tinuity in the quality and nature of instruction, improved nursing recruitment, and reduction in staff turnover (Finger & Pape, 2002; Myrick, 2002). Studies have shown that successful preceptorships assist with the socialization and role transition of nursing students (Myrick, 2002).
Key features of the preceptorship include: preceptor role modeling, one-to-one supervision, knowledge of the preceptoring process, and preceptor/preceptee compatibility (Myrick, 2002). Preceptors must: know the preceptee's name; be on time and available; use work time efficiently; share out-of-work experience; show sensitivity to needs; encourage self-confidence; show enthusiasm for procedures; show respect; act friendly; involve the preceptee in decisions; chose appropriate activities; answer questions clearly; provide an overview of procedures; demonstrate up-to-date knowledge; present understandable objectives; and expect successful performance (Finger & Pape, 2002).
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