The role of the preceptor is essential in the transition to practice of new graduate nurses. If you have had the opportunity to precept, reflect on how you have facilitated the following components. If not, reflect on how your preceptor addressed the following components.
A preceptor is an expert individual in the field who is assigned to a newly graduated nurse by the institution (Dusaj, 2014).
They oversee new nurses and must assist them in successfully transitioning into clinical practice (Melrose et al., 2021; Powers et al., 2019)
To do this, a preceptor must first establish a positive relationship and set goals and expectations with the preceptee (Dusaj, 2014; Melrose et al., 2021)
Preceptors must help new nurses bridge the gap between academia and practice (Powers et al., 2019). They are responsible for communicating workplace-specific policies, supervising any newly acquired, or less used psychomotor skills, introducing them to the equipment and documentation used and assisting them to create care plans for patients under their care (Powers et al., 2019).
A good preceptor supporting these areas in their student can help ease the worry of new nurses and build their confidence (Powers et al., 2019).
Preceptors must engage in regular feedback, debriefs and reflections to help new nurses reflect on their clinical reasoning and choose new ways to move forward (Powers et al., 2019).
Throughout the preceptorship, a preceptor must maintain patient safety (Powers et al., 2019).
Preceptors must prevent or intervene should there be any unsafe and/or disruptive behaviours from new nurses which may affect patient safety, or the safety of themselves and coworkers (Melrose et al., 2021).
Preceptors must introduce new nurses to the workplace culture and routines and help socialize them with other nurses on the unit or team (Melrose et al., 2021; Powers et al., 2019).
Explain other mundane aspects of the workplaces, like lunch breaks, bathroom locations and staff rooms (Powers et al., 2019).
Preceptors play a role in student evaluations and assessments of new nurses (Melrose et al., 2021; Powers et al., 2019).
Ongoing feedback is necessary for the continued improvement of new nurses (Powers et al., 2019).
Preceptors acknowledging the emotional well-being of new graduate nurses and providing emotional support, assistance, encouragement and confidentiality assurance are greatly valued by new nurses (Reebals et al., 2021).
Preceptors must help guide preceptees through the four stages of reality shock by recognizing their preceptees stage within the cycle. Strong communication between preceptor and preceptor about feelings (anxiety, excitement etc..) can help the preceptor work through these stages with their preceptee.
o Honeymoon phase – preceptees are enthusiastic and excited
o Shock phase – when preceptees are feeling unmotivated and discouraged
o Recovery phase – preceptees are becoming cautiously optimistic and becoming more confident in their abilities
o Resolution phase – preceptees have a positive outlook and are developing confidence (Melrose et al., 2021).