| 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 |
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 |
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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 |
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| Author |
Kerr, R.C. |
| Title |
Is the graduate nurse work-ready for emergency nursing? |
Type |
|
| Year |
2006 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Mentoring; Preceptorship; Training; Emergency nursing |
| Abstract |
In this research paper for a Master of Nursing (Clinical), the author suggests that graduate nurses can successfully adapt to emergency nursing when supported with intensive domain-specific transition programmes to complement the national nursing entry to practice (NETP) programme in New Zealand. This outcome conflicts with the present traditional emergency department recruitment strategy that nurses must have two years acute care experience. The graduate believes they are prepared for practice for any healthcare setting but do need time to resolve the rift between theory and practice. This research project confirms the perpetuation of experienced nurses' perceptions that graduates are not work-ready but are unrealistically expected to hit the floor running following ad hoc orientation ranging from three days to four weeks. By creating domain-specific programmes with a minimum twelve-week staged rotation orientation package, graduate nurses can be nurtured as emergency nurses. The influential role of the organisation and experienced nurses is vital to limit reality shock and complement NETP. Preceptorship and mentorship programmes promote the graduates' confidence in themselves to become competent team members. Limits to this research are the non-differentiation between nurses new to emergency nursing and the graduate nurse in the published studies. Assumptions have therefore been made regarding successful transition in regard to newly qualified registered nurses in the emergency department. Further study and evaluation applicable in the New Zealand context is also recommended by the author where anecdotally only a few emergency departments are involved in socialising graduate nurses into the workforce regardless of the urgent need for more first-year-of-practice clinical placements. |
| Call Number |
NRSNZNO @ research @ |
Serial |
494 |
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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 |
|
| 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 |
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| Author |
Sims, D.A. |
| Title |
The benefits and challenges of one New Zealand nursing undergraduate clinical education model: A case study |
Type |
|
| Year |
2004 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Clinical supervision; Preceptorship; Education; Students; Nursing |
| Abstract |
This research project utilised a case study approach to give ward managers a voice in the literature, by exploring and describing from their perspective the benefits and challenges of one particular nursing undergraduate clinical education model. The tertiary education provider contracts the health provider to provide Clinical Nurse Educators (CNEs) to support second and third year undergraduate nursing students during their clinical experiences. The CNEs are seconded from their respective wards to meet the organisation's contractual obligations. Data were gathered from two ward managers using semi-structured interviews. The findings elucidate the role of the undergraduate CNE, highlighting benefits such as the CNE being supernumerary to ward rosters and having time to teach, not only supervise students. CNEs are student-focused and easily accessible as they are based on site. The CNE was the one person who was 'there' for a student as a student's preceptor can change shift-by-shift and day-by-day. One significant challenge which emerged was the replacement of ward staff, not only of senior nurses who can leave their wards for up to 12 weeks to undertake the CNE role but also that of the student's preceptor if the student's preceptor was on annual, sick or study leave. Other challenges such as the inability of ward managers to pre-book casual staff; preceptor work-loads; skill-mix issues and fluctuating fulltime equivalents are also discussed. |
| Call Number |
NRSNZNO @ research @ |
Serial |
598 |
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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 |
|
| Volume |
|
Issue |
|
Pages |
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| 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 |
Atherfold, C. |
| Title |
Will someone walk with me? A case study exploration of graduate nurses' perceptions of the preceptored experience |
Type |
|
| Year |
2008 |
Publication |
|
Abbreviated Journal |
Unitec New Zealand Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Preceptorship; New graduate nurses |
| Abstract |
The transition from student to registered nurse is a challenging and often stressful time in a nurse's career. This thesis is a case study research project that explores the graduate nurses' perceptions of preceptorship as a strategy to support this transition at Lakes District Health Board (DHB). As a provider of graduate nurse programmes since 1995, Lakes DHB has provided preceptorship for the nurse in the initial period of clinical practice. Annual evaluation by questionnaire identified that this has been applied in a range of ways in different clinical settings with varying degrees of effectiveness. Further inquiry into graduate nurses' perceptions of the preceptored experience during the first twelve weeks of practice within Lakes DHB forms the basis of this research project. The intention is to utilise this insight to further inform the development of preceptor education programmes and application of the preceptor role in the practice setting. Using the case study research method, data has been collected from fourteen participants using semi-structured interviews, focus groups and secondary data from the previous year's questionnaire undertaken by preceptors and graduate nurses. Thematic analysis of the data has resulted in two categories, each with three associated themes. The first category relates to functional factors in the way the preceptorship role is applied. This explores the role of the Clinical Nurse Educator (CNE), organisation within the unit and the teaching of clinical skills. The second category relates to psychosocial considerations and includes the graduate's sense of being scared and advocacy of the preceptor, socialisation and team support, and the preceptor's own experience as a registered nurse. Recommendations from the research include the allocation of a dedicated preceptor selected with consideration for relational ability; complementary rostering and workload allocation to ensure that the preceptor and graduate nurse work together; early notification when preceptor arrangements break down; implementation of a clinical coaching plan; and strengthening the CNE's role as a leader facilitating and supporting preceptorship in the units. Opportunities for further research that arise from the study include the perceptions of the preceptors and the nursing leadership in clinical areas. Structuring the application of preceptorship, to ensure that all of these aspects are woven throughout the graduate nurse's transition results in Korowai Aroha, a cloak of covering for a supported transition that facilitates the development of practice. |
| Call Number |
NRSNZNO @ research @ |
Serial |
866 |
| 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 |
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Abbreviated Journal |
Massey University Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Preceptorship; Students; Teaching methods |
| Abstract |
|
| Call Number |
NRSNZNO @ research @ |
Serial |
906 |
| Permanent link to this record |
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| Author |
Harker, D.Y. |
| Title |
Nurses as patients: The stories of two woman nurse educators as recipients of nursing care |
Type |
|
| Year |
2000 |
Publication |
|
Abbreviated Journal |
Victoria University of Wellington Library |
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Nursing; Education; Preceptorship; Feminist critique |
| Abstract |
In this research two nurse-patients have engaged in a conversation about their experience of 'being nursed'. The project sets out to address the following questions: How might our experiences as nurses who have been hospitalised be drawn upon to influence positive changes in nursing practice? What effect might our experiences of hospitalisation have on us as nurses and on our nursing practice? The study utilises narrative as inquiry and the method of story telling and auto/biography to tell the stories of Maria (a pseudonym) and the researcher herself. This interpretive research has been informed by the feminist process and sits within a postmodern framework. Maria's stories were audio taped and transcribed before being prepared for analysis using 'core story creation', and the process of 'emplotment' (Emden, 1998b). The author's reflective topical autobiographical narrative was constructed through the processes described by Johnstone (1999). Three distinct qualities emerged from both experiences. The first, 'knowing as nurse-patient' contains the three sub-themes of 'having knowledge', 'expectations of being nursed', and 'knowledge gained'. The second distinct quality 'being nursed' contains the two sub-themes of 'feeling safe and cared for' and 'presencing'; and the third, 'not being nursed', contains the four sub themes 'feeling vulnerable', 'invisibility of nurses', 'getting out' and 'feeling let down'. The sub-theme 'getting out' includes three additional sub themes of 'wanting to get out and not wanting to be there', 'leaving and the need for closure' and 'not wanting to go back'. The author notes that nursing does make a difference to patient care. However, for patients to receive therapeutic care, new graduate nurses must be preceptored/mentored by experienced nurses in supportive programmes. Suggestions for further research have been identified. |
| Call Number |
NRSNZNO @ research @ |
Serial |
907 |
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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 |
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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 |
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 |
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 |
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 |
