Preceptorship: Features, Duties, and Challenges Faced by Nurse Preceptors

This essay discusses the features and duties of preceptorship and the challenges faced by nurse preceptors. It also suggests ways to enhance preceptorship outcomes.

Running head: PRECEPTORSHIP
PRECEPTORSHIP
Name of the Student
Name of the University
Author Notes

2
PRECEPTORSHIP
INTRODUCTION
A preceptor is an experienced practitioner who gives supervision within the clinical
practice and encourages the use of application to rehearse for novice students and the staff. A
preceptor works with the student for a characterized timeframe to help the student in procuring
new abilities required for protected, moral, and quality practice. They help the student by setting
desires, giving compelling input about their execution, and giving fitting chances to meet their
learning objectives. However, preceptorship handles any miscommunication between the
classroom and the clinical zone where nursing is undertaken. It can be understand as the short
connection between a student as a novice and an accomplished staff individual, for example, an
expert medical caretaker (Kristofferzon et al., 2013). The preceptor who gives singular
thoughtfulness regarding the understudy's adapting needs and criticism with respect to execution;
understudies encounter relative freedom in deciding, setting needs, administration of time, and
patient care exercises. The thesis statement of this essay is to understand the features and duties
of preceptorship and how it accepted in the society.
DISCUSSION
The difficulties that include inconsistencies in information or in the use of application to
rehearse are found to negatively affect preceptor-preceptor connections. These discoveries are
steady with prior examinations; such challenges were noted to defer the arrangement or rush the
breakdown of preceptor-preceptor connections (Broadbent et al., 2014). At the point when these
difficulties endure, preceptors may even neglect to accomplish their learning destinations, in this
manner improving the probability of have a stressed association with their preceptor (Mårtensson
et al., 2013). For example, preceptors revealed that proper introduction methods would help

3
PRECEPTORSHIP
coordinate preceptors into a particular clinical setting. These have been appeared to empower
preceptors to relate decidedly with their preceptors. It is because of a strong learning condition
and a useful and educative relationship. This readiness, when given through a solid preceptorship
program, likewise supports positive preceptor-preceptor connections by dynamically fabricating
the preceptors' certainty amid the learning procedure (Löfmark & Thorell-Ekstrand, 2014).
In order to enhance preceptorship outcomes, it is recommended that preceptors
experience a half-day workshop preceding clinical assignment, within which previous and
current preceptors share their past encounters (Muir et al., 2013). It would likewise be
advantageous to investigate the perspectives of preceptors associated with existing preceptorship
programs. Additionally thinks about are prescribed to investigate preceptors' desires for
preceptors as this could reinforce future preceptorship programs. Preceptors ought to be prepared
all the time to guarantee that they are set up for the part, particularly as to building and keeping
up powerful associations with preceptors (Kalischuk, Vandenberg, & Awosoga, 2013).
One case of an effective preceptor program is the Nurse Preceptor Academy (NPA),
made to give nurture preceptors apparatuses to enable new graduate medical attendants and
recently enlisted experienced RNs to wind up capable and significant individuals from the
human services group (Hsu et al., 2014). An effective preceptor should possess the ability to
evaluating adapting requirements and defining objectives, to create and execute learning designs,
showing time administration and prioritization in. Part displaying proof based proficient nursing
practice that also applies powerful correspondence, relational, and peacemaking abilities to
encourage coordinated effort and patient fulfillment. It also encourages social collaboration and
acclimatization to the association and unit's way of life.

4
PRECEPTORSHIP
CHALLENGES FACED BY NURSE PERCEPTORS
One of the best parts of being a preceptor is inducting new student into the field. These
nurses undergo the medical school and after successfully graduating, they are introduced to the
real practice. This is not easy for the new joiners, as they have to go through several challenges
for an initial period. The preceptor acts as a mentor for the new nurses and provides them all the
necessary training like patience, hands on practice and the desire to be an experienced and well-
renowned preceptor.
One of the main issues or challenges includes fatigue or tiredness. As most nurses during
the initial phases have to work diligently and effectively (Wiseman, 2013). As a result of this,
most nurses have difficulties and during the end of their shifts, gets exhausted and strained.
Nurses normally avoid working with dread patients during their initial days. Especially the ones
those who suffer from headaches, sleep disturbance or digestive issues. Constellation techniques
are very much important. It is very important to build a strong relationship between the preceptor
and the nurse from the initial stages, it is the preceptor who actually teaches the nurse how the
entire process is done. Proper orientation along with sound communication is required between
the two along with exchange of knowledge (Madhavanpraphakaran, Shukri & Balachandran,
2014). Even a preceptor can learn new things from a nurse. During the initial stages, the nurse
also undergoes rejection and they should not be disappointed with those scenarios. For example,
when a nurse faces a patient who is suffering from a critical scenario then it is best to let the
professional handle the situation. Sometimes these patients who directly reject the nurses
because they feel safe when an expert actually operates on them rather than new joining nurse. It
is during these times the nurse can actually learn a lot from the senior experts so that in their later
years they can apply the same successful methods to save a patient’s life. What a nurse usually

5
PRECEPTORSHIP
learn at practice is put to the test when they are trained by the preceptors to know exactly how to
handle a real-life situation.
Burnout strategies are also applied to reduce stress for a nurse. By changing shift timings
between two or more nurses or working in pairs helps. The nurses can also learn from each other
when working in teams and therefore the work can be carried out effectively and successfully.
Specially in hospital sectors it is very important to plan ahead. Nurses in their initial stages make
strategies and scenarios based situations before they work (Mamhidir et al., 2014). They do
direct questions and observations and think outside the box to come up with ideas that would be
beneficial for the medical center. Once the nurses provide support to the preceptors, in time they
are promoted to the next level and their jobs are more important and they have to take the
initiative when they are promoted as full-time professionals. Once they master the basics and
once they get sufficient knowledge about that they have to do, they take charge of the situation.
CONCLUSION
From the above discussion of this thesis statement, it can be concluded that the entire
process of preceptorship plays an imperative part in the progress of new medical caretakers to
the work on setting. The profession encounters has seen as upsetting by preceptors. The
preceptorship of new medical attendants is testing and distressing. Preceptors bear a few parts
simultaneously, in this manner, their workload ought to be adjusted properly all together not to
trade off with each other and dodge burnout. The preceptors are very much upheld and their
commitment be suitably perceived. Setting clear targets and sensible desires, and having clear
strategies and rules set up should help build up a preceptorship program that provides positive
results for the preceptors and the upcoming medical attendants.

6
PRECEPTORSHIP
REFERENCES
Broadbent, M., Moxham, L., Sander, T., Walker, S., & Dwyer, T. (2014). Supporting bachelor of
nursing students within the clinical environment: Perspectives of preceptors. Nurse
education in practice, 14(4), 403-409.
Hsu, L. L., Hsieh, S. I., Chiu, H. W., & Chen, Y. L. (2014). Clinical teaching competence
inventory for nursing preceptors: Instrument development and testing. Contemporary
nurse, 46(2), 214-224.
Kalischuk, R. G., Vandenberg, H., & Awosoga, O. (2013). Nursing preceptors speak out: an
empirical study. Journal of Professional Nursing, 29(1), 30-38.
Kristofferzon, M. L., Mårtensson, G., Mamhidir, A. G., & Löfmark, A. (2013). Nursing students'
perceptions of clinical supervision: The contributions of preceptors, head preceptors and
clinical lecturers. Nurse education today, 33(10), 1252-1257.
Löfmark, A., & Thorell-Ekstrand, I. (2014). Nursing students' and preceptors' perceptions of
using a revised assessment form in clinical nursing education. Nurse education in
practice, 14(3), 275-280.
Madhavanpraphakaran, G. K., Shukri, R. K., & Balachandran, S. (2014). Preceptors’ perceptions
of clinical nursing education. The Journal of Continuing Education in Nursing.
Mamhidir, A. G., Kristofferzon, M. L., Hellström-Hyson, E., Persson, E., & Mårtensson, G.
(2014). Nursing preceptors' experiences of two clinical education models. Nurse
education in practice, 14(4), 427-433.

7
PRECEPTORSHIP
Mårtensson, G., Engström, M., Mamhidir, A. G., & Kristofferzon, M. L. (2013). What are the
structural conditions of importance to preceptors' performance?. Nurse Education Today,
33(5), 444-449.
Muir, J., Ooms, A., Tapping, J., Marks-Maran, D., Phillips, S., & Burke, L. (2013). Preceptors'
perceptions of a preceptorship programme for newly qualified nurses. Nurse education
today, 33(6), 633-638.
Wiseman, R. F. (2013). Survey of advanced practice student clinical preceptors. Journal of
Nursing Education, 52(5), 253-258.