Nurse Anesthesia Residents: Impact of Preceptor Teaching Methods on Clinical Learning Progression

Abstract

Purpose: The purpose of this project was to create an educational podcast on evidence-basedbest practices in precepting, exploring Nurse Anesthesia Residents (NARs) and anesthesia providers’ experiences while being precepted, and how this impacted their clinical development. Background: Throughout a Nurse Anesthesia Residents’ training, preceptors provide education in the clinical setting. The profound impact of preceptor educational practices ranges from supportive teaching strategies, which significantly improve clinical skills and well-being, to the negative effects of incivility and bullying, which can demotivate and distress residents, potentially driving them out of the profession. Preceptors who adopt evidence-based teaching strategies have had excellent success helping students acquire the necessary skills, confidence, and competencies expected in their professional journey to assist them in transitioning to licensed practice. Methods: The primary investigator collaborated with Jon Lowrance, Certified Registered Nurse Anesthetist (CRNA) and co-founder of Anesthesia Guidebook, to record an educational podcast with an online Qualtrics survey attached in the show notes for anesthesia providers to access and complete following the presentation. Results: The project used a quantitative descriptive methodology consisting of a survey of three demographic questions, three yes or no questions, and six choose-all-that-apply questions. This online survey yielded (N=49) participants, predominantly split between 28 CRNAs (57.14%), and 20 NARs (40.82%), with one anesthesiologist also responding. Most respondents started anesthesia school in their 20s or 30s (87.5%) and have been a nurse for more than 5 years (87.76%). Thirty participants (61.22%) reported a negative effect on their clinical progression 10 because of experiencing incivility or bullying, while 34 participants (69.39%) reported a positive effect on their clinical progression due to experiencing positivity or encouragement. The highest source of stress on a clinical day was overwhelmingly found to be “Assignment to a preceptor with whom you have had challenges,” with 37 out of 49 respondents (76%) selecting this option. Conclusion: The survey results directly addressed the project question by demonstrating that there is a significant impact on the clinical learning progression of nurse anesthesia residents related to preceptor educational practices.