
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A
N
U
S
C
R
nurse educators
Pre-test/post-test- only experimental design
non-

C
E
P
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Survey (three instruments)
Descriptive;
There was a significant difference within multivariate
the groups over time with all five analysis of
leadership practices increasing variance using
significantly after participation in the repeated-
online community.

A
C
measures design;
The online community was identified as independent t-test
having moderate to moderately high levels of teaching, cognitive, and social presence.
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Table 2 General description of the included papers
Author (s) and year
2
3 Design Data collection
Analysis method
technique
Key findings or results
Wilkinson et al. (2015)
Country Sample Sample
size

-
1-question survey

IP
T
regarding participation

-
intent 10-question MCQ and T/F

-
survey Preceptor Self- Assessment of

-
Teaching Tool Student Self- Assessment of Preceptor Teaching Tool
Online preceptor educati on regarding the OMP model may be effective in increasing preceptors'
knowledge.
Preceptors expressed high satisfaction with online delivery of the CE programs.
Zahner et al. (2009)
United
Preceptors 18 States
(Nurse practitioners and physicians), Family nurse practitioner students
Pilot (pre-post QI project
design)
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Descriptive statistics (mean/SD, medium, frequencies, percent), Parametric statistics (dependent Internal
using alpha
range,
t-test), reliability Cronbach's
The results of this small pilot study indicated that the participants in the online CE course increased their
knowledge of concepts related to precepting student nurses.
Blum et al. (2012)
United
Nurse preceptors 13 Electronic surveys Paired sample t- States
tests
United
Practicing
11 One and repeated measured Qualitative AC post-test group CE
design
pre-
Focus group
Focus group

The focus group participants identified States
nurses/
interviews
content analysis
many
different concerns to guide the preceptors
(Krueger method);
revision of the podcast scripts, thereby Descriptive
allowing potential stakeholders to inform analysis
this technology-based intervention of ongoing preceptor support.
The focus group participants were enthusiastic about the availability of the podcasts to serve as an
ongoing resource for nurse preceptors.
Table 2 General description of the included papers
Author (s) and year
Design Data collection
method
Key findings or results
Myrick et al. (2011)
Country Sample Sample
size
Canada Nurse preceptors 9 Qualitative Semi-structured
Constant
Through the engagement in online interviews
comparative
learning, they acquired not only new analysis
knowledge about preceptorship that contributed to their approach in precepting, but they also extended
their thinking about the teaching and learning process, enhancing their professional development and
acquiring skills in the use of the technology.
Not only is the substantive nature of the learning material or knowledge provided important but equally
important is the social context in which the learning occurs as is the overall instructional design of the
program itself.

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Table 2 General description of the included papers
Author (s) and year
Design Data collection
method
Key findings or results
Foronda et al. (2015)
Country Sample Sample
size
United
Nurse educators 43 States
(students for the Nurse Education Certificate Program)
Mixed-method -
quantitative, pretest/posttest

-
design qualitative component using a narrative
Descriptive;
The aggregated quantitative survey results indicated no significant change in confidence in teaching
ability following the virtual simulation.
However, when examining individual change scores on items related to self- confidence in teaching
ability, several students demonstrated decreases in confidence, most students demonstrated no change,
and some students demonstrated increases in confidence.
An overall impression from the focus group data revealed that the students enjoyed and valued the
virtual simulation.
Virtual simulation is an emerging pedagogy that should be considered a potential means to prepare
future health educators. Electronic survey
paired-sample t- Focus groups
test offered through videoconferencing
Categorical- content perspective analysis approach

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Table 3 Comparison of the educational programs
Author (s), year, and country
Effectiveness of program
Bradley et al. (2007)
United States
Title of program Contents Mode of delivery Uniqueness of
program
Blended
Five web-based
Blended learning
Self-paced web-
Overall, the preceptors'

Learners seemed to enjoy preceptor training

courses -
Precepting: What
approach -
Five web-based
comments were positive,
the blended learning reflecting the effectiveness
experience and of the blended learning
demonstrated their interest approach and the fulfillment
in participating in other of core learning needs.
learning opportunities using
Some -

-
dissatisfiers technical problems navigational issues by

-
first-time users perceived repetition and redundancy of content
The instructors also had an overall positive response to the new, blended learning
this approach.
Instructors also found value in blended learning as the approach gave them greater flexibility in content
delivery in the classroom and allowed them to engage learners at a higher level of interactivity.
pendekatan. based -
training Intended to relieve

-
is a preceptor? Precepting: Roles and

-
Responsibilities Precepting adult

-
learners Giving and
-
courses An instructor-led class (group work,
instructors from having to lecture foundational real world case scenario based

-
content Allowed instructors problem solving,
to focus on a and role playing)
higher level of

-
receiving feedback Coaching
interactivity and engagement with learners in the classroom setting

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Table 3 Comparison of the educational programs
Author (s), Title of program year, and country
Parker et
Mission al. (2012)
Possible: A Guide for
Contents Mode of delivery Specific information 20-min CD regarding student evaluation,
Uniqueness program
of

C
RIP
T
Experiences participants
of the
Effectiveness of program
Major focus of the
The participants largely
United
Preceptors
techniques to States
facilitate student learning, barriers to
CD: student and Specific evaluation.
Guidance assessment
U examples S on
of learning, and strategies to facilitate
students' critical thinking skills were presented.
agreed regarding understandable content of the CD.

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learning preceptor utilize along MA

N
with were activities could
identified the
suggestions for how to evaluate each student's progress.
Generally positive comments for the content and its effectiveness.
Knowledge -
survey The mean percentage correct for the pretest was 73.3%. This percentage increased to
85.0% on the posttest.
CD -
Effectiveness Survey The CD received positive feedback regarding its quality and

-
effectiveness. An overall rating of 'good' was given by

A
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E
regarding the quality of the CD.
Telephone -
follow-up Lack of time as a factor

-
for not viewing the CD. Web-based format could be a better option.
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Table 3 Comparison of the educational programs
Author (s), Title of program Contents year, and country
Parsons (2006)
Mode of delivery Uniqueness program
of

C
RIP
T
Experiences participants
of the
Effectiveness of program
Significant increases in preceptors' self-efficacy scores between pre-test United

nd immediate post-test, States

and between pre-test and delayed post-test.
Knowledge scores related to the role of the preceptor increased significantly after completing the online
education program.
Stutsky et al. (2014)
Canada

8 Partnerships for
Eight interactive
Computer-assisted
Characteristics of
The availability,
easy access, Learning Community Health Nursing
modules - -
Preceptor role Learning styles
instruction -
interactivity, and increased opportunities for vicarious - and teaching

-
CAI: -
Accessibility and

-
flexibility Decreased time
observation was associated with CAI, making it a very desirable method for - -
strategies Critical thinking Challenging

-
demands Increased
delivering preceptor education programs.

-
situations Providing feedback
instructional consistency
and evaluation
Video learners critical behaviors by Thinking Video PowerPoint presentations
models.
clips aspects to clips
performed observe allowed activities
T of E
the

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Online learning
A structured community
curriculum that included multimedia presentations and the sharing and analyses of leadership stories
12-week learning within password-protected wiki. Wiki A
separated C a C
private community
online E

P
into
Online learning
Online storytelling can be
Significant increases were community via a
wiki.
an effective teaching-
seen in all five exemplary (A wiki is a collection
learning strategy as the
leadership practices, along of web pages that
stories told by the nurse
with moderate to are interconnected
educators were very
moderately high levels of and organized as
powerful, and through their
teaching, cognitive, and required and
stories, they were able not
s
ocial presence in the within an online
four main sections:
collectively authored,
only to reveal their
o
nline community. environment that
gathering and
with all users being
leadership practices, but
included teaching,
sharing, library,
able to add and edit
 also to transmit their own
cognitive, and social
storytelling, and
content)
shared values and beliefs
presence.
socializing.
about nursing and nursing Online storytelling
education.
Table 3 Comparison of the educational programs
Author (s), year, and country
Effectiveness of program
Wilkinson et al. (2015)
United States
Title of program Contents Mode of delivery Uniqueness of
program
Preceptor
4 online evidence-
Online Clinical
Use of OMP and
Preceptors expressed high

Preceptor's knowledge Continuing

based educational
Education Training
SNAPPS clinical
levels of satisfaction with

cores were significantly Education

modules
(14-week term)
education models
the innovation, with 94.79%
i
mproved. (clinical teaching,
rating the program as

Preceptors reported an learning strategies)
excellent or good.
increase in the use of the
The modality of content
OMP model in clinical delivery made it easier for
teaching and an increase in them to participate in
their comfort with using the preceptor development
model; however, statistical activities.
significance was not
 Almost 90% of the
achieved. preceptors reported that participation in the program increased
their knowledge, competence, and performance.

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Table 3 Comparison of the educational programs
Author (s), Title of program Contents year, and country
Mode of delivery Uniqueness program
of

IP
T
Experiences participants
of the
Effectiveness of program
Zahner et
Learning al. (2009)
Partnerships in Acute, Primary,
Nine -
course modules The role of the
United
and Long-Term States
Health Care Settings
-
preceptor Course

-
expectations Policies and
Online -
CE program Content was
eTEACH -
A video software:
and C
audio R
Course content was relevant.
The mode of delivery
Knowledge gain between pre-test and post-test was presented through
frame using text, case
Microsoft Media
through online,
statistically significant, as was knowledge gain
(Adapted from
examples, and

-
video vignettes. eTEACH software

-
Player A slide frame using Microsoft
30 asynchronous, self-paced modules was found
to be satisfactory by the study participants.
between pre-test and follow- up.
Knowledge declined from post-course to follow-up. Partnerships for

No change in self-efficacy Learning

atings was observed. Community Health Nursing)

-
procedures Helping students learn critical

-
thinking Learning styles and teaching

-
strategies Interdisciplinary

-
PowerPoint A dynamic table of contents showing key concepts in an Internet Explorer window

-
practice Learning cultural

-
competence Challenging

-
situations Feedback and evaluation

A
C
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Table 3 Comparison of the educational programs
Author (s), year, and country
Effe ctiveness of program
Blum et al. (2012)
United States
Title of program Contents Mode of delivery Uniqueness of
program
Educational
Learn effective ways
Podcast Each of the podcast
Some participants

The future directions of this podcasts

of dealing with
script was revised to
expressed that scripted
w
ork are to research the challenging
reflect the
interactions may not reflect
e
ffectiveness of podcasts as situations.
suggestions gleaned
their own precepting
t
eaching tools to improve Preceptor identified
through a thematic
experiences.
p
receptor skills, to facilitate hallmarks of unsafe
analysis of the focus
The focus group
k
nowledge transfer to practice: - -
Attitude Poor

-
scripts Mechanism of ongoing support with potential to increase commitment to the preceptor role
 group content. problems
Focus group
preceptees, and to improve the quality of patient care.
Podcast technology has the potential to develop and support preceptors in a cost effective and
contemporary manner. participants were enthusiastic about the availability of the podcasts
communication

-
skills Inability to demonstrate knowledge and

-
skills Unprofessional
feedback aided the
to serve as an ongoing researchers in
resource for nurse creating a final
preceptors. product with enriched content authenticity and authority.
behavior

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Table 3 Comparison of the educational programs
Author (s), Title of program Contents year, and country
Myrick et
Virtual space
Eleven modules
Mode of delivery Online
Uniqueness program
of

RIP
T
Experiences participants
of the
Effectiveness of program
al. (2011)
(Online
designed specifically
learning/Virtual preceptorship
to address various Canada
support program)
pedagogical issues
learning -
Socially communal workspace
engaging

C
Ethos of the online
The findings from this study can be used to extend our understanding of preceptor preparation through
e- they would potentially encounter in their preceptor -
role Effective

--
community WebCT Elluminate
program: the participants found the program to be supportive, connected, current and relevant.
technology.
Educational
Virtual space: visually learning objects
appealing and easy to

-
evaluation Timing and relevancy of giving

-
feedback Understanding
that foster learner interaction and engagement such as case studies, Quandary decision-making different
teaching

-
and learning styles Cultural competence and

-
safety Precepting the

-
mazes, portfolios Voice-over PowerPoints C
E and P
e- T

E
D
M
A
N
U
S
-
unsafe student Issues such as an intergenerational workplace setting
navigate; voice-over PowerPoint presentations were well-liked.
Professional enhancement: not only enhanced their knowledge concerning preceptorship, but also
acquired technological skills and abilities that they had

A
C
not previously possessed.
Influence on teaching practice: program generated reflection by raising awareness of the various
aspects of preceptorship and by contributing to individual confidence building.
32
Table 3 Comparison of the educational programs
Author (s), year, and country
Effectiveness of program
Foronda et al. (2015)
United States
Title of program Contents Mode of delivery Uniqueness of
program
Nurse Education
Nurse educator
Virtual clinical
Innovative pedagogy
The students' experiences

While some students Certificate

students guided Program
baccalaureate-level (online, master's
nursing students level)
virtually through assessment, medication administration,
simulation -
Offered through a web-based platform to provide simulated clinical
using avatars in a three-dimensional, multiplayer, virtual world of a clinical setting experiences
with virtual clinical
expressed increased simulation revealed a
confidence in their teaching process starting with
abilities after practicing anxiety and frustration with
through the virtual technical difficulties but
simulation, some students ending with appreciation
expressed no change, and learning.
w
hereas others communication, and
Instructor support was a
d
emonstrated decreases in crisis management.
mediating factor that was
confidence. required throughout to facilitate a positive experience.
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Table 4
A synthesis of the categories on the contents and outcomes of the educational interventions
Categories Bradley
et al. (2007)

T
Myrick
Foronda et al.
et al. (2011)
(2015)
Content
Roles and responsibilities of a preceptor
34 Parker et al. (2012)
Parsons (2006)
Stutsky et al. (2014)
* * Adult learning theory * * Clinical teaching * * * pedagogies
Wilkinson
(2015) et S al.

C
R
Zahner
(2009) I et P
* * al.
Blum et al. (2012)
*
Clinical assessment strategies
*U
****
Feedback skills Handling challenging
***N
***
situations Leadership skills * * A
*
*****
Uniqueness of the interventions
Accessibility and flexibility of the interventions

D
M
Online learning community Innovative pedagogy using avatars in a three-dimensional, multiplayer to present a clinical
setting Used a virtual world as a medium to illustrate content

+ CC
E+P
T
E+++++++++
+
Mode of delivery
Online learning platform

A
IIIIII
Blended learning I Virtual clinical simulation
I
CD-ROM I
Outcomes of the interventions
Increased knowledge and skills
XYXXXQ
Increased self- efficacy/confidence
XYQY
Increased leadership practices
X
Effectiveness of the YYXYYYQQQ
program

(*) indicates that the content is included in the intervention; (+) indicates the uniqueness of the
intervention, (I) indicates the mode of delivery; (X) indicates a statistically significant increase; (Y)
indicates no statistically significant increase; (Q) indicates a qualitative evaluation.

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Highlights
There The Flexible The nurses. Quality review integration is and of a paucity such assists
resource-rich A existing C of of in technology studies C developing E studies online P examining T have
content, into learning ED been continuing online and M encourages found A evaluation learning N to
education be U nurses programs below S of C
outcomes offers for optimal. R continuing for IP an nurse for T alternative online preceptors. pendidikan.
programs.
platform for
36