Greg Williams1, ATC, CSCS, Brandy Schneider2, ATC, & Breanna McNellis2, ATC

1Cleveland University-Kansas City, Overland Park, Kansas; 2Truman State University, Kirksville, Missouri

PURPOSE: The preceptorship model is widely used among healthcare professions to provide a link between didactic knowledge and clinical performance. Preceptors in the clinical experience are an important source of embedded knowledge which allows for a personalized learning approach. Because the preceptor role is a multi-facet with job related and educational duties, the effects of the preceptorship are under examination. The purpose of this study is to increase the understanding of the preceptorship model. METHODS: Through the NATA, 4000 qualitative surveys were sent to randomized sample garnering 221 respondents for an 18% response rate. RESULTS: This descriptive study found: Forty-two percent of preceptors view themselves as educators. Over 70% of respondents reported that their preceptor training did not involve teaching or feedback strategies. A majority (92%) of preceptors surveyed reported feeling they already had adequate knowledge on providing quality feedback to be successful in educating students. Respondents reported (75%) spending three hours or less on annual preceptor training. Forty percent of respondents reported being a preceptor increased their stress while 17%reported feeling burned out by the added duties. Eighty percent of preceptors are volunteers. Ninety-eight percent of respondents reported being inclined to continue to be a preceptor. CONCLUSION: Preceptors appear to be committed to the role of teaching students in spite of minimal pedagogical training, personal benefits, and increased workplace stress. Preceptors receive limited instruction in feedback and teaching skills for their role, which may lead them to not embracing the role of educator.

ACKNOWLEDGMENTS: This study was grant funded through the Truman State University Grant Aid in Student Research fund.

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