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Titre : | A web-based clinical pedagogy program to promote professional development for nurse preceptors: A quasi-experimental study (2022) |
Auteurs : | Xi Vivien Wu ; Umadevi Panneer Selvam ; Wenru Wang ; Emily Neo Kim Ang ; Kamala M. Devi ; Yah Shih Chan ; Fong Chi Wee ; Shengdong Zhao ; Vibhor Sehgal ; Yuchen Chi |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 59, February 2022) |
Article en page(s) : | 9 p. |
Note générale : | https://doi.org/10.1016/j.nepr.2022.103288 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Auto-efficacité ; Compétence ; COVID-19 ; Démarche expérimentale ; Enseignement à distance ; Préceptorat ; Programme d'enseignement |
Mots-clés: | Enseignement clinique |
Résumé : | Objective To examine the effectiveness of a web-based clinical pedagogy program on nurse preceptors? clinical teaching competency, self-efficacy, and attitudes toward web-based learning in comparison to face-to-face course. Background Preceptorship is a dynamic educational process that requires designing, and implementing various teaching strategies, evaluation, assessment and feedback. Web-based learning has been recognized as an effective learning approach for nursing professional development. Design A prospective quasi-experimental approach with two-group pre-test and post-test repeated measures was adopted. Methods The web-based clinical pedagogy program was provided to the preceptors in the experimental group, while control group received the face-to-face preceptorship course. Clinical Teaching Competence Inventory (CTCI), Preceptor Self-efficacy Assessment Instrument (PSEQ), and Attitudes toward Web-based Continuing Learning Survey (AWCLS) were used to evaluate preceptors? learning outcomes. Data were collected at three time points ? before, immediately after the learning program, and after 6 months of the clinical teaching experience. Results A total of 150 nurses (75 participants/group) were recruited from a tertiary hospital in Singapore from July 2018 to June 2020. The results from the repeated measures analysis of covariance showed that there was a significant interaction effect (group x time) on the overall CTCI score after adjusting for covariate (F = 5.390, p = 0.005). However, there were no significant interaction effect (group x time) on PSEQ (F = 2.693, p = 0.070) and overall AWCLS score (F = 1.341, p = 0.264) between the two groups across the three time points. Conclusion The web-based clinical pedagogy program produced outcomes comparable to the face-to-face program in terms of preceptors? clinical teaching competence and self-efficacy. The innovative and cost-effective web-based clinical pedagogy program provided professional development and the flexibility to accommodate preceptors? busy work schedules. Online learning has become increasingly popular during the COVID-19 pandemic and the web-based clinical pedagogy program was implemented when face-to-face workshop was not feasible. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595322000026 |