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dc.contributor.authorSørø, Vera Louise
dc.contributor.authorAglen, Bjørg
dc.contributor.authorOrvik, Arne
dc.contributor.authorSøderstrøm, Sylvia
dc.contributor.authorHaugan, Gørill
dc.date.accessioned2021-09-27T11:04:20Z
dc.date.available2021-09-27T11:04:20Z
dc.date.created2021-05-17T23:37:49Z
dc.date.issued2021
dc.identifier.citationNurse Education Today. 2021, 104, .en_US
dc.identifier.issn0260-6917
dc.identifier.urihttps://hdl.handle.net/11250/2783708
dc.description.abstractThis study aimed to explore the influences of an interprofessional preceptor-team intervention (IPPT) on interprofessional collaboration, preceptors' role, confidence, and motivation to precept health care students (nursing, physiotherapy) and apprentices in a Norwegian nursing home. Methods Qualitative data were collected by two focus group discussions: possible gains and pitfalls of the IPPT-intervention were focused. The group-discussions were tape-recorded, transcribed verbatim and analysed by means of qualitative content analysis. Findings The IPPT-intervention influenced positively on preceptors' confidence and motivation to work as a preceptor and facilitated interprofessional collaboration between the health professionals. The preceptors' role in the ward became clearer and more visible to the peers. Perceived lack of time, a heavy workload, the ward hierarchy, and lack of managerial support were key barriers for preceptorship. Conclusions To enhance preceptors' work and thus student's learning, the ward hierarchy should be limited and interprofessional collaboration further developed. Enhanced visibility and acknowledgement of the preceptors' role and increased managerial support can reduce barriers for preceptorship.en_US
dc.language.isoengen_US
dc.publisherElsevier Scienceen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titlePreceptorship of clinical learning in nursing homes – A qualitative study of influences of an interprofessional team interventionen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.volume104en_US
dc.source.journalNurse Education Todayen_US
dc.identifier.doi10.1016/j.nedt.2021.104986
dc.identifier.cristin1910364
dc.source.articlenumber104986en_US
cristin.ispublishedfalse
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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