NR 500 Week 5 Area of Interest PowerPoint Presentation

Name

Chamberlain University

NR-500: Foundational Concepts & Applications

Prof. Name

Date

Introduction

Evidence-Based Practice (EBP) is a structured approach that integrates the best available evidence to guide nursing care and improve patient outcomes. For Master’s-prepared nurses, conducting EBP is essential, as it enhances quality, supports positive patient outcomes, and fosters ongoing professional development. This presentation explores EBP in nursing, specifically in the context of preceptor training for clinical nurse educators. The chosen EBP conceptual model is the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) Model, which aids in translating research into practice, addressing clinical issues, and fostering effective healthcare delivery. This presentation also covers my selected specialty track in nursing education, the role of clinical nurse preceptors, and recommendations to enhance preceptor training, while emphasizing change influence strategies in the preceptorship learning environment.

Area of Interest: Education Specialty Track and Clinical Nurse Preceptor

In the educational specialty track, nurse educators play an essential role in fostering clinical skills, critical thinking, and evidence-based learning among nursing students. Within this specialty, I have a focused interest in preceptor training, an effective model for developing nursing competencies. Clinical nurse preceptors provide mentorship and serve as role models for safe patient care, contributing to learning outcomes and patient safety (Lim, Weiss, & Herrera-Capoziello, 2016). However, current issues such as limited healthcare access, funding constraints, and gaps in educational resources present challenges to effective preceptor training. Addressing these challenges requires recommendations for revising training methods to retain clinical preceptors, enhance learning outcomes, and improve retention rates for new nurses.

Recommendations for Change and Influencing Factors

To improve preceptor training, it is crucial to define clear roles, establish ongoing support, and encourage intra-professional collaboration between nursing faculties and healthcare institutions. Preceptors benefit from structured opportunities to network and share experiences, which reduces stress and enhances confidence (Goldman & Cojocaru, 2017). Change influence strategies include implementing specific preceptor training modules, developing classroom sessions, and collaborating with healthcare agencies to support preceptor role commitment and rewards (Easton et al., 2017). Internal factors such as preceptor training modules and communication skills, as well as external factors like inter-agency collaboration, play a vital role in supporting these recommended changes. Additionally, preceptor education is further reinforced through alignment with the AACN Master’s Essentials, which guide evidence-based teaching practices, quality improvement, and patient-centered care.

Conclusion

EBP provides an invaluable framework for improving nursing practice and patient outcomes. Through preceptor training in the education specialty track, clinical nurse educators can leverage EBP to enhance nursing competencies and improve patient care. This presentation underscores the significance of EBP, the need for role definition and support in preceptorship, and the essential components of change influence strategies. Master’s-prepared nurses in education roles benefit from using EBP models, such as the Johns Hopkins model, to create impactful teaching practices, address healthcare challenges, and promote optimal 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.

NR 500 Week 5 Area of Interest PowerPoint Presentation

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

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.

NR 500 Week 5 Area of Interest PowerPoint Presentation

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.