Multi-Interactive Teaching for Clinical Nursing Preceptors: Impact on Learning Styles and Competence
Abstract
Background: Newly recruited nurses face high turnover and adaptation challenges, requiring clinical preceptors to possess diversified teaching competencies. Multi-interactive teaching, integrating simulation, discussion, and immediate feedback, can enhance teaching reflection and professional development.
Purpose: To examine the effects of multi-interactive teaching on clinical preceptors’ learning styles and teaching competence.
Design: Quasi-experimental, one-group pretest-posttest design.
Methods: Six multi-interactive workshops were conducted for experienced clinical preceptors, covering preceptor characteristics, learner learning styles, teaching competence, and strategies for coaching difficult learners. Workshops included seminars and real-time interactive communities. Participants were registered nurses (clinical ladder 3 or above, or ladder 2 with >5 years’ experience) who had supervised new nurses within the past year. Data were collected using the Kolb Learning Style Inventory and a Teaching Competence Scale, analyzed with SPSS 28.0 using descriptive statistics, chi-square tests, t-tests, and correlation analysis. The study was IRB-approved.
Results: A total of 101 preceptors participated. Post-intervention, 30.7% exhibited changes in learning styles (chi-square = 101.35, p < .001). Teaching competence increased from 4.01 to 4.23 (t = -8.16, p < .001). Learning styles were not significantly associated with teaching competence. No significant differences were found across ranks. Teaching experience was negatively correlated with teaching skills and teamwork. Gender and age were not significantly associated with learning styles. Findings indicate that multi-interactive teaching effectively enhances teaching competence, with greater benefits for less experienced preceptors.
Conclusion: Multi-interactive teaching improves clinical preceptors’ teaching competence and can promote learning style transitions. Future programs should consider instructors’ learning styles, experience, and rank to provide tiered continuing education, strengthen reflection and practical exercises, and enhance adaptability, thereby supporting professional development and teaching quality improvement.
Notes
References:
Afrasiabifar, A., & Asadolah, M. (2019). Effectiveness of shifting traditional lecture to interactive lecture to teach nursing students. Investigación y Educación en Enfermería, 37(1), e07. https://doi.org/10.17533/udea.iee.v37n1e07
Almeida, L., & Nascimento, L. (2024). The approach to experiential learning by David Kolb and its influence on the development of professional competencies in leadership. Contribuciones a las Ciencias Sociales, 17, e12179. https://doi.org/10.55905/revconv.17n.10-474
Campos, D. G., Silva, J. L. G., Jarvill, M., Rodrigues, R. C. M., & de Souza Oliveira Kumakura, A. R. (2021). Instruments to evaluate undergraduate healthcare student learning styles globally: A scoping review. Nurse Education Today, 107, 105141. https://doi.org/10.1016/j.nedt.2021.105141
El-Saftawy, E., Latif, A. A. A., ShamsEldeen, A. M., Alghamdi, M. A., Mahfoz, A. M., & Aboulhoda, B. E. (2024). Influence of applying VARK learning styles on enhancing teaching skills: Application of learning theories. BMC Medical Education, 24(1), 1034. https://doi.org/10.1186/s12909-024-05979-x
Knott, G. J., Mylrea, M. F., & Glass, B. D. (2024). Pharmacist and student evaluation of a preceptor training program in a regional Australian university: A multi-method study. BMC Medical Education, 24(1), 49. https://doi.org/10.1186/s12909-023-04979-7
Sigma Membership
Lambda Beta at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Teaching and Learning Strategies, Precepting, Nursing Preceptorship, Competence, Clinical Competence
Recommended Citation
Hu, Shui-Tao; Yeh, Shu-Ling; and Chang, Yi-Ling, "Multi-Interactive Teaching for Clinical Nursing Preceptors: Impact on Learning Styles and Competence" (2026). International Nursing Research Congress (INRC). 158.
https://www.sigmarepository.org/inrc/2026/presentations_2026/158
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-08-18
Multi-Interactive Teaching for Clinical Nursing Preceptors: Impact on Learning Styles and Competence
Toronto, Ontario, Canada
Background: Newly recruited nurses face high turnover and adaptation challenges, requiring clinical preceptors to possess diversified teaching competencies. Multi-interactive teaching, integrating simulation, discussion, and immediate feedback, can enhance teaching reflection and professional development.
Purpose: To examine the effects of multi-interactive teaching on clinical preceptors’ learning styles and teaching competence.
Design: Quasi-experimental, one-group pretest-posttest design.
Methods: Six multi-interactive workshops were conducted for experienced clinical preceptors, covering preceptor characteristics, learner learning styles, teaching competence, and strategies for coaching difficult learners. Workshops included seminars and real-time interactive communities. Participants were registered nurses (clinical ladder 3 or above, or ladder 2 with >5 years’ experience) who had supervised new nurses within the past year. Data were collected using the Kolb Learning Style Inventory and a Teaching Competence Scale, analyzed with SPSS 28.0 using descriptive statistics, chi-square tests, t-tests, and correlation analysis. The study was IRB-approved.
Results: A total of 101 preceptors participated. Post-intervention, 30.7% exhibited changes in learning styles (chi-square = 101.35, p < .001). Teaching competence increased from 4.01 to 4.23 (t = -8.16, p < .001). Learning styles were not significantly associated with teaching competence. No significant differences were found across ranks. Teaching experience was negatively correlated with teaching skills and teamwork. Gender and age were not significantly associated with learning styles. Findings indicate that multi-interactive teaching effectively enhances teaching competence, with greater benefits for less experienced preceptors.
Conclusion: Multi-interactive teaching improves clinical preceptors’ teaching competence and can promote learning style transitions. Future programs should consider instructors’ learning styles, experience, and rank to provide tiered continuing education, strengthen reflection and practical exercises, and enhance adaptability, thereby supporting professional development and teaching quality improvement.
Description
Multi-interactive teaching effectively enhances clinical preceptors' teaching competence and promotes learning style changes. Instructors with less experience show greater improvements in teaching skills and teamwork. Tailored, tiered continuing education with reflection and practical exercises can further strengthen teaching adaptability and overall effectiveness.