| Records |
| Author |
Turner, R.S. |
| Title |
Preceptorship in nursing: Preceptors' and preceptees' experiences of working in partnership |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal  |
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| Volume |
|
Issue |
|
Pages |
|
| Keywords |
New graduate nurses; Preceptorship; Training; Professional development; Mentoring |
| Abstract |
This research is about preceptorship in nursing. There is considerable emphasis placed on health care organisations to support newly appointed graduate nurses, and preceptorship is a recommended model. Despite this emphasis, the author suggests that little is known about how preceptorship partnerships work in practice. The primary focus of this exploratory descriptive qualitative study was to explore the perspectives that preceptors and preceptees, who had worked in partnership, had about how they established and sustained their respective roles. Three sets of registered nurses who had recently completed a preceptorship experience were interviewed about their partnership. Content and thematic analysis of this descriptive data revealed four main themes. The preceptorship relationship grows out of respect for each another and develops as a result of honest and open communication. Preceptees who have an initial positive experience into their new work area settle quickly and efficiently into their new role. Preceptees appreciate preceptors who are welcoming, supportive and willing to undertake the role, while preceptors are happy to undertake the role if the graduate displays an interest in learning and are willing to be guided. The preceptee learns what it means to be a registered nurse in the particular working context, while the preceptor learns how to support learning processes and evidence-based practices. The author goes on to say that further exploration and investigation of these themes and of the relationships that evolve during preceptorship partnerships is needed. By understanding these findings, organisations can prepare both the preceptor and preceptee as they begin to undertake their role to ensure future partnerships will be successful. |
| Call Number |
NRSNZNO @ research @ 491 |
Serial |
477 |
| Permanent link to this record |
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| Author |
Dyson, L. |
| Title |
The role of the lecturer in the preceptor model of clinical teaching |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
16 |
Issue |
3 |
Pages |
16-24 |
| Keywords |
Teaching methods; Nursing; Education; Preceptorship |
| Abstract |
This article reports on a descriptive study undertaken within a school of nursing where the author was formerly employed. The study explored the role of the lecturer within the preceptorship model of clinical teaching. It uses an exploratory/descriptive, qualitative approach to interviewing 12 lecturers. The findings demonstrate the educational orientation of the lecturer role and also highlight the tension that continues to exist between the world of education and the world of practice. |
| Call Number |
NRSNZNO @ research @ |
Serial |
635 |
| Permanent link to this record |
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| Author |
Dyson, L.; Entwistle, M.; Macdiarmaid, R.; Marshall, D.C.; Simpson, S.M. |
| Title |
Three approaches to use of questioning by clinical lecturesers [lecturers]: A pilot study |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
15 |
Issue |
1 |
Pages |
13-22 |
| Keywords |
Qualiltative research; Preceptorship; Teaching methods; Nursing; Education |
| Abstract |
The author investigates the types of questions asked of students by lecturers working within the preceptorship model in the clinical setting. A sample of five volunteer nursing lecturers had their interactions with undergraduate students recorded. The data is analysed using two auditing approaches and qualitative content analysis. |
| Call Number |
NRSNZNO @ research @ |
Serial |
636 |
| Permanent link to this record |
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| Author |
Kaviani, N.; Stillwell, Y. |
| Title |
An evaluative study of clinical preceptorship |
Type |
Journal Article |
| Year |
2000 |
Publication |
Nurse Education Today |
Abbreviated Journal |
|
| Volume |
20 |
Issue |
3 |
Pages |
218-226 |
| Keywords |
Preceptorship; Nursing; Education; Evaluation research |
| Abstract |
A preceptorship programme of 100 hours duration was developed and delivered by a nurse education institute, in consultation with a health care organisation. The purpose of the study was to examine preceptors, preceptees, and nurse managers' preceptions of the preceptor role and factors which influenced the performance of preceptors. Using focus groups, participants were each asked to identify the outcomes of the programme in practice. Study findings highlighted the importance of formal preceptor preparation, personal and professional development of the preceptors, and the promotion of positive partnerships between nurse educators and nurse practitioners. The need for formal recognition of the preceptor role in practice, particularly in relation to the provision of adequate time and resources, emerged from the study. The research findings enabled the development of an evaluative model of preceptorship, which highlights the intrinsic and extrinsic factors impacting on the preceptor role |
| Call Number |
NRSNZNO @ research @ |
Serial |
654 |
| Permanent link to this record |
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| Author |
Hennephof, R. |
| Title |
Preceptorship and mentoring |
Type |
Book Chapter |
| Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp. 27-45) |
Abbreviated Journal |
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| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Preceptorship; Mentoring; Nursingp; Education |
| Abstract |
This paper reviews international and local nursing literature on preceptorship and mentoring. This includes an exploration of ways in which these two terms are defined, a discussion of the essential qualities needed to undertake such roles, and an examination of appropriate preparation and exploration of the ways in which registered nurses can be supported when engaged in providing these roles. At the end of the chapter, discussion questions are provided by Joc Parkes. |
| Call Number |
NRSNZNO @ research @ |
Serial |
765 |
| Permanent link to this record |
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| Author |
McLeland, A.; Williams, A. |
| Title |
An emancipatory praxis study of nursing students on clinical practicum in New Zealand: Pushed to the peripheries |
Type |
Journal Article |
| Year |
2002 |
Publication |
Contemporary Nurse |
Abbreviated Journal |
|
| Volume |
12 |
Issue |
2 |
Pages |
185-193 |
| Keywords |
Nursing; Education; Clinical supervision; Preceptorship |
| Abstract |
The purpose of this qualitative study was to analyse the learning experiences of nine nursing students on clinical placement in New Zealand. The students were in their third and final year of their baccalaureate nursing degree. The study specifically examined what impinged upon their learning experience in the clinical venue. Data was obtained from interviewing the students, initially individually and finally in a focus group. Themes emerged through words and concepts as the data was analysed. The themes included powerlessness; marginalisation; the move from a holistic to a reductionist approach in care; the exploitation of minority students and the myth of praxis. Clinical practice was a time for nursing students to apply their knowledge to their practice, and to gain experience and confidence. Their clinical practice was normally a positive experience, but, each student spoke of the occasional negative episode. These left them with feelings of powerlessness and marginalisation. The Maori students felt exploited. The students were concerned about the lack of time to debrief at the end of the day, and to share their experiences with their educator and colleagues. The students' negative experiences were often the result of a clinical practitioner's high workload, under resourcing and the nurse educator's unavailability. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1081 |
| Permanent link to this record |
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| Author |
Haggerty, C. |
| Title |
Preceptorship for entry into practice |
Type |
Journal Article |
| Year |
2002 |
Publication |
Whitireia Nursing Journal |
Abbreviated Journal |
|
| Volume |
9 |
Issue |
|
Pages |
7-13 |
| Keywords |
Preceptorship; Psychiatric Nursing; Nursing; Education |
| Abstract |
The author examines some of the issues affecting preceptorship in relation to a graduate diploma programme of psychiatric mental health nursing. Previous research by the author lead to recommendations on clarifying the roles and responsibilities of those involved in the programme, and improving preceptor selection, training, support and evaluation. By providing such clarity and support, the preceptor role in the clinical setting is given the best chance to succeed. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1295 |
| Permanent link to this record |
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| Author |
Haitana, Jevada; Bland, Marian |
| Title |
Building relationships : the key to preceptoring nursing students |
Type |
Journal Article |
| Year |
2011 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
27 |
Issue |
1 |
Pages |
4-12 |
| Keywords |
Preceptorship experience; Undergraduate nursing students; Relationships |
| Abstract |
Seeks to understand the experiences of being a preceptor of student nurses, and the factors that impact on the role. Undertakes a qualitative descriptive study in a small provincial hospital of 5 registered nurse preceptors, who complete semi-structured audio-taped interviews. Analyses the data using a step-by-step process. |
| Call Number |
NZNO @ research @ |
Serial |
1460 |
| Permanent link to this record |
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| Author |
Haggerty, Carmel; Holloway, Kathryn; Wilson, Debra |
| Title |
Entry to nursing practice preceptor education and support : could we do better? |
Type |
Journal Article |
| Year |
2012 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
| Volume |
28 |
Issue |
1 |
Pages |
30-39 |
| Keywords |
Preceptorship; New graduates; Evaluation; Support and education |
| Abstract |
Reveals that recent longitudinal evaluation of 21 Nursing Entry to Practice (NETP) programmes in NZ identified that preceptorship selection, education and support are not properly resourced. Identifies the factors preventing preceptors from receiving appropriate training and recommends development of a clearly-defined preceptor selection and education process. |
| Call Number |
NZNO @ research @ |
Serial |
1472 |
| Permanent link to this record |
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| Author |
Fielding, S. |
| Title |
Learning to do, learning to be: The transition to competence in critical care nursing |
Type |
|
| Year |
2006 |
Publication |
|
Abbreviated Journal |
Auckland University of Technology Library |
| Volume |
|
Issue |
|
Pages |
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| Keywords |
Intensive care nursing; Preceptorship; Nursing specialties |
| Abstract |
Making the transition to an area of specialist nursing practice is challenging for both the learner and staff who are responsible for education and skill development. This study uses grounded theory methodology to explore the question: “How do nurses learn critical care nursing?” The eight registered nurses who participated in this study were recruited from a range of intensive care settings. The criteria for inclusion in the study included the participant having attained competency within the critical care setting. Data was collected from individual interviews. This study found that nurses focus on two main areas during their orientation and induction into critical care nursing practice. These are learning to do (skill acquisition) and learning to be (professional socialisation). The process of transition involves two stages: that of learning to do the tasks related to critical care nursing practice, and the ongoing development of competence and confidence in practice ability. The relationship of the learner with the critical care team is a vital part of the transition to competency within the specialist area. This study identifies factors that influence the learner during transition and also provides an understanding of the strategies used by the learners to attain competency. These findings are applicable to educators and leaders responsible for the education and ongoing learning of nurses within critical care practice. The use of strategies such as simulated learning and repetition are significant in skill acquisition. However attention must also be paid to issues that influence the professional socialisation process, such as the quality of preceptor input during orientation and the use of ongoing mentoring of the learner. |
| Call Number |
NRSNZNO @ research @ |
Serial |
509 |
| Permanent link to this record |
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| Author |
Marshall, D.C. |
| Title |
The preceptor's role in student evaluation: An investigation |
Type |
|
| Year |
2000 |
Publication |
|
Abbreviated Journal |
Massey University Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Preceptorship; Students; Teaching methods |
| Abstract |
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| Call Number |
NRSNZNO @ research @ |
Serial |
906 |
| Permanent link to this record |
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| Author |
Rummel, L. |
| Title |
Safeguarding the practices of nursing: The lived experience of being-as preceptor to undergraduate student nurses in acute care settings |
Type |
|
| Year |
2001 |
Publication |
|
Abbreviated Journal |
Massey University, Albany, Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Preceptorship; Nursing; Education; Identity; Intensive care nursing |
| Abstract |
This thesis used a Heideggerian Hermeneutic approach to explore the experiences of registered nurses who act as preceptors to undergraduate student nurses. The researcher interviewed fifteen volunteer registered nurses twice as preceptors to investigate their experience. The data generated was audio-taped and analysed. Four dominant themes emerged. The first, 'Becoming attuned – the call', related to registered nurses responding to the call to be preceptors to students in their clinical placement. The second, “The emerging identity of being-as preceptor: keeping the student in mind”, related to preceptors cultivating their own identity as preceptors as they worked with students in the world of nursing practice. The third, 'Assessing where the student is at: the preceptor and preceptee working and growing together', related to a constant evaluation by preceptors of students' knowledge, readiness to learn, and the provision of learning opportunities. The fourth, 'Preceptors as builders of nursing practice through teaching reality nursing', facilitated the preceptee's experience of the real world of nursing practice. An overall constitutive theme: 'Preceptors as the safeguarders of the practices of nursing', emerged as the essence of the experience. |
| Call Number |
NRSNZNO @ research @ |
Serial |
1263 |
| Permanent link to this record |
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| Author |
Haitana, J. |
| Title |
Building relationships: A qualitative descriptive study reflective of the day-to-day experiences of one group of preceptors in a provincial hospital in New Zealand |
Type |
|
| Year |
2007 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Hospitals; Preceptorship; Education; Professional development; Mentoring; Training; Nursing |
| Abstract |
Research suggests that the experience of being a preceptor can be rewarding, but there are challenges which may impact on their ability to fulfil the preceptorship role. In an effort to understand the experiences of being a preceptor and the factors that impact on that role, a qualitative descriptive study was undertaken in a small provincial hospital in New Zealand. A purposeful sample of five registered nurse preceptors completed semi-structured audio-taped interviews. Seven common categories were developed from the data – willingness to engage, building a relationship, letting go, support, workload, students in the clinical setting and making judgements. The author notes that this research has highlighted that preceptors need prior notice that they are going to be having student nurses so that they can be better prepared; preceptors and student nurses also need to be rostered together for the whole placement to allow a one-on-one relationship to develop. Preceptors would benefit from having a lighter workload during the first few days of preceptoring as then they can spend more time teaching the student. Schools of nursing and hospitals also need to have an ongoing collaborative relationship in planning and supporting the preceptorship program; this would further support preceptors in their role. The lecturer from the school of nursing needs to be contactable and available to both the preceptor and the student to clarify any misunderstandings and as a resource should any problems arise. |
| Call Number |
NRSNZNO @ research @ |
Serial |
476 |
| Permanent link to this record |
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| Author |
Dredge, A. |
| Title |
Satisfaction with and importance of selected preceptor characteristics: A new graduate perspective |
Type |
|
| Year |
2008 |
Publication |
|
Abbreviated Journal |
Otago Polytechnic library. A copy can be obtained by contacting pgnursadmin@tekotago.ac.nz |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
New graduate nurses; Preceptorship; Training |
| Abstract |
This pilot descriptive study examines and measures the characteristics of preceptors of new graduate registered nurses undertaking the Nurse Entry to Practice Programme in an acute hospital in New Zealand. Thirty-three new graduate registered nurses at the five month stage of the programme completed a questionnaire pertaining to the characteristics of their preceptors. The questionnaires were adapted from the Ferrans and Powers (1998) Quality of Life Questionnaire. The adapted questionnaires were designed to measure the importance, satisfaction and overall quality of the preceptor's characteristics as perceived by the new graduate registered nurse, using a Likert Scale. Literature both international and national was examined to gain an understanding of the importance of the characteristics in question, in relation to the new graduate registered nurse preceptee experience. Descriptive data revealed the importance of characteristics as perceived by the new graduate nurse preceptee, and how satisfied the new graduate nurse was with their particular preceptor's characteristics. The results identified that the majority of new graduates were satisfied with the characteristics of their preceptor but there was evidence of negative discrepancies between the mean importance and satisfaction scores. The range of data between the scores of the overall quality of the preceptor uncovered areas where the quality of preceptorship was unsatisfactory as perceived by the new graduate nurse. The discrepancies in the data were examined and recommendations made for additional research, regarding selection and evaluation of preceptors of the new graduate registered nurse within the hospital environment. |
| Call Number |
NRSNZNO @ research @ |
Serial |
912 |
| Permanent link to this record |
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| Author |
Haggerty, C. |
| Title |
Critical case study: Supporting the new graduate entering specialist psychiatric mental health nursing practice |
Type |
|
| Year |
2000 |
Publication |
|
Abbreviated Journal |
ResearchArchive@Victoria |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Psychiatric Nursing; Clinical supervision; Students; Preceptorship |
| Abstract |
This critical case study was undertaken for the purposes of illuminating information relating to new graduate nurses' experiences in their first clinical placement, in order to consider ways an established entry to practice programme can better support and enhance the students' transition from student nurse to staff nurse within psychiatric mental health nursing practice. Seven current students of the programme participated in the research. This provided the researcher with a variety of challenges related to her dual role as researcher and programme coordinator. Data was collected through the use of discussion groups, with participants and researcher jointly identifying the themes that were explored. These themes related to preceptorship and support, socialisation of the new graduate and risk management. The research has provided rich data that has already, and will continue to be used to inform future developments within both the educational and clinical components of the programme. The research has also provided opportunities for personal and professional growth through the sharing of experiences, and working together to identify emancipatory action which has in turn lead to transformation. |
| Call Number |
NRSNZNO @ research @ |
Serial |
450 |
| Permanent link to this record |
