Date on Paper

7-2024

Document Type

Doctoral Paper

Degree Name

D.N.P.

Department

Nursing

Committee Chair

Shumaker, Shannon

Committee Member

Robertson, Sara

Author's Keywords

nurse anesthetist; nurse practitioner; advanced practice nursing; preceptor training; preceptorship

Abstract

Background/Significance: Certified Registered Nurse Anesthetists (CRNAs) undergo extensive didactic and clinical training when earning their doctoral practice degrees. However, there is inconsistency of preceptor clinical training.

Purpose: The purpose of this quality improvement project was to improve the consistency in preparedness of CRNA clinical faculty preceptors who train nurse anesthesia residents (NARs).

Methods: A pre-post approach was used. A MeSH search was conducted that resulted in 13 studies that were examined for quality and applicability for this project. The Plan-Do-Study-Act model was the framework to guide this quality improvement project.

Intervention: Participants attended one 3-hour educational training workshop. The Preceptor Education Workshop Survey, the Workshop Effectiveness Survey, and the Knowledge Application Survey were used.

Results: There were 21 participants. The Preceptor Education Workshop Survey showed increased satisfaction, comfort, and confidence (p < .05) from pre-intervention to post-intervention. The Workshop Effectiveness Survey showed a total score of 39.85 (M = 4.98, SD = .037, p < .001) which demonstrated excellence in intervention effectiveness. The Knowledge Application Survey showed integration techniques, usage of strategic questioning and provision of effective feedback.

Conclusion: This QI project shows that there was improvement in all categories. Thus, a CRNA workshop can become a sustainable educational opportunity to improve satisfaction, comfort, and confidence for CRNA clinical faculty preceptors teaching in a Nurse Anesthesia Program.

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