Exploring the experience of Personal Support Worker preceptorship using qualitative descriptive design

Abstract

The COVID-19 pandemic highlighted the critical shortage of Personal Support Workers (PSWs) in Long-Term Care settings. In response, the Ontario Ministry of Health and Long-Term Care partnered with Humber Polytechnic to implement the Learn and Earn Program, an accelerated initiative graduating PSWs in 22 weeks rather than the standard 30. Given the complexity of resident care and ongoing staffing pressures, ensuring PSW preparedness is vital. Central to this model is the role of experienced PSW preceptors, whose mentorship supports clinical competence and resident-centered practice. This qualitative study examined preceptors’ experiences to identify their teaching and learning needs and inform future educational programming. Semi-structured interviews with PSW preceptors and subsequent thematic analysis revealed five themes: (1) Role Selection; (2) Role Preparation and Support; (3) Teaching Strategies; (4) Role Barriers; and (5) Role Benefits. Findings underscore the value of feedback, perceived links between preceptorship and career advancement, and the need for a formalized educational framework.