Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature.

Increases in ageing, chronic illness and complex co-morbidities in the Australian population are adding pressure to the primary care nursing workforce. Initiatives to attract and retain nurses are needed to establish a sustainable and skilled future primary care nursing workforce. We implemented a transition to professional practice program in general practice settings for graduate nurses and evaluated graduate nurse competency, the graduate nurse experience and program satisfaction. This study aimed to determine whether a transition to professional practice program implemented in the general practice setting led to competent practice nurses in their first year post-graduation. A longitudinal, exploratory mixed-methods design was used to assess the pilot study. Data were collected at three times points (3, 6, 12 months) with complete data sets from graduate nurses (n = 4) and preceptors (n = 7). We assessed perceptions of the graduates’ nursing competency and confidence, satisfaction with the preceptor/graduate relationship, and experiences and satisfaction with the program. Graduate nurse competency was assessed using the National Competency Standards for Nurses in General Practice. Semi-structured interviews with participants at Time 3 sought information about barriers, enablers, and the perceived impact of the program. Graduate nurses were found to be competent within their first year of clinical practice. Program perceptions from graduate nurses and preceptors were positive and the relationship between the graduate nurse and preceptor was key to this development. With appropriate support registered nurses can transition directly into primary care and are competent in their first year post-graduation. While wider implementation and research is needed, findings from this study demonstrate the potential value of transition to professional practice programs within primary care as a nursing workforce development strategy.

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Australia’s first transition to professional practice in primary care program for graduate registered nurses: a pilot study

Background: Retention, stress and difficult transition are issues associated with new graduates entering the workforce. International literature has suggested there is a problem and preceptorship models have been introduced to assist new registrants. It is recognised that new registrants require support from a preceptor, however, the literature appears to focus attention on the preceptee's views, rather than the preceptor's. Research Question: How do preceptors perceive their role in supporting newly qualified nurses/midwives? Aim: The aim of this article is to review the literature pertaining to preceptorship and explore the perceptions held by preceptors in relation to their role supporting newly qualified registrants. Method: A qualitative exploratory study was conducted using a purposive sample. Interviews were used to capture the data. Findings and Discussion: The data analysis identified that overall preceptors do feel prepared for their role, however, they highlighted the benefits of preceptor upda...

Preceptors' views on their role in supporting newly qualified nurses

The relationship between caring preceptor, self-efficacy, job satisfaction, and new nurse performance.

Perceptions of preceptorship among newly graduated nurses and preceptors: A descriptive qualitative study.

Background: Retention of newly graduated nurses is becoming a costly challenge regardless of efforts such as orientation and residency programs. Satisfaction with the preceptorship relationship is important if the preceptor is to remain committed to fulfilling the role and if the preceptee is to complete the experience and then exhibit satisfactory clinical performance. Most studies have focused on describing either preceptor or preceptee perspectives regardless of the fact that both parties impact the outcomes. The purpose of this study was to describe what factors are associated with preceptors’ commitment to, and satisfaction with, the preceptor role; with preceptees’ satisfaction with the preceptorship experience and with their nursing performance; and with preceptors’ and preceptees’ job satisfaction. Methods: This study used a descriptive correlational design with a convenience sample of preceptors (n = 85) and preceptees (n = 85) from a tertiary medical center in the north-eastern U.S. Subjects were surveyed within six months of a preceptorship experience. Data were analysed for associations between preceptors’ experience and perceptions of the preceptorship role; and with multiple regression for predictive models of the preceptorship relationship. Results: Total job satisfaction was rated “high” or “quite high” by 99% of preceptors and 97% of preceptees, with intrinsic factors rated higher than extrinsic factors. Preceptors ranked “assisting new staff to integrate into the unit” and “teaching and sharing knowledge” as the greatest benefits to the preceptorship program. Preceptees ranked interpersonal relationships, communication, and professional development as their strongest skills, and teaching and collaboration and critical care as their least strong skill set. Positive correlations were found between the preceptors’ perceptions of benefits and rewards and their perceptions of support (r = .448, p < .01) and commitment to the role (r = .652, p < .01). The preceptors’ perceptions of support predicted extrinsic, intrinsic and total job satisfaction; and explained 36%, 48%, and 50% of the variability in the outcome, respectively. The total score on the preceptee satisfaction scale was the only variable predicting extrinsic, intrinsic, and total job satisfaction; with 45%, 39%, and 20% explained by the model. Conclusions: Our findings suggest that systems should be established so that preceptors perceive that their preceptorship role is rewarded and supported. Preceptee satisfaction with the preceptorship experience was correlated with favorable evaluation of the relationship between the preceptee and preceptor. Beyond experience and competence, precepting requires considerable teaching skill. Experience is a necessary, but not sufficient, condition for a good preceptor. These findings indicate that when preceptors and preceptees have the benefit of formal preceptorship programs that are well supported, and when the preceptors’ efforts are rewarded, satisfaction is enhanced for both participants, preceptors’ commitment to the role is reinforced, and the preceptee has a foundation for strong clinical performance. Ultimately, the patient is the direct beneficiary of a well-designed preceptorship program.

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Deborah Ann Linscott

Papers

Evaluating preceptors’ and preceptees’ satisfaction concerning preceptorship and the preceptor-preceptee relationship