NR 500 Week 5 Area of Interest PowerPoint Presentation

NR 500 Week 5 Area of Interest PowerPoint Presentation

Student Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name:

Date

Introduction

Evidence-Based Practice (EBP) is an essential framework in nursing that emphasizes integrating the best available research to inform clinical decision-making and improve patient outcomes. For Master’s-prepared nurses, engaging in EBP is crucial as it not only improves the quality of care provided but also supports positive patient outcomes and professional growth. This presentation delves into the role of EBP in nursing, particularly in the training of preceptors for clinical nurse educators. The Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Model has been chosen as the guiding framework due to its ability to translate research findings into practical application, thereby addressing clinical issues and enhancing healthcare delivery. The discussion will also explore my chosen specialty track in nursing education, the significant role of clinical nurse preceptors, and proposed recommendations for improving preceptor training. Change influence strategies within the preceptorship learning environment will also be highlighted.

Area of Interest: Education Specialty Track and Clinical Nurse Preceptor

In nursing education, nurse educators are integral in fostering clinical skills, critical thinking, and evidence-based learning among nursing students. Within this specialty, my focus is on preceptor training, an effective model for developing nursing competencies. Clinical nurse preceptors, who provide mentorship and serve as role models, play a pivotal role in ensuring safe patient care and supporting positive learning outcomes (Lim, Weiss, & Herrera-Capoziello, 2016). However, several challenges affect the effectiveness of preceptor training, including limited healthcare access, financial constraints, and insufficient educational resources. To overcome these barriers, it is vital to revise training methods, retain clinical preceptors, and improve nurse retention rates by addressing these underlying issues.

Recommendations for Change and Influencing Factors

Improving preceptor training involves defining roles clearly, providing ongoing support, and encouraging collaboration between nursing faculties and healthcare organizations. Preceptors benefit from structured opportunities to network and share their experiences, which helps reduce stress and increase confidence (Goldman & Cojocaru, 2017). To implement effective change, specific preceptor training modules should be introduced, alongside classroom sessions and collaborations with healthcare agencies to bolster role commitment and offer rewards (Easton et al., 2017). Both internal factors such as the design of preceptor training modules and communication skills, and external factors like inter-agency collaboration, are crucial for supporting these recommended changes. Furthermore, aligning preceptor education with the AACN Master’s Essentials enhances evidence-based teaching practices, quality improvement initiatives, and patient-centered care.

Conclusion

EBP serves as an invaluable framework for improving nursing practice and patient outcomes. By focusing on preceptor training within the education specialty track, clinical nurse educators can utilize EBP to elevate nursing competencies and enhance patient care. This presentation underscores the importance of EBP, the need for clear role definitions and support in preceptorship, and the key components of successful change influence strategies. Master’s-prepared nurses in educational roles can leverage EBP models such as the Johns Hopkins model to create impactful teaching practices, address healthcare challenges, and optimize patient outcomes.

References

Adelman-Mullally, T., Mulder, C. K., McCarter-Spalding, D. E., Hagler, D. A., Gaberson, K. B., Hanner, M. B., & Young, P. K. (2013). The clinical nurse educator as leader. Nurse Education in Practice, 13(1), 29-34. https://doi.org/10.1016/j.nepr.2012.07.006

Conley, S. R., Flaherty, S. M. J., Sarsfield, E., Burkhard, A., O’Brien, S., & Anderson, K. M. (2014). Graduate Clinical Nurse Preceptors: Implications for Improved Intra-Professional Collaboration. Online Journal of Issues in Nursing, 19(3), 1. https://doi.org/10.3912/OJIN.Vol198No03PPT01

Dang, D., & Dearholt, S. (2017). Johns Hopkins nursing evidence-based practice: model and guidelines (3rd ed.). Indianapolis, IN: Sigma Theta Tau International.

Easton, A., O’Donnell, J. M., Morrison, S., & Lutz, C. (2017). Development of an Online, Evidence-Based CRNA Preceptor Training Tutorial (CPiTT): A Quality Improvement Project. AANA Journal, 85(5), 331–339.

Farokhzadian, J., Khajouei, R., & Ahmadian, L. (2015). Evaluating factors associated with implementing evidence-based practice in nursing. Journal of Evaluation in Clinical Practice, 21(6), 1107-1113. https://doi.org/10.1111/jep.12480

NR 500 Week 5 Area of Interest PowerPoint Presentation

Goldman, I., & Cojocaru, S. (2017). The Need for Social Support among Nursing Preceptors. Social Research Reports, 9(1), 7–21.

Lim, F., Weiss, K. A., & Herrera-Capoziello, I. (2016). Preceptor education: Focusing on quality and safety education for nurses. American Nurse Today, 11(1), 44–47.

Limoges, J., Acorn, S., & Osborne, M. (2015). The scholarship of application: Recognizing and promoting nurses’ contribution to knowledge development. Journal of Nursing Education, 46(2). https://doi.org/10.3928/00220124-20151217-02

Loversidge, J. M. (2016). An evidence-informed health policy model: Adapting evidence-based practice for nursing education and regulation. Journal of Nursing Regulation, 7(2), 27–33.

Sanford, P. G., & Tipton, P. H. (2016). Is nursing preceptor behavior changed by attending a preceptor class? Proceedings (Baylor University. Medical Center), 29(3), 277–279.