Evaluating preceptors’ and preceptees’ satisfaction concerning preceptorship and the preceptor-preceptee relationship

Abstract

Background: Retention of newly graduated nurses is becoming a costly challenge regardless of efforts such as orientation and residency programs. Satisfaction with the preceptorship relationship is important if the preceptor is to remain committed to fulfilling the role and if the preceptee is to complete the experience and then exhibit satisfactory clinical performance. Most studies have focused on describing either preceptor or preceptee perspectives regardless of the fact that both parties impact the outcomes. The purpose of this study was to describe what factors are associated with preceptors' commitment to, and satisfaction with, the preceptor role; with preceptees' satisfaction with the preceptorship experience and with their nursing performance; and with preceptors' and preceptees' job satisfaction. Methods:This study used a descriptive correlational design with a convenience sample of preceptors (n = 85) and preceptees (n = 85) from a tertiary medical center in the north-eastern U.S. Subjects were surveyed within six months of a preceptorship experience. Data were analysed for associations between preceptors' experience and perceptions of the preceptorship role; and with multiple regression for predictive models of the preceptorship relationship.Results: Total job satisfaction was rated "high" or "quite high" by 99% of preceptors and 97% of preceptees, with intrinsic factors rated higher than extrinsic factors. Preceptors ranked "assisting new staff to integrate into the unit" and "teaching and sharing knowledge" as the greatest benefits to the preceptorship program. Preceptees ranked interpersonal relationships, communication, and professional development as their strongest skills, and teaching and collaboration and critical care as their least strong skill set. Positive correlations were found between the preceptors' perceptions of benefits and rewards and their perceptions of support (r = .448, p < .01) and commitment to the role (r = .652, p < .01). The preceptors' perceptions of support predicted extrinsic, intrinsic and total job satisfaction; and explained 36%, 48%, and 50% of the variability in the outcome, respectively. The total score on the preceptee satisfaction scale was the only variable predicting extrinsic, intrinsic, and total job satisfaction; with 45%, 39%, and 20% explained by the model. Conclusions:Our findings suggest that systems should be established so that preceptors perceive that their preceptorship role is rewarded and supported. Preceptee satisfaction with the preceptorship experience was correlated with favorable evaluation of the relationship between the preceptee and preceptor. Beyond experience and competence, precepting requires considerable teaching skill. Experience is a necessary, but not sufficient, condition for a good preceptor. These findings indicate that when preceptors and preceptees have the benefit of formal preceptorship programs that are well supported, and when the preceptors' efforts are rewarded, satisfaction is enhanced for both participants, pr...

Australia’s first transition to professional practice in primary care program for graduate registered nurses: a pilot study

“…The relationship between the graduate nurse and preceptor was evaluated using the Preceptor/Preceptee Satisfaction Questionnaire [18]. Graduate nurses generally rated the graduate/preceptor relationship highly (range 76.7—87.5), and reported having a preceptor who was available, encouraging, supportive, open, willing to share knowledge, and with whom they felt comfortable (Table 9).…”

“…1) Six Dimension Scale of Nursing Performance [16] which assessed the graduate nurse and preceptors’ perceptions of the graduate’s nursing competency; 2) Casey-Fink Graduate Nurse Experience Survey [17] which assessed the graduate’s perceived confidence; 3) Preceptor/Preceptee Satisfaction Questionnaire [18] which assessed graduates and preceptors' perceived satisfaction with the preceptor/graduate relationship in terms of preceptor behaviours; 4) Halfer-Graf Job/Work Environment [19] which assessed graduate's satisfaction with the program; and 5) Nurse Entry to Practice Program Evaluation [20] which assessed graduate nurses experiences of the program including rotations and their preceptor. A summary of these tools including alterations for use in this study, and when and to whom tools were administered is presented in Table 2.…”

“…confidence, leadership. GN time 1,2,3 Nurse Entry to Practice Program Evaluation; [20]Opportunities provided by the program including access to a knowledgeable/helpful preceptor, timely feedback, and opportunities to learn and develop. “The program offers me the opportunity to develop professionally as a nurse”. 5-point Likert scale. Strongly Disagree – Strongly Agree Total score: mean.Higher scores indicate more perceived opportunities provided.9 items.Nil excluded. GN time 1,2,3 PN time 1,2,3 Preceptor/Preceptee Satisfaction Questionnaire; [18]Satisfaction with relationship between preceptor and preceptee. “My preceptor welcomes my questions”. 5-point Likert scale. Strongly Disagree – Strongly Agree Total score: summed (prorated).Higher scores indicate greater satisfaction with relationship.19 items.2 items excluded from GN survey only (preceptor specific questions). GN time 1,2,3 PN time 1,2,3

Abbreviations : GN graduate nurse, PN practice nurse (preceptor)

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Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature

“…In critical care nursing fields, several models for new graduate and novice nurse transition exist with differing degrees of effectiveness (Edwards, 2015;Farnell and Dawson, 2006;Haggerty et al, 2013;Hyrkas et al, 2014;Kaddoura, 2010). Educational support frameworks in nursing are inconsistent (Wolak et al, 2009) and vary in duration, structure, program components, rotations, financial support and content (Edwards, 2015;Rush et al, 2013).…”

“…When preceptor training was offered in one study, multiple preceptors reported not being able to attend due to workload and patient acuity issues in their workplace (Haggerty et al, 2013). Another study highlighted similar issues with less than half of the preceptors attending training, however the authors did not comment why (Hyrkas et al, 2014). Preceptor training was reported to be anywhere from a few hours to more extensive ongoing development programs.…”