Preceptor support outcomes during the COVID 19 Pandemic: recommendations for responsive continuing development programmes

Abstract BackgroundMentally fit preceptors may be more capable and flexible in providing students with system, emotional and cognitive support in the clinical learning environment (CLE) in the face of any life-threatening outbreaks. Existing professional development programmes for preceptors emphasise the development of preceptor competence in normal CLE with minimal focus on their ability to engage with adverse events that challenge their mental health. This study sought insight from the experiences of preceptors during the COVID-19 pandemic to identify their professional development programme needs while providing support to students during accompaniment. MethodA mixed-method research convergent parallel design was used to collect data from the 24 preceptors at a nursing education institution. Eleven preceptors responded to the survey that included the COVID Stress Scale (CSS) and the Burnout Assessment Tool (BAT) to collect quantitative data. Semi-structured interviews were conducted with five purposively selected preceptors to collect qualitative data regarding their experiences whilst accompanying students during COVID-19. ResultsSub-scales within the CSS and BAT instrument where mapped against an existing preceptor support framework. Overall data of the CSS for each sub-scale indicated an average score varying from no stress to moderate stress, while BAT data shows that respondents rarely experienced burnout. However, some respondents experienced very high level of stress and high levels of burnout. Qualitative data supplemented results. ConclusionThe COVID-19 pandemic influenced preceptors’ role in supporting students and reflected that they amended their functioning role. Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.