The impact of a blended learning approach on instructor and learner satisfaction with preceptor education.
To further enhance satisfaction and effectiveness, six pediatric hospitals created a blended learning approach to preceptor role preparation. In this blended approach, foundational content was delivered via online learning, allowing the classroom instructors to focus more on experiential learning activities. Both preceptor-learners and classroom instructors were asked to complete an evaluation of their experiences. This article describes the results and implications.
Bradley
Christine
C
CHEX Knowledge Exchange, Child Health Corporation of America, Shawnee Mission, Kansas 66202, USA. Christine.bradley@chca.com
Erice
Miriam
M
Halfer
Diana
D
Jordan
Kathy
K
Lebaugh
Denise
D
Opperman
Cathleen
C
Owen
Kathryn L
KL
Stephen
Jennifer
J
D000704:Analysis of Variance; D001291:Attitude of Health Personnel; D003194:Computer-Assisted Instruction; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D006776:Hospitals, Pediatric; D006801:Humans; D008611:Mentors / Q000193:education* / Q000523:psychology; D017145:Models, Educational; D024802:Nurse's Role; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D009741:Nursing Staff, Hospital / Q000193:education* / Q000523:psychology; D010371:Pediatric Nursing / Q000193:education; D011231:Preceptorship / Q000458:organization & administration*; D016730:Program Development; D015397:Program Evaluation; D011795:Surveys and Questionnaires; D013663:Teaching / Q000458:organization & administration