SPECIAL FEATURES:EDUCATION The Impact of Web-delivered Education on Preceptor Role Self-Efficacy and Knowledge in Public Health Nurses Rachelle Larsen and Susan J. Zahner ABSTRACT Objectives: Preceptors are an essential component in preparing student nurses to become practicing public health nurses. Preparation for the preceptor role is important for achieving a quality learning experience for students. This study was conducted to explore the relationship between comple- tion of a Web-delivered preceptor education program and both knowledge of the preceptor role and self- efficacy to perform in the preceptor role. Design and Sample: This study used a pretest-posttest, quasi- experimental design. The participants were experienced public health nurses (n 5 31) working in one state in the United States. Measures: Pretest and posttest Web-delivered survey using the preceptor self- efficacy questionnaire and an instrument assessing knowledge gain. Intervention: A Web-delivered preceptor education program tailored for public health nurses. Results: The program was associated with improved self-efficacy scores at both the immediate and the 3-month posttest, and with increased knowledge of the preceptor role evident at the immediate posttest only. Self-efficacy scores were independent of knowl- edge scores. Preceptor age was not correlated with self-efficacy or knowledge scores. Nurses with higher levels of education demonstrated higher self-efficacy scores in all 3 measurements. Conclusions: Web- delivered continuing education targeted to public health nurse preceptors is an effective method to increase confidence and knowledge for the preceptor role. Key words: nursing education, public health nursing education, self-efficacy, undergraduate education. Preceptors have become an essential component in the preparation of nursing students to assume the role of a practicing public health nurse. The use of precep- tors in the preparation of the next generation of public health nurses has a variety of benefits. However, a major concern is the lack of preceptor preparation for current public health preceptors. In order to enhance preceptor satisfaction and increase quality learning experiences for nursing students, preceptor prepara- tion is essential. This study explores the relationship of the completion of an online preceptor education course and confidence in and knowledge of the pre- ceptor role. A preceptor is an experienced nurse who develops a one-to-one time-limited relationship with a student, providing guidance and supervision to promote clini- cal competence and skill development in the novice nurse (Parsons, 2007). Preceptors provide orienta- tion, role socialization, and support, improve nursing student confidence, and promote integration of skills of beginning nurses (Billay & Yonge, 2004; Corlett, Palfreyman, Staines, & Marr, 2003; Fox, Henderson, & Malko-Nyhan, 2006; Letizia & Jennrich, 1998; McConnell & Dadich, 1999; Smith, 2006; Zilembo & Monterosso, 2008). Nursing programs have increased their reliance on the preceptor model of education in both inpatient and community courses to enhance student learning. In the past decade, the preceptor model has become Rachelle Larsen, Ph.D., R.N., is Associate Professor, College of St. Benedict/St. John’s University, St. Joseph, Minnesota. Susan J. Zahner, Dr.P.H., R.N., is Associate Professor, University of Wisconsin-Madison, Madison, Wisconsin. Correspondence to: Susan J. Zahner, University of Wisconsin-Madison, H6/ 240 CSC, 600 Highland Avenue, Madison,WI 57792- 2455. E-mail: sjzahner@wisc.edu 349 Public Health Nursing Vol. 28 No. 4, pp. 349–356 0737-1209/r 2011 Wiley Periodicals, Inc. doi: 10.1111/j.1525-1446.2010.00933.x