Abstract：
BACKGROUND:As part of the Swedish-Jordanian International Collaboration Project, this study developed, implemented, and evaluated a preceptor training program to enhance pedagogical strategies for integration of theory and practice in nursing education in Jordan. METHODS:A three-phase program was developed and implemented (2006 to 2007) focusing on experiential learning using drama, case-method, and photolanguage methods. Data were collected from 12 preceptors in Jordan using questionnaires and interviews. RESULTS:Four themes reflected experiences gained from participating in the program, including bridging the gap between theory and practice, enhancing students' imminent potential, promoting the role of preceptor, and facing challenges in applying pedagogical strategies. Participants noted a positive effect on their personal and professional growth as a preceptor, students' learning process, and the quality of health care. CONCLUSION:Preceptors perceived that the model program helped to bridge the gap between theory and practice, improved communication and networking, and improved the quality of health care in Jordan.
journal_name
J Contin Educ Nursjournal_title
Journal of continuing education in nursingauthors
Halabi JO,Abdalrahim MS,Persson GL,Hedemalm A,Lepp Mdoi
10.3928/00220124-20111115-04subject
Has Abstractpub_date
2012-03-01 00:00:00pages
135-44issue
3eissn
0022-0124issn
1938-2472journal_volume
43pub_type
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