The purposes of this study are 1) to identify the relationships between the core competencies of the preceptor and self-efficacy, critical thinking disposition, self-leadership, and communication competency; 2) to confirm the influence of self-efficacy, critical thinking disposition, self-leadership, and communication competency on the core competence of the preceptor.
The data were collected from August 27 to September 7, 2017 by using structured questionnaires for 127 preceptors at a general hospital located in the southern part of Korea. The core competence of the preceptor was assessed by the core competency evaluation tool developed by In Gak Kwon et al. (2002); self-efficacy by the measurement created by Sherer et al. (1982) and revised by Ae Soon Jeong (2007); critical thinking disposition by the tool used in In Soo Kwon et al. (2006); self-leadership by the assessment tool created by Manz (1983) and revised by Han Seong Kim (2002); communication competency was measured by Rubin et al. (1991)''s tool developed to evaluate human communication competency (GICC), which was modified and supplemented by Gyeong Ho Hur(2003).
SPSS/Win 23.0 Program was used to analyze the frequency, percentage, mean, standard deviation, independent t-test, one-way ANOVA, Scheffe test, Pearson''s correlation coefficients, and stepwise multiple regression.
The results are as follows:
1) The mean score of the core competencies of the preceptors was 3.94±0.35(range 1-5); the mean score of role models, a sub-area of the core competency of the preceptor, was 3.98±0.42; socialization facilitator was 3.88±0.37; educators was 3.96±0.39; self-efficacy was 3.88±0.49; critical thinking disposition was 3.54±0.36; self-leadership was 3.66±0.39; communication competency was 3.71±0.35.
2) There were no general characteristics showing differences in the core competencies of the preceptors. The subjects'' self-efficacy was significantly different according to age (F=3.44, p=035) and current position (t=-2.02, p=.045). Critical thinking disposition demonstrated a significant difference according to age (F=4.16, p=.018), current position (t=-2.42, p=.017), and total clinical experience (F=4.47, p=.005). Self-leadership of the subjects showed a significant difference according to the current position (t=-2.76, p=.007); communication competency was significantly different among the subjects according to the preceptor training time (t=-2.16, p=.033).
3) The core competencies of the preceptors were significantly correlated with self-efficacy (r=.61, p<.001), critical thinking disposition (r=.69, p<.001), self-leadership (r=.59, p<.001), and communication competency (r=.58, p<.001). Self-efficacy was positively correlated with critical thinking disposition (r=.75, p<.001), self-leadership(r=.62, p<.001), and communication competency (r=.56, p<.001). Critical thinking disposition was positively correlated with self-leadership (r=.70, p<.001) and communication competency (r=.64, p<.001). Self-leadership was positively correlated with communication competency (r=.61, p<.001).
4) The core competencies of the preceptors were affected by critical thinking disposition (β=.54, p<.001), followed by communication competency (β=.24, p<.001). The explanatory power by the factors was 50.7% (F=63.66, p<.001).
Conclusion: The results suggest that critical thinking disposition and communication competency are important predictors of the core competencies of the preceptors. In order to cultivate competent preceptors, it is necessary to develop programs that promote critical thinking disposition and communication competency in preceptor education and training.