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.
CHEX Knowledge Exchange, Child Health Corporation of America, Shawnee Mission, Kansas 66202, USA. Christine.bradley@chca.com
Christine
C
Bradley
Miriam
M
Erice
Diana
D
Halfer
Kathy
K
Jordan
Denise
D
Lebaugh
Cathleen
C
Opperman
Kathryn L
KL
Owen
Jennifer
J
Stephen
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