Please use this identifier to cite or link to this item: https://doi.org/10.1016/j.nepr.2022.103288
Title: A web-based clinical pedagogy program to promote professional development for nurse preceptors: A quasi-experimental study
Authors: Wu, XV 
Selvam, UP
Wang, W 
Ang, ENK 
Devi, KM 
Wee, FC
Zhao, S
Sehgal, V 
Chi, Y 
Keywords: COVID-19
Clinical pedagogy
Clinical teaching
Competence
Preceptor
Quasi-experimental research
Self-efficacy
Web-based learning
Web-based program
COVID-19
Clinical Competence
Humans
Internet
Pandemics
Preceptorship
Prospective Studies
SARS-CoV-2
Issue Date: 1-Feb-2022
Publisher: Elsevier BV
Citation: Wu, XV, Selvam, UP, Wang, W, Ang, ENK, Devi, KM, Wee, FC, Zhao, S, Sehgal, V, Chi, Y (2022-02-01). A web-based clinical pedagogy program to promote professional development for nurse preceptors: A quasi-experimental study. Nurse Education in Practice 59 : 103288-. ScholarBank@NUS Repository. https://doi.org/10.1016/j.nepr.2022.103288
Abstract: Objective: To examine the effectiveness of a web-based clinical pedagogy program on nurse preceptors’ clinical teaching competency, self-efficacy, and attitudes toward web-based learning in comparison to face-to-face course. Background: Preceptorship is a dynamic educational process that requires designing, and implementing various teaching strategies, evaluation, assessment and feedback. Web-based learning has been recognized as an effective learning approach for nursing professional development. Design: A prospective quasi-experimental approach with two-group pre-test and post-test repeated measures was adopted. Methods: The web-based clinical pedagogy program was provided to the preceptors in the experimental group, while control group received the face-to-face preceptorship course. Clinical Teaching Competence Inventory (CTCI), Preceptor Self-efficacy Assessment Instrument (PSEQ), and Attitudes toward Web-based Continuing Learning Survey (AWCLS) were used to evaluate preceptors’ learning outcomes. Data were collected at three time points – before, immediately after the learning program, and after 6 months of the clinical teaching experience. Results: A total of 150 nurses (75 participants/group) were recruited from a tertiary hospital in Singapore from July 2018 to June 2020. The results from the repeated measures analysis of covariance showed that there was a significant interaction effect (group x time) on the overall CTCI score after adjusting for covariate (F = 5.390, p = 0.005). However, there were no significant interaction effect (group x time) on PSEQ (F = 2.693, p = 0.070) and overall AWCLS score (F = 1.341, p = 0.264) between the two groups across the three time points. Conclusion: The web-based clinical pedagogy program produced outcomes comparable to the face-to-face program in terms of preceptors’ clinical teaching competence and self-efficacy. The innovative and cost-effective web-based clinical pedagogy program provided professional development and the flexibility to accommodate preceptors’ busy work schedules. Online learning has become increasingly popular during the COVID-19 pandemic and the web-based clinical pedagogy program was implemented when face-to-face workshop was not feasible.
Source Title: Nurse Education in Practice
URI: https://scholarbank.nus.edu.sg/handle/10635/239155
ISSN: 1471-5953
1873-5223
DOI: 10.1016/j.nepr.2022.103288
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