Lessons students and new graduates could teach: a phenomenological study that reveals insights on the essence of building a supportive learning culture through preceptorship

Kelly, Jennifer and McAllister, Margaret (2013) Lessons students and new graduates could teach: a phenomenological study that reveals insights on the essence of building a supportive learning culture through preceptorship. Contemporary Nurse, 44 (2). pp. 170-177. ISSN 1037-6178

Abstract

Nursing educators engage in many practices and one of the most important is preceptorship. However, evidence underpinning preceptorship is scant. Indeed some critics suggest that the planning, delivery and evaluation of preceptorship programmes rarely involves the people they are designed to assist – namely students. This qualitative study, part of a larger phenomenology of the experience of students and new graduates, included the exploration and description of students’ experiences of preceptorship. Thirteen undergraduate Bachelor of Nursing students aged 20–50 years participated in semi-structured interviews.

Data were collected at three intervals; prior to commencing employment as graduate nurses, 1 and 6 months post-employment. Five key themes were revealed: confidence; friendship; being thrown in at the deep end; peer support; and lack of support. Application of the findings from this research may help to improve the preceptorship experience for future students and new graduates and to inform evidence-based preceptorship preparation.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © eContent Management Pty Ltd. Permanent restricted access to Published version due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Sciences - Department of Nursing
Date Deposited: 22 May 2014 05:35
Last Modified: 12 Nov 2014 02:00
Uncontrolled Keywords: student experiences; new graduate; transition nurse; new graduate experiences; nursing education; phenomenology; preceptor; preceptorship
Identification Number or DOI: 10.5172/conu.2013.44.2.170
URI: http://eprints.usq.edu.au/id/eprint/25234

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