Background: Changes have occurred in the nursing education system in Finland and Sweden as a result of the Bologna declaration.  At present, based on the European Directive, approximately 50% of a general nursing program is arranged as clinical practice (Zabalegui, Macia, Márgues, Ricomá, Nuin, Mariscal, Pedraz, Germán & Moncho, 2006). The one-to-one preceptorship model is rather common in undergraduate nursing education in the Scandinavian countries in order to prepare student nurses for the shift to the graduate nursing role (Luhanga, Billay, Grundy, Myrick & Yonge, 2010). The preceptor plays a vital role in the development of student nurses becoming professional nurses. Smith (1987; 1991) found that the emotional aspects of care associated with the nursing process emerged as an important component of the relationship between student nurses and preceptors. A recent study (Epstein & Carlin, 2012) found that the students’ encounters with the preceptors had ethical dimensions. Values which support the good care of patients are evident in the practice environment. As such, it follows that if the environment doesn’t provide a moral climate, the preceptors may not be able to recognize ethical issues.

Aim: The aim of this Nordic qualitative study was to explore the experiences of good preceptorship in relation to undergraduate student nurses in clinical education from the perspective of the preceptors themselves.

Method: Data was collected by narrative interviews with 27 preceptors in Finland and Sweden and analyzed using a hermeneutical approach.

Findings: The findings are presented as three themes in order to present the perceived experiences of good preceptorship among the research group. The three themes are as follows: The caring relationship as the foundation of learning and development; Mutual respect – a prerequisite for fellowship and a good atmosphere; A deep sense of responsibility towards the student and the profession. A caring relationship, based on caring ethics, is seen as the foundation for learning and development. Moreover, a mutual respect is a prerequisite for fellowship and a good atmosphere. As such, encounters are characterized by reciprocity and mutuality. The preceptors have a deep sense of responsibility toward the students and the profession. Furthermore, the preceptors have an inner responsibility to guide the students into working life and to share their knowledge by acting as role models.  Conclusions: Good preceptorship is based on caring ethics. The preceptors with a sense of ‘being at home’ have the motive and will to invite the students into a caring relationship and care for the students. Preceptorship has a great impact on student nurses in their process of becoming caring nurses and to remain in nursing. The findings suggest that preceptorship should be examined through new lenses. Moreover, preceptorship is an ethical issue that should be recognized by all stakeholders.

References

Epstein, I, Carlin, K. Ethical concerns in the student/preceptor relationship: A need for change. Nurse Educ Today. 2012;(32):897-902. doi:10.1016/j.nedt.2012.03.009.

Luhanga, FL, Billay, D, Grundy, Q, Myrick, F, Yonge, O. The one-to-one relationship: Is it really key to an effective preceptorship experience? A review of the literature. Int J Nurs Educ Scholarsh. 2010; 7(1):1-15.

Smith, P. The relationship between quality of nursing care and the ward as a learning environment: developing a methodology. J Adv Nurs. 1987;(12):413-20.

Smith, P. 1991. The nursing process: raising the profile of emotional care in nurse training. J Adv Nurs. 1991; 16:74-81.

Zabalegui, A, Macia, L, Márgues, J, Ricomá, R, Nuin, C, Mariscal, I, Pedraz, A, Germán, C, Moncho, J. Changes in Nursing Education in the European Union. J Nurs Scholarsh. 2006; 38 (2):114-118.