International Journal of Nursing Care

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Preceptorship : Bridging the Theory Practice Gap and Enhancing Transition of New Graduates


Affiliations
1 College of Nursing Sultan Qaboos University, Sultanate of Oman
     

   Subscribe/Renew Journal


A constructive clinical learning is essential for the development of nursing students' clinical competence and confidence which is reflective of a professional nurse. The capacity of new graduates to adjust to the clinical role is chiefly dependent on the quality of clinical experiences they have had in their undergraduate program. Preceptorship has been consistently acknowledged as a strategy to maximize the benefits of clinical nursing education in terms of knowledge and skill acquisition, confidence and professional socialization.1 This paper overview the advantages of preceptorship model of clinical teaching which facilitate actual patient care with theoretical applications, as well as nursing students' transition to a professional nurses' role. Preceptorship is a complimentary clinical teaching model to bridge theory practice gap and to enhance the transition of novice graduates.

Keywords

Preceptorship, Clinical Competency, Clinical Teaching, Novice Graduates
Subscription Login to verify subscription
User
Notifications
Font Size


  • Happell B. A model of preceptorship in nursing: Reflecting the complex functions of the role. Nurs Educ Perspect. 2009; 30 (6):372-6.

  • American Association of Colleges of Nursing (AACN). [Internet]. Washington DC: The essentials of baccalaureate education for professional nursing practice. 2008 [cited 2009 Apr 1] Available from: http://www.aacn.nche.edu/ education/ pdf/BaccEssentials08.pdf.

  • Institute of Medicine A. Health professions education: A bridge to quality. Washington DC: The National Academies Press; 2003.

  • Hickey MT. Baccalaureate nursing graduates’ perceptions of their clinical instructional experiences and preparation for practice. J Prof Nurs. 2010; 26,(1):35-41

  • Sherwood G, Drenkard K. Quality and safety curricula in nursing education: matching practice realities. Nurs Outlook. 2007 May-Jun; 55(3): 151-155.

  • Myrick F, Yonge O. Nursing preceptorship: Connecting practice & education. Philadelphia: PA Lippincott; 2005.

  • Hickey M. Preceptor perceptions of new graduate nurse readiness for practice. J Nurs Staff Dev. 2009; 25(1):35–41.

  • Gaberson K, Oermann M. Clinical teaching strategies in nursing. New York: Springer Publishing Co Inc; 2006.

  • Löfmark A, Thorkildsen K, Råholm MB, Natvig GK. Nursing students’ satisfaction with supervision from preceptors and teachers during clinical practice. Nurs Educ Pract. 2012; 164 – 9.

  • Kim KH. Clinical competence among senior nursing students after their preceptorship experiences. J Prof Nurs. 2007; 23(6):369-75.

  • Bastable S. Nurse as educator: Principles of teaching and learning for nursing practice. Boston: Jones and Bartlett Pub; 2007.

  • Pavastavrou E, Lambrinou E, Tsangari H, Saarikoski M, Leino-Kilpi H. Student nurses’ experience of learning in the clinical environment. Nurs Educ Pract. 2010; 10(3):176-182.

  • Topping A. Response to ‘Trojan horse of nurse education by Roger Watson and David Thomson.’ Nurs Educ Today. 2004; 24(2):76-78.

  • Barrett D. The clinical role of nurse lecturers: past, present, and future. Nurs Educ Today. 2007; 27(5):367-374.

  • Andrews GJ, Brodie DA, Andrews JP, Hillan E, Thomas BG, Wong J. Professional roles and communications in clinical placements: a qualitative study of nursing students’ perceptions and some models for practice. Int J Nurs Studies. 2006; 43(7): 861-874.

  • Pollard G, Ellis L, Stringer E, Cockayne D. Clinical education: a review of the literature. Nurs Educ Pract. 2007; 7(5):315-22.

  • Saarikoski M, Warne T, Kaila P, Leino-Kilpi H. The role of nurse teacher in clinical practice: an empirical study of Finnish student nurse experiences. Nurs Educ Today. 2009; 29(6): 595-600.

  • Smedley AM. Becoming and being a preceptor: a phenomenological study. J Cont Educ Nurs. 2008; 39(4):185-191.

  • Baltimore J. The hospital clinical preceptor: Essential preparation for success. J Cont Educ Nurs. 2004; 35:133-40.


Abstract Views: 549

PDF Views: 0




  • Preceptorship : Bridging the Theory Practice Gap and Enhancing Transition of New Graduates

Abstract Views: 549  |  PDF Views: 0

Authors

Girija Kalayi
College of Nursing Sultan Qaboos University, Sultanate of Oman
Madhavanprabhakaran
College of Nursing Sultan Qaboos University, Sultanate of Oman
Adenike Adepero Akintola
College of Nursing Sultan Qaboos University, Sultanate of Oman

Abstract


A constructive clinical learning is essential for the development of nursing students' clinical competence and confidence which is reflective of a professional nurse. The capacity of new graduates to adjust to the clinical role is chiefly dependent on the quality of clinical experiences they have had in their undergraduate program. Preceptorship has been consistently acknowledged as a strategy to maximize the benefits of clinical nursing education in terms of knowledge and skill acquisition, confidence and professional socialization.1 This paper overview the advantages of preceptorship model of clinical teaching which facilitate actual patient care with theoretical applications, as well as nursing students' transition to a professional nurses' role. Preceptorship is a complimentary clinical teaching model to bridge theory practice gap and to enhance the transition of novice graduates.

Keywords


Preceptorship, Clinical Competency, Clinical Teaching, Novice Graduates

References