Preceptorship Model for Nursing Undergraduate Students: A Systematic Review

Abstract

Objectives: To find out the effectiveness of clinical education models for nursing undergraduate programs.
Methods: From the PubMed, Science direct, Wiley online, and Secondary Search databases, 7 articles
were obtained consisting of qualitative research that discussed the model of implementing preceptorship for
nurses and undergraduate nursing students. The selection of research articles to be reviewed by establishing
the inclusion and exclusion criteria then the process of searching for articles is synthesized into PRISMA
flow diagram. Journal criticisms have been carried out using Qualitative CASP tools and Case-control.
Results: Researches from 8 countries that have been published and can be generalized to where the average
participant is described as a student undergraduate nursing, nursing staff and clinical facilitators / supervisors.
This type of intervention is focused on various clinical education models for undergraduate nursing programs.
The findings obtained regarding the effectiveness of the clinical education model for undergraduate nursing
programs. This review literature proves that the clinical facilitator model (preceptrorship) is better than the
educator model based on student perception and learning outcomes.
Conclusion: This review literature proves that the clinical facilitator model (preceptrorship) is better than
the standard educator model based on student perceptions and student learning outcomes themselves, it
is proven that the preceptorship model provides greater involvement and learning environment compared
to the standard facilitator model. All clinical education models show the advantages or disadvantages and
limitations of each, however the potential student learning outcomes can be maximized if the model used is
the results evaluated using systematic research.