A preceptorship program in an Israeli bone marrow transplantation unit

Contributing to the theory development of preceptorship

The purpose of the study was to clarify and analyze the concept of preceptorship as experienced by the preceptor. Preceptorship is a teaching method commonly used in many professions. The current study assists in the clarification and analysis of the concept of preceptorship as experienced by the preceptor. Regarding methodology, the literature was reviewed to compare the experience of clinical teaching with preceptorship. Literature was reviewed from the following fields/domains: nursing, medicine, education, social work, rehabilitation, dentistry, law, and pharmacy. Through application of the framework outlined by Walker, L.O., Avant, K.C., 1995. Strategies for Theory Construction in Nursing, third ed. Appleton & Lange, Norwalk, attributes, antecedents, consequences, and empirical referents were identified that help define preceptorship. There were three main findings: The nature of the relationship between the preceptor and preceptee is pivotal, evaluation is a challenge, and preceptorship is distinct from mentorship. The consequences of a preceptorship experience are better prepared and more confident preceptors, evolution into a mentorship relationship, and professional development of both the preceptor and the preceptee. This article concludes with numerous topics that could be addressed in future research: (a) screening tools for the preceptor; (b) evaluation of the preceptee; (c) the relationship between preceptee, preceptor, and faculty; (d) preparation of the preceptor, and (e) rewarding the preceptor.

Moving to an all graduate profession: preparing preceptors for their role

The world of Irish Nurse education has changed significantly over the last number of years, moving from certificate to diplomat status, from hospital-based training to integration within the higher education sector. The Irish Government has now committed pound 223,470,000 for the implementation of a four year pre-registration nursing degree programme. Consequently, from 2002 onwards all Irish pre-registration nurse education will be at graduate level. In recognition of the importance of student learning during practice placement the recommended that nursing students be supported by a named preceptor. This recommendation has significant resource implications in terms of current staff demands, staff preparation and ongoing support for the preceptor role. This paper will focus on a review of the literature on student support mechanisms during practice placements with particular emphasis on the concept of preceptor and preceptorship.

Evaluating preceptorship arrangements in a paediatric setting

Preceptorship can be a valuable support mechanism for newly qualified nurses. Both preceptors and preceptees need support to ensure effective preceptorship arrangements. Maintaining effective preceptorship arrangements can be challenging for preceptees, preceptors and the organisation. Further research is required to explore the full potential of preceptorship.