Time to precept: supportive and limiting conditions for precepting nurses.

Carlson, Elisabeth; Pilhammar, Ewa; Wann-Hansson, Christine

doi:10.1111/j.1365-2648.2009.05174.x

Cited by 84 publications

(69 citation statements)

References 28 publications

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“…[19,20] Development of the preceptor-student relationship may be impeded by a lack of time, which is one of the limitations reported to cause excess stress for preceptors during the experience. [13,[21][22][23] Heavy workloads contribute to lack of time, as nurses identify first as patient caregivers and then as preceptors, relegating preceptor responsibilities to a lower priority. [17,21,22,24,25] Workload adjustment for preceptors is not yet the norm and nurses may be expected to assume the preceptor role without incentive.…”

Section: Literature Reviewmentioning

confidence: 99%

“…[13,[21][22][23] Heavy workloads contribute to lack of time, as nurses identify first as patient caregivers and then as preceptors, relegating preceptor responsibilities to a lower priority. [17,21,22,24,25] Workload adjustment for preceptors is not yet the norm and nurses may be expected to assume the preceptor role without incentive. [26,27] Nurses serving as preceptors should have clear responsibilities established in order to help prepare them for the role.…”

Section: Literature Reviewmentioning

confidence: 99%

“…[29][30][31] Support from colleagues may help to buffer this stress. Carlson, Pilhammar, and Wann-Hansson [21] found that nurse preceptors found collegial support from their co-workers to be invaluable in creating a positive learning experience for students. This support was enhanced by the shared initiative to find learning opportunities and the temporary handing over of the preceptee to other nurses, which also allowed the preceptor to find additional time.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This support was enhanced by the shared initiative to find learning opportunities and the temporary handing over of the preceptee to other nurses, which also allowed the preceptor to find additional time. [21] Despite the growing body of literature, studies exploring preceptors' perspectives of role functions are limited. Given the increasingly popular use of preceptorships, it is imperative to understand what preceptors, themselves, think and believe about their role.…”

Section: Literature Reviewmentioning

confidence: 99%

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Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

Hall

2016

JNEP

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Preceptorships are an indispensable part of undergraduate clinical education and are prevalent among schools of nursing. However, there is wide interpretation and implementation of preceptorships which leaves many facets of the preceptor role poorly understood. Research has suggested preceptors experience several benefits from serving; however, the role has also been described as one leading to overload, conflict, and burnout. There is a lack of studies exploring preceptor role functions from the perspective of those who serve in it. The purpose of this qualitative study was to explore staff nurse experiences as preceptors to undergraduate, pre-licensure nursing students with emphasis on the RN's perceptions of the role, specifically the preparation for, support in, and understanding of what the role entails. Focus groups were used to collect data. Transcripts were analyzed using conventional content analysis. Findings suggest that the primary role function is Protector, with Socializer and Teacher as secondary role functions. Preceptors in this study described a strong empathetic drive to protect students from negative experiences, to protect patients from harm, to protect their own professional identities, and to protect the nature of the nursing profession. Within each role function, there are specific behaviors in which the preceptor engages to varying degrees depending on the needs of the individual student. Findings have implications for continued development of the preceptor role.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

Hall

2016

JNEP

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“…[6] In order for the supervisory assignment to be conducted satisfactorily, nurses need support from their colleagues, managers and educational institution. [7] Shared responsibility among managers, nurse leaders and educators is essential to supporting excellence in nursing care and improving the image of the nursing profession.…”

Section: Introductionmentioning

confidence: 99%

Managers’ responsibility to support caring and learning in clinical education units

Eskilsson

Lindberg

Carlsson

et al. 2017

CNS

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Background: Managers in clinical education units (CEUs) have the responsibility to facilitate evidence-based environments for both caring and learning. Promoting such environments might be challenging in times of financial constraints and organisation changes. Objective: The purpose of this study was to describe how managers experience their responsibility to support the caring and learning environments in CEUs. Methods: The study method followed the principles of Reflective Lifeworld Research (RLR) grounded in a phenomenological approach. The study was conducted at a hospital in Southern Sweden. Ten first-and second-line managers responsible for CEUs were interviewed. The interviews were conducted as reflective dialogues using an open, and bridled approach. Results: The results show that clinical education unit managers regard the responsibility to support caring and learning environments as a challenging experience, elucidated in three themes: (1) to have or to take responsibility; (2) cooperation that supports and challenges; and (3) bringing it all together -a daily struggle. Conclusions: In conclusion, the managers of CEUs need to be aware of the importance of common theoretical grounds for caring and learning. Caring and learning are more likely to be intertwined when responsibility is taken, when collaboration between actors is characterised by respect and when an awareness of the importance of reflection is present. Awareness of the importance of creating opportunities for reflection and mutual collaboration among the different actors involved could lead to improvements in nursing education and, therefore, improved patient care.

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The relationships between clinical teaching behaviour and transition shock in newly graduated nurses

Yun

Qian

et al. 2022

Nursing Open

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Aim To explore the relationships between clinical teaching behaviour and transition shock in newly graduated nurses and significant differences in the northwest and northeast China. Design A cross‐sectional design. Methods A total of 211 (nurses) and 925 (preceptors) were recruited in six Third‐class different hospitals from July to August 2019. Results The transition shock is negatively correlated with the clinical teaching behaviour in northwest and northeast China, while the transition shock in the northwest is higher than that in the northeast for the behindhand economy and natural limit. Conclusion The transition process of newly graduated nurses in northeast China with ethnic minorities and the behindhand economy is more difficult. For newly graduated nurses, personal health and a supportive environment need further improvement. Teaching strategies for preceptors need to be enhanced. Two‐way feedback is more useful for both the newly graduated nurses and preceptors to improve quality care, and holistic care.

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Time to precept: supportive and limiting conditions for precepting nurses.

Cited by 84 publications

References 28 publications

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

Managers’ responsibility to support caring and learning in clinical education units

The relationships between clinical teaching behaviour and transition shock in newly graduated nurses

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