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Background Mini-CEX scores assess resident competence. Rater training might improve mini-CEX score interrater reliability, but evidence is lacking. Objective Evaluate a rater training workshop using interrater reliability and accuracy. Design Randomized trial (immediate versus delayed workshop) and single-group pre/post study (randomized groups combined). Setting Academic medical center. Participants Fifty-two internal medicine clinic preceptors (31 randomized and 21 additional workshop attendees). Intervention The workshop included rater error training, performance dimension training, behavioral observation training, and frame of reference training using lecture, video, and facilitated discussion. Delayed group received no intervention until after posttest. Measurements Mini-CEX ratings at baseline (just before workshop for workshop group), and four weeks later using videotaped resident–patient encounters; mini-CEX ratings of live resident–patient encounters one year preceding and one year following the workshop; rater confidence using mini-CEX. Results Among 31 randomized participants, interrater reliabilities in the delayed group (baseline intraclass correlation coefficient [ICC] 0.43, follow-up 0.53) and workshop group (baseline 0.40, follow-up 0.43) were not significantly different (p = 0.19). Mean ratings were similar at baseline (delayed 4.9 [95% confidence interval 4.6–5.2], workshop 4.8 [4.5–5.1]) and follow-up (delayed 5.4 [5.0–5.7], workshop 5.3 [5.0–5.6]; p = 0.88 for interaction). For the entire cohort, rater confidence (1 = not confident, 6 = very confident) improved from mean (SD) 3.8 (1.4) to 4.4 (1.0), p = 0.018. Interrater reliability for ratings of live encounters (entire cohort) was higher after the workshop (ICC 0.34) than before (ICC 0.18) but the standard error of measurement was similar for both periods. Conclusions Rater training did not improve interrater reliability or accuracy of mini-CEX scores. Clinical trials registration clinicaltrials.gov identifier NCT00667940

Background: The global nursing shortage necessitates rapid integration of new nurses into practice. However, the transition from student to professional remains challenging, with high first‐year turnover rates. While preceptorship is vital for facilitating this transition, comprehensive competency frameworks for nurse preceptors are lacking. Aim: This study aims to review and define key competencies of registered nurse preceptors, focusing on essential skills and developmental strategies to build a competency framework. Design: A scoping review following established guidelines was conducted. Methods: Systematic searches were performed in PubMed, Embase, Web of Science, and Cochrane Library from January 2012 to September 2022. The inclusion of studies was based on a set of defined eligibility criteria, and the results were synthesized into categories regarding the competencies of preceptors and methods for assessing them. Results: A total of 48 studies were included in the final analysis. The competencies required for new nurse preceptors were categorized into four primary areas: (1) role model attributes, (2) teaching abilities, (3) motivational capacities, and (4) personal attribute competency. The review highlighted gaps in preceptor training, with many preceptors lacking formal education or institutional support. Additionally, the review found that the selection of preceptors and new nurses should be a mutual process, and preceptor competencies are closely linked to the effectiveness of induction training. Conclusions: Healthcare institutions should prioritize the development of tailored preceptor training programs to ensure high‐quality preceptorship for new nurses. Future research should focus on creating standardized frameworks for preceptors’ competencies and evaluating the impact of specific training interventions to improve the effectiveness of preceptorship programs. By investing in preceptor education and fostering supportive environments, healthcare organizations can enhance nurse retention and contribute to the sustainability of the nursing workforce.

Preceptorship is a vital component of nursing and midwifery education, facilitating skill development, confidence and professional socialisation of students and newly qualified nurses and midwives. There is currently a gap in the available literature on the education preceptors in the Republic of Ireland receive. To explore the training and education received by nurses and midwives as preceptors in the Republic of Ireland and to assess their self-efficacy in fulfilling key preceptorship roles and responsibilities. A descriptive, cross-sectional survey design was employed, utilising a structured, anonymous questionnaire distributed nationally to registered nurses and midwives acting as preceptors. Preceptors reported considerable variability in training, with some participants indicating no formal preparation for the role. Most training was lecture-based. Preceptors expressed high confidence in interpersonal and leadership skills but lower confidence in managing underperforming students. Over half of the participants felt adequately prepared, indicating potential for enhanced education and support within the curriculum. A standardised, evidence-based preceptorship educational programme incorporating diverse, experiential teaching methods is needed to better prepare nursing and midwifery preceptors in Ireland.

The aim of this systematic scoping review is to examine and synthesise the available literature on developing interpersonal and communication skills in general nursing preceptorship education programmes. Highly developed interpersonal and communication skills are an essential component of nursing preceptorship. Preceptors are integral in facilitating, guiding, and developing positive interpersonal relationships between the nursing student (the preceptee), the qualified nurse (the preceptor), and patients. They also have a responsibility to foster and develop preceptees' interpersonal and communication skills and assess and deem preceptees as competent in such skills. Furthermore, preceptors require effective interpersonal and communication skills to carry out key responsibilities of their role, including creating a safe clinical learning environment, teaching, and providing effective feedback. A scoping review was conducted using the methodological framework of Arksey and O'Malley. The PRISMA Extension for Scoping Reviews guided the reporting. Five electronic databases were searched for relevant articles in consultation with a librarian, supplemented by hand-searching and internet searches for grey literature. A total of 19,431 potentially relevant articles published between Jan 2000 and August 2021 were retrieved from the initial search, and an additional six articles were obtained from the supplemental search. A total of 146 articles were independently reviewed by two researchers, resulting in 24 articles eligible for inclusion in the review. Several themes were identified in the literature that influenced the development of interpersonal and communication skills in preceptorship education and training programmes, including design and development of programmes, key learning outcomes, pedagogical approaches of preceptorship education and training programmes and interpersonal & communication skills development in preceptorship education and training programmes. Conclusions This review highlighted that research on developing interpersonal and communication skills amongst preceptors is mainly absent from the literature. Further research to address these knowledge gaps is warranted. The results from this review can be used to inform future curriculum design and development of nursing preceptorship education and training programmes.

Appropriate collaboration between health professionals (HP) can reduce medical errors, enhance the spread of critical information, and assist in interpretation of health information resulting in improved patient care. The International Classification of Functioning, Disability and Health (ICF) may provide a useful conceptual framework to facilitate better interprofessional practice. To determine whether a training programme based on the ICF framework resulted in improved interprofessional behaviour among HPs in Rwanda. A cluster randomised control trial was used. Four district hospitals were randomly allocated to receive either a day's training in interprofessional practice based on the ICF framework (experimental) or a short talk and a booklet on the topic (control). A total of 203 participants included medical doctors, nurses, and other HPs took part in this study. Simple random sampling was used to select the hospital records of 200 patients discharged from relevant wards at both the experimental and control hospitals at baseline and at two, four and six months after training (800 patients' records from each group). A self-designed checklist has undergone some validation and was based on the ICF conceptual model was used to audit the quality of information included in the patients' records. Ethical approval was obtained from the relevant authorities. The demographic and medical profile of the patients in the two sets was equivalent. An ANOVA and post-hoc Tukey test indicated the mean number of items correctly filled in was not significant at baseline (p = 0.424) but the difference was significant (p < .001) for the post-intervention scores at two, four and six months. The control group scores did not improve over time. The improved behavior was still evident at six months although it had begun to decay. Behaviour change as evidenced by more comprehensive recording of patient management can result from a well-structured training programme. The ICF appeared to provide a common language and facilitate HPs interaction and patient management plans. The ICF provided an effective conceptual framework to structure the content of the training and the audit tool. It is recommended that the framework be used to facilitate interprofessional education and practice in Rwanda and that the training approach may be applicable to other health care contexts.

Only few studies have examined the preceptor training courses and their effects on clinical teaching behaviors (CTBs) of preceptors. This study investigated preceptors’ experiences in educating new graduate nurses and the effect they had on clinical teaching behavior (CTB) based on whether they participated in a preceptor training program. A descriptive online survey method was used, and the participants included 180 registered nurses who were preceptors. The Clinical Teaching Behavior Inventory (CTBI-22) was used, and perceptions of teaching experiences were measured by six items. Data were analyzed using multiple linear regression. Preceptors working at general hospitals or hospitals were less likely to have participated in a preceptor training program than those working at tertiary hospitals. The overall mean score of CTB was 89.30, and “guiding inter-professional communication” showed the lowest mean score. Positive perceptions of preceptorship experiences were positively related with CTB, and the number of precepting experiences affected CTB only for nurses having undergone preceptor training courses. The use of role-playing as a method in training courses positively affected preceptors’ CTB. These findings suggest that preceptors need support from nurse managers and colleagues, and preceptor training programs should be developed.

Objective This study aimed to evaluate the effectiveness of combining the One-Minute Preceptor (OMP) and Flipped Classroom (FC) methods in clinical teaching for general medicine residents during their standardized training. Methods A total of 80 general medicine residents undergoing standardized training at our hospital between June 2023 and December 2024 were selected as study participants. These residents were randomly assigned to either an experimental group ( n  = 40) receiving the OMP/FC teaching method or a control group ( n  = 40) following traditional teaching methods. The effectiveness of the teaching methods and resident satisfaction were assessed through exit examinations and a questionnaire survey. Results There was no significant difference in gender, age and other general data between the two groups. The experimental group showed significantly higher performance in the exit examination compared to the control group, with superior scores in theoretical assessments, first-round medical record writing, major case documentation, and clinical reasoning ( P  < 0.05). Additionally, survey results indicated that the experimental group exhibited better abilities in disease history taking, physical examination, and interpreting auxiliary examinations ( P  < 0.05). While improvements in theoretical knowledge, medical record documentation, and clinical reasoning were statistically significant ( P  < 0.05), the size of the improvement for some measures, such as satisfaction ratings, were modest and may not be clinically meaningful. Conclusion The combination of the OMP and FC methods significantly improved the clinical training outcomes for general medicine residents. These methods enhanced key clinical skills, increased teaching effectiveness, and fostered higher levels of resident satisfaction, making them a promising approach for clinical education in primary care.

Stroke coordinators spend much of their time in the emergency department; many of them are nurses working dual roles as current emergency nurses or trauma coordinators and stroke coordinators. How this hybrid role affects burnout is unknown. This study assessed the impact of this gap on stroke program managers and coordinators through the Texas Stroke Program Survey. An electronic survey, with the validated Maslach Burnout Inventory-–Human Services Survey instrument to evaluate work-related burnout, was distributed to 181 Texas-designated stroke facilities. They were asked to have 1 stroke coordinator or manager complete the survey anonymously. Of the 105 approached, 103 responded, and 78 completed the Maslach Burnout Inventory–Human Services Survey, of whom 83.5% (86 of 103) worked at primary or comprehensive stroke centers. Maslach Burnout Inventory–Human Services Survey results showed that 74.4% of the population (58 of 78) exhibited burnout profiles, which were characterized by feelings of ineffectiveness, overextension, or burnout. Turnover among stroke coordinators was high, with 49.5% (51 of 103) reporting 2 or more turnovers over 5 years. The survey results highlight significant variability in role definition and responsibilities among stroke coordinators. Nearly 91.3% of respondents (94 of 103) emphasized the need for standardizing program requirements and providing adequate support for staff development. Implementing a program like those used in trauma centers may reduce variability, enhance support, and mitigate burnout.

Introduction One-minute preceptor (OMP) and SNAPPS (a mnemonic for Summarize history and findings; Narrow the differential; Analyze the differential; Probe the preceptor about uncertainties; Plan management; and Select case-related issues for self-study) are educational techniques developed to promote learners’ expression of clinical reasoning during the case presentation in the workplace. The aim of this present study was to compare the content of the case presentation between the SNAPPS and the OMP methods. Methods This was a randomized controlled trial comparing SNAPPS and OMP in 60 medical students at the beginning of their fifth year of medical school. After an introduction session, students presented and discussed two cases based on real patients and provided in written format. All case presentations were recorded and evaluated by two researchers. The assessed elements of the case presentations were divided into three subgroups related to expression of clinical reasoning, time and initiative to guide the presentation. Results There were 30 participants in each group. There was no difference in the expression of clinical reasoning between OMP and SNAPPS groups (number of differential diagnoses, justification of most likely diagnosis and differential diagnosis, expression of comparing and contrasting hypotheses). However, students in the SNAPPS group expressed significantly more questions and uncertainties ( p  < 0.001), and more often took the initiative to present and justify the most likely diagnosis, differential diagnosis and management plan than students in the OMP group, both in simple and complex cases (all p  values <0.001) without extending the length of the teaching session. Conclusion OMP and SNAPPS equally promote medical students’ expression of clinical reasoning. The SNAPPS technique was more effective than the OMP technique in helping students to take on an active role during case presentation. We propose SNAPPS as an effective learning tool, engaging students and promoting the expression of their clinical reasoning as part of a case presentation.

Letters from Pharmacy Preceptors: Pearls for Success is comprised of 22 letters from award-winning pharmacy preceptors from a wide variety of practice settings and organizations. Led by co-editors Joshua N. Raub, Cathy L. Walker, and Sara J. White, this inspiring compilation draws on the vast experience, knowledge, and expertise from past recipients of the ASHP Foundation's Pharmacy Residency Excellence Award who have been recognized in their program achievements and leadership in the training of pharmacy residents.