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Currently, New York Methodist Hospital is in the process of merging with Columbia University Medical Center (Columbia Presbyterian Hospital). The complex change project also includes the step of developing a preceptorship preparation class in order to train those nurses who want to become preceptors. The purpose of this paper is to summarize the project and discuss its contribution to the nursing profession.
The problem that has been identified as important with the focus on the nursing practice in New York Methodist Hospital is the lack of preceptorship skills in those professionals who are selected as preceptors and mentors among the most experienced nurses in the organization. It has been found that being selected because of their experience, these nurses have no adequate training as preceptors, and they experience problems with organizing their work and communication with novice nurses. The solution to this problem and the proposed intervention is the development of a preceptorship preparation class (Donley et al., 2014). In January of 2017, the group of specialists working at New York Methodist Hospital and Columbia University Medical Center will continue to develop the curriculum for the class. It is expected that preceptors will be selected with reference to their degree (Bachelor of Science in Nursing) and willingness to become a preceptor (Duteau, 2012; Watson, Raffin-Bouchal, Melnick, & Whyte, 2012). The work of the preceptorship class and participation of nurses in this program will be sponsored by the organization.
It has been found that the theory that is most appropriate to implement the intervention is Kurt Lewin’s theory of change. As a result, during the unfreezing stage, the representatives of a project team are expected to recognize the need for change (Shirey, 2013). This stage has been completed recently. The second stage is moving, and it is based on developing a detailed plan of action and the curriculum for the program. This stage is planned to be completed in January of 2017. At the stage of refreezing, the work of the preceptorship preparation class will be analyzed and reflected in the organization’s policies. At the final step of the moving stage, it is also important to conduct the evaluation of the project results with the help of questionnaires and protocols developed for administrators, instructors, trained preceptors, and preceptees.
Contribution to the Nursing Profession
The contribution of the project to the nursing profession is in accentuating the necessity of developing preceptorship programs in healthcare organizations in order to guarantee the continuous education of nurses and the improvement of their practical skills (Price, 2014). As a result, there are benefits for nursing education and administration of preceptors’ work, as well as for their cooperation with preceptees. The project emphasizes the need for uniting theoretical and practical elements in preceptor education with the focus on explaining the role of a preceptor in the context of her or his professional tasks. The organization of preceptorship classes in healthcare facilities guarantees that preceptors will improve their skills in training novice nurses and this approach will contribute to organizing the work of experienced nurses, as well as improving their time management (Shinners, Mallory, & Franqueiro, 2013). Furthermore, it is possible to expect positive changes in the communication between preceptors and preceptees, increased levels of retention among novice nurses, and improved patient safety and quality of care.
The paper has presented the summary of the project and analysis of its contribution to nursing education and practice. The proposed intervention is the development of a preceptorship preparation class in the selected healthcare facility. The final stages of the project are planned to be completed in January and February of 2017.
Donley, R., Flaherty, M., Sarsfield, E., Burkhard, A., O’Brien, S., & Anderson, K. (2014). Graduate clinical nurse preceptors: Implications for improved intra-professional collaboration. The Online Journal of Issues in Nursing, 19(3), 34-38. Web.
Duteau, J. (2012). Making a difference: The value of preceptorship programs in nursing education. The Journal of Continuing Education in Nursing, 43(1), 37-43. Web.
Price, B. (2014). Preceptorship of nurses in the community. Primary Health Care, 24(4), 36-41. Web.
Shinners, J., Mallory, C., & Franqueiro, T. (2013). Preceptorship today: Moving toward excellence. The Journal of Continuing Education in Nursing, 44(11), 482-483. Web.
Shirey, M. R. (2013). Lewin’s theory of planned change as a strategic resource. Journal of Nursing Administration, 43(2), 69-72. Web.
Watson, L. C., Raffin-Bouchal, S., Melnick, A., & Whyte, D. (2012). Designing and implementing an ambulatory oncology nursing peer preceptorship program: Using grounded theory research to guide program development. Nursing Research and Practice, 2012(1), 1-15. Web.