Experienced Long Term Care Administrators Make Better Preceptors

The study, supported by the Foundation of the National Association of Long Term Care Administrator Boards, recommends increased focus on four areas of the learning environment in order to advance experiential learning within the field of long term care and help develop its future leaders

“We expect the findings of this White Paper to facilitate a dialogue and subsequent actions to advance a more useful, systematic approach to site selections and future student placement,” stated Jennifer Johs-Artisensi, PhD, of the University of Wisconsin-Eau Claire and co-author of the White Paper. “It is imperative that we develop high-impact practices to support the educating and training of a new generation of leaders in our field.”

Co-authors Drs. Johs-Artisensi and Douglas Olson, PhD, also of the University of Wisconsin-Eau Claire, focus on four thematic areas in the study: preceptor characteristics, a strong learning environment, performance factors and site context descriptors. Following is a summary of their findings:

• Research has shown that the individual serving as the preceptor makes a significant difference in the student’s learning experience. The number of years the preceptor has been with the organization, the number of students he/she has mentored, how involved the preceptor is in the profession, and their level of education are all significant factors towards the student’s success.

• A positive learning environment, which refers to an environment that communicates that the student is wanted, accepted, and encouraged to engage with the work of the organization, encourages a climate of learning. The research points out that the stability of the department head team and the level of organizational support for employees and administrative interns to continue their own professional development were also important factors.