Hannah, Julie (2023) An exploration of hospital based Allied Health Professionals’ experiences of learning through preceptorship and clinical supervision in the first-year post registration in an acute care setting. Masters thesis, York St John University.

Text (MA by Research thesis) An exploration of hospital based Allied Health Professionals’ experiences of learning through preceptorship and clinical supervision in the first-yea.pdf - Published Version Restricted to Repository staff only until 22 July 2026. Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) Request a copy

Abstract

Aim: This study aimed to evaluate acute hospital based Allied Health Professionals’ access to preceptorship and their experiences of learning through preceptorship and
clinical supervision in the first-year post registration, from the perspective of the learners.

Background: The purpose of preceptorship is to provide support to newly qualified health care professionals to build confidence while enhancing competence and supporting lifelong learning. It is now well recognised that preceptorship results in benefits to newly qualified health care staff, organisations, and service users.

Methods: The study used a convergent parallel mixed methods design, utilising an anonymous electronic survey with a mix of quantitative and qualitative questions. Descriptive statistics and cross tabulation were used to summarise the quantitative data whereas qualitative data analysis involved thematic analysis and content analysis.

Findings: Twelve AHPs completed the questionnaire (48%). All target professional groups were represented. A third (33%) reported to have access to a preceptorship programme,
42% had access only to clinical supervision and others were unsure what support was available. Although the programmes were highly valued, respondents were only moderately satisfied with the programmes. Respondents indicated that they had been able to develop clinical skills, however, the programmes did not support the development of
interpersonal skills. Key themes from the qualitative data were: the positive nature of the role of the preceptor/ supervisor; the negative impact of poor access to supervision and high expectations; and suggestions to improve the programmes.

Conclusions: The majority of participants did not have access to a preceptorship programme. The current preceptorship/ supervision programmes do not provide the
necessary support to build the required confidence and skills. The key components required for a robust preceptorship programme are: prompt allocation of a preceptor; effective training; protected time for preceptorship; opportunities for joint working; gradual
increase in workloads; personalised education programmes; and support from line managers.

Item Type:	Thesis (Masters)
Status:	Published
Subjects:	L Education > L Education (General)
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/11404

University Staff: Request a correction | RaY Editors: Update this record