Exploring the expectations of preceptors in graduate nurse transition; a qualitative interpretative study

Abstract

Preceptors provide fundamental support for the graduate registered nurse, acting as both teacher and role model with an aim to transition the graduate to becoming an independent practitioner. The purpose of this study was to investigate the expectations of the preceptor role from the preceptor's perspective. An interpretative phenomenological approach was used to explore the experience of being a preceptor with seven nurses working in acute clinical areas.Three themes emerged from the thematic analysis; balancing the preceptor role, exploring past experiences reveals current expectations and developing relationships. Participants had distinctive views on their role during the graduates' transition period, which were influenced by personal experience. Preceptors discussed their role including; education and support and the influence of the connection with the graduate nurse. The participants reflected on their own experiences and how this challenged their role expectations. Graduate characteristics were also highlighted to influence the balance of support. Overall the role of the preceptor was a complex role of balancing support and guidance while aiming to achieve professional development. The development of communication workshops and relationship building programs may be useful in addressing the multiple influencing elements of this relationship.

Contemporary nursing graduates’ transition to practice: A critical review of transition models

“…The theory focuses on a nurse's progression in both professional socialisation and clinical skills level. Wardrop et al (2019) suggests Benner's novice to expert theory is neither “linear nor predictable” (p1). However, the theory provides a platform for nurse managers to measure a graduate's progression within a transition programme as they achieve confidence and competence.…”

“…Current literature suggests there is a lack of nationally recognised transition programmes (Wardrop et al, 2019). Many programmes are formulated and run by the facility and may lack uniform structure (Calleja, Adonteng‐Kissi, & Romero, 2019).…”

“…Internationally, nursing education has rapidly evolved since the 1980s. In many developed countries, there has been a transition from hospital-based training to university-based training (Wardrop, Coyne, & Needham, 2019). However, this has resulted in reduced clinical instruction and exposure, reduced workplace readiness and a lack of confidence among newly graduated nurses (Jamieson, Sims, Basu, & Pugh, 2019).…”

Understanding nurse preceptors’ experiences in a primary health care setting: A descriptive qualitative study

“…However, in the development of relationships, Wardrop et al. (2019) surmised that personal characteristics play an important part in the development of preceptor–preceptee relationship, especially the aspect of age which seem to influence the relationship. However, participants in our current study did not consider personal characteristics as factors affecting the preceptor–preceptee relationship.…”

“…Majority of the studies on nurse preceptorship were conducted in the Western context (Bos et al., 2015; Jarnulf et al., 2019; Tracey & McGowan, 2015; Wardrop et al., 2019), with only two studies conducted in Asia (Chan et al., 2019; La & Yun, 2019). In addition, preceptorship–preceptee experiences from an acute setting have been studied (Aggar et al., 2017; Miura et al., 2020).…”