This research examines the application of the concept of clinical preceptorship. A preceptor acts as an agent to assist other employees or students to adjust to a new role (Deane and Campbell, 1985, p. 144). This research considers clinical preceptorship from the perspectives of (1) postsecondary nursing education program participating in a preceptor arrangement and (2) students enrolled in a postsecondary nursing education program. Thus, a preceptorship program in nursing is one in which persons newly graduated from or soon to be graduated from nursing education programs are provided guidance by an experienced staff nurse in the transition from student nurse to practicing nurse (Carpenito and Duespohl, 1985, p. 111).
"Nursing students need experience that will provide for their greatest growth, experiences as close as possible to the real situations in which they will work after graduation" (Meisenheiner, 1979, p. 41). If nurses "remained in their educational programs until that had obtained enough knowledge and skills to function effectively in the job setting," however, "they would probably never graduate" (Deane and Campbell, 1985, p. 190). Thus, is the dilemma facing nursing students, those who educate them, and those who will eventually employ them.
A traditional approach to solving this problem is the student intern program (Borland, 1991, pp. 56-59). The intern approach, however, is not fully satisfactory in many contemporary hospital environments beset with cost constraints. Another
approach to solving this problem is the use of mentors (Armitage, 1991, pp. 225-229). Mentoring, however, implies a long-term relationship and process that is not consistent with many contemporary nursing practices. The latest solution approach to this problem is preceptorship (Hill, 1992, pp. 1237-1241). Some practicing nurse professionals are highly supportive of the preceptorship approach (Hei...