Nurse Preceptorship Paper
A Senior Internship:
Facilitating the Transition to
Nursing Practice
Bridget Card
St. Joseph’s College of Nursing
This paper explores published articles that report on results from research conducted about ways to assist the new graduate nurse with transition-into practice issues. Preparing student nurses for the role transition from student to nurse who can responsibly provide high-quality and safe patient care is a difficult job. Nursing students usually don’t have the opportunity to take a full patient assignment before transitioning into practice; therefore, the job of transferring clinical knowledge to student nurses is often the responsibility of a nurse preceptor. A new graduate preceptorship is a one-to-one …show more content…
clinical experience during which the nursing student is taught directly by a staff nurse. The authors discuss senior internships, the teaching of student nurses in the clinical setting and improving career prospects for practice nurses. Orienting to the role of a professional registered nurse is a dynamic and challenging process. Haleem et al studied the clinical nurses’ perceptions of teaching nursing students as a preceptor and their experiences doing so. The nursing role is rapidly evolving as nurses are tasked with an even wider range of health care responsibilities that couldn 't have been imagined a generation ago. Caring for the sick has certainly gotten more complicated; nurses have to be great caregivers and great innovators too. It 's a profession for the intellectually curious, lifelong learner. However, as nursing continues to evolve with new hospital structures, fancier gadgets, and political challenges, the heart of the profession stays the same. Whatever the tools and technologies, the job of the nurse will remain caregiver and advocate for the most sick and vulnerable members of our communities. Preceptorships are intentional, individualized, inspired, and transformational. They occur in multiple formats and are used to monitor graduate nurses into the culture of the organization and nursing service. Personal characteristics included being empathic, warm, respectful, and humorous. Flexibility, fairness, dependability, consistency, and enthusiasm were valued. Students also looked favorably on preceptors who were willing to work with the beginning student, could adapt their teaching style as needed, and supported the educational program. The preceptor is expected to have current clinical skills and knowledge, help students recognize their assumptions and think through their management decisions, and model effective communication with clients that emphasizes psychosocial aspects of care. Successful teaching is a complex process that requires not only expertise in clinical content but also positive personal attributes. The preceptor models the role of a professional nurse so the student can be socialized in the profession as a participant observer in the reality-based experience. Earl-Foley, Kee, Minick, Harvey, Jennings (2012) p. Nursing internship programs give you the chance to work with an experienced RN preceptor. Experienced nurses who volunteer for this position use their expert clinical knowledge, empathy, care, and support as they introduce new graduate nurses to the tools of the trade. Participating in a nursing internship program means you will be paired up with someone who is not only experienced in working in that specialty area but also passionate about helping develop novice nurses. Great nurses have to learn from great educators and great preceptors and apply it to make surprising, difficult, life-or-death decisions every day. These great nurse educators have the unique opportunity to share their clinical expertise in educational settings to shape the next generation of nurses. Current faculty have indicated that the most positive aspect of their role is the interaction with students. “A major responsibility of faculty members is helping their students begin the transition process from student nurse to novice professional. Halleem, manetta and… reveal a common theme of a precepotorship that included a one-to-one clinical learning experience with an RN, a student self-directed role, and a structured class environment with ongoing faculty mentor support. Nurse preceptors teach clinical skills and role model professionalism, decision making, communication with colleagues, and direct patient care. Carlson, Pilhammar, Wann-Hansson (2010). In 2002, the American Colleges of Nursing published a white paper that stated that preceptorship as a capstone for senior nursing students was considered best practice. The expert nurse mentors take an active role in teaching, imparting knowledge, fostering critical thinking, and reasoning all with an eye to assisting the students under their supervision in bridging the transition from student to new graduate nurse. Halleem Their results suggest that if a positive relationship exists between preceptors and student nurses, new nurses will establish themselves and become great, seasoned nurses. Effective, consistent, thorough preceptorships are a major factor in the recruitment and retention of nurses. Magnet Recognition Program® hospitals, such as St. Joe’s, support professional nursing practice within the context of teaching and learning environments. Magnet hospitals provide consistently high-quality nursing care while accommodating excellent preceptorships. Reconciling these two factors requires creativity, flexibility, and a commitment to quality nursing care through facilitated training, competency assessments, and competency verifications by preceptees. The student nurse is focused on advancing critical thinking, establishing an identity with the RN role, using evidence-based-practice, and fostering clinical learning. Students value the clinical experience and indicate that the best experiences occur when they are paired with preceptors who value them as students, are invested in providing the best possible learning experience with both observation and participation, challenge them with questions, and reinforce the theoretical content. Lillibrige J. reviewed a study and found that students are more satisfied with preceptors who provide close supervision as compared to those who expect the student to learn independently or autonomously. Students also looked favorably on preceptors who were willing to work with the student, could adapt their teaching style as needed, and supported the educational program. The best student-preceptor experiences were described as those where open communication and trust were established between the student and preceptor and where the preceptor thinks “out loud” and openly discusses patient care or care priorities that needed to be completed. Fulvio et al. Students benefit by having a complete nursing experience over several weeks, allowing them to manage a full patient care load, refine their clinical skills, gain experience in organizing their care and setting priorities, and, overall, have many hours to use the nursing process to plan, implement, and evaluate nursing care and patient outcomes. Hallem (2012). Nurses often express a lack of confidence to serve as preceptor for students and identified a need for greater preparation for the role. Participants in Fulvio et al study identified that although teaching is included in the ANA Scope and Standards of Practice, some nurses did not perceive teaching students as a part of their professional leadership role. Having to explain and mentor students increases time needed to complete care. Some nurses thrive in this leadership role and enjoy the student interaction, whereas others are overwhelmed by the additional work and view the preceptor role as a duty and a burden. Increased workload for the hospital coordinator who had to identify potential preceptors and organize the student and mentors schedule are facts noted within these articles. Heavy assignments with complex patients demand the nurse’s attention, leading to feelings of inadequacy in addressing the student’s learning needs. Carlson et al (20..) The drawbacks that Haleem et al noted were the nurses were not compensated for this additional effort and hospital leadership staff worried their staff nurses would get “burned-out”. They found that some nurses within the preceptorship program viewed the responsibility as an additional workload above and beyond the duties they already under-take, that is, having to mentor new graduates and new employees as part of their workload. Similarly, Fulvio… studied the effect of stress on nurses having to meet the demands of patient care and the additional task of providing the necessary supervision or teaching needed by the nursing students assigned to them. In this study, students who were interested and highly motivated enhanced the preceptor satisfaction with the role, whereas unmotivated and unprepared students created an additional burden for nurses who were already often challenged with their patient care assignments. In further support of this finding, Carlson et al. (2010) hypothesized preceptors often reported feelings of stress and inadequacy, because of their workload and perceptions of time shortages to work with students in a quality matter. The student is expected to be an active adult learner; the faculty is expected to assess the student 's needs and arrange for a preceptor-ship learning environment consistent with program goals and to evaluate the student 's work; and the preceptor is expected to provide day-to-day clinical teaching while meeting clinical practice expectations. Meeting the expectations is not always easy for any of the parties. Not many hospitals are willing to participate internships programs. It was found that hospitals felt that their nurses were already stressed by orienting new nurses to their organization; working with soon to be graduate nurses would further add to the “workload” of their nurses. Dedicating an education unit, offering continuing education for preceptor nurses, and a reward program helped increase preceptor satisfaction and decrease the barriers associated with the internship. Haleem… suggests that it is important for students to select their own preceptors, with guidance from faculty members. The units participating in the study were oncology, ICU, telemetry, cardiac surgery, cardiac ICU, general medical/surgical, and the ED all which had day shifts of 8 or 12 hours. Before starting the experiment students were offered to option of a skill review sessions to improve self-confidence and preparedness. Students were able to practice skills and ask questions of the faculty. Some nurses report significant intrinsic safisfaction and value their role as preceptor, they also want to be acknowledged by their peers and leaders/administrators for their contributions as preceptors. The roles of student, preceptor, and faculty must work in synchrony for good learning outcomes. The setting also is important and places limitations on time, space, and access to patients. Objectives for the preceptors, as identified by faculty, were orienting the student to the unit, acting as a role model for the student, planning appropriate learning activities, evaluating student performance, promoting communication, and goal setting with the student. Haleem et al. In there 2015 study, Fulvio et al. found that although nurses feel clinically prepared for their role as a nurse, they felt inadequately prepared for the teaching role. The ambivalence about teaching manifests itself through a myriad of emotions including excitement to be able to teach, but frustrated by the increased workload. The findings in Haleem et. Al study found that facing faculty memebers meet with the preceptors before the internship to review the program and discuss ways to facitlitate critical thinking and reasoning was important to support the preceptors in their mentorship role. In further support of this finding, Furvio et al study suggests that nurse mangers need to determine the nurses’ attitude of acceptance of their professional role responsibilities to precept students and assess their competencies and readiness to precept students. Fulvio et al study recommends further research to identify nurse’ strengths and areas needing development in their preceptor roles. Nurse leaders have to have systems in place to assess the appropriateness of student assignments considering the nurses’ workloads or assigned patients’ acuities to ensure a positive experience for the nurse, an optimal learning experience for the student, and a safe experience for the patient. Fulvio et al. Who really benefits from all of this effort?
Patients—and us! Effective nurse preceptorships provide the flexibility for the close, trusting relationships needed to develop the new graduate nurse to his or her fullest potential. Students benefit by having a complete nursing experience over several weeks, allowing them to manage a full patient care load, refine their clinical skills, gain experience in organizing their care and setting priortiteis, and, overall, have many hours to use the nursing process to plan, implement, and evaluate nursing care and patient outcomes. Nursing internship programs build a novice nurse’s confidence in their ability to provide safe and effective patient care. Having a mentor and team of other individuals to support you during this learning curve in your career will boost your confidence as a practicing nurse. Graduate nurses who participate in internship programs tend to have an easier transition to becoming a professional than students who did not participate in internship programs. Meeting with experienced nurse leaders will help you learn how to apply the theoretical nursing principals you learned in nursing school to real-world situations. Evidence-based practice is encouraged in internship programs and your preceptor can help you uncover how research is disseminated into nursing practice. You have heard a lot about holistic nursing care and your mentor will help you develop the skills you need to have to provide holistic nursing …show more content…
care in an efficient manner. Nursing internships are geared to provide graduate nurses with a comprehensive orientation to a specialty unit, develop therapeutic communication skills, improve in time management abilities, learn the principals of proper delegation, practice critical thinking skills in a non-threatening environment, and develop clinical nursing skills specific to the specialty. The overall goal of nursing internships is to improve the novice nurse’s experience in order to increase job satisfaction and the quality of patient care. Additionally, a nursing preceptorship can help ease the transition from nursing school to real life nursing and what to expect regarding day to day responsibilities. Learning is a lifelong endeavor. Preceptorships allow soon-to be graduate nurses, learning in a one-to-one environment. Working in today’s health care system requires a nurse to make complex medical decisions in a timely manner. Starting your career in an internship program is a great way to prepare for the experiences you will face as a nurse. As you can see there are many benefits of participating in a nursing internship program. Experience is often the best teacher, but essentially the biggest benefit to having a nursing internship is that it will give your resume a huge boost. Knowing that you have the experience to accomplish what it takes to be a nurse will prove to you, as well as potential employers, that you are the best candidate for the job. When a seasoned nurse has the time and backing to make a new graduates early nursing experiences positive, everyone wins-patients included-and the nursing profession can only grow stronger. With the right skills and knowledge, the next generation of nurses can make a bigger difference for patients, communities, and our national health care environment.
References
American Association of Colleges of Nursing.
Hallmarks of the professional nursing practice environment. Available at http://www.aacon.nche.edu/publications/positions/hallmarks.htm. Accesses December 21, 2010.
Budgen C., Gamroth L. An overview of practice ducation models. Nurse Educ Today. 2008;28(3):273-283.
Carloson E, Pilhammar E, Wann-Hansson C. Time to precept: supportive a limiting conditions for precepting nurses. J Adv Nurs. 2010;66(2):432-441.
Earle-Foley V, Kee C, Minick P, Harvey S, Jennings B. Preceptoship: using an ethical lens to reflect on the unsafe student. J Prof Nus. 2012;28(1):27-33.
Fulvio B, Stichler J, Gallo A. Teaching Future Nurses in the Clinical Setting: The Clinical Nurses’ Perspective. 2015;45(1):21-27.
Haleem D, Manetti W, Evanina K, Gallagher R. A Senior Internship; Facilitating the Transition to Nursing Practice. 2011;36(36):208-213.
Warren AL, Denham SA. Relationships between formalized preceptor orientation and student outcomes. Teach Learn Nurs. 2010;5(1):4-11. An overview of practice ducation models. Nurse Educ Today.
2008;28(3):273-283.
Facilitating the Transition to
Nursing Practice
Bridget Card
St. Joseph’s College of Nursing
This paper explores published articles that report on results from research conducted about ways to assist the new graduate nurse with transition-into practice issues. Preparing student nurses for the role transition from student to nurse who can responsibly provide high-quality and safe patient care is a difficult job. Nursing students usually don’t have the opportunity to take a full patient assignment before transitioning into practice; therefore, the job of transferring clinical knowledge to student nurses is often the responsibility of a nurse preceptor. A new graduate preceptorship is a one-to-one …show more content…
clinical experience during which the nursing student is taught directly by a staff nurse. The authors discuss senior internships, the teaching of student nurses in the clinical setting and improving career prospects for practice nurses. Orienting to the role of a professional registered nurse is a dynamic and challenging process. Haleem et al studied the clinical nurses’ perceptions of teaching nursing students as a preceptor and their experiences doing so. The nursing role is rapidly evolving as nurses are tasked with an even wider range of health care responsibilities that couldn 't have been imagined a generation ago. Caring for the sick has certainly gotten more complicated; nurses have to be great caregivers and great innovators too. It 's a profession for the intellectually curious, lifelong learner. However, as nursing continues to evolve with new hospital structures, fancier gadgets, and political challenges, the heart of the profession stays the same. Whatever the tools and technologies, the job of the nurse will remain caregiver and advocate for the most sick and vulnerable members of our communities. Preceptorships are intentional, individualized, inspired, and transformational. They occur in multiple formats and are used to monitor graduate nurses into the culture of the organization and nursing service. Personal characteristics included being empathic, warm, respectful, and humorous. Flexibility, fairness, dependability, consistency, and enthusiasm were valued. Students also looked favorably on preceptors who were willing to work with the beginning student, could adapt their teaching style as needed, and supported the educational program. The preceptor is expected to have current clinical skills and knowledge, help students recognize their assumptions and think through their management decisions, and model effective communication with clients that emphasizes psychosocial aspects of care. Successful teaching is a complex process that requires not only expertise in clinical content but also positive personal attributes. The preceptor models the role of a professional nurse so the student can be socialized in the profession as a participant observer in the reality-based experience. Earl-Foley, Kee, Minick, Harvey, Jennings (2012) p. Nursing internship programs give you the chance to work with an experienced RN preceptor. Experienced nurses who volunteer for this position use their expert clinical knowledge, empathy, care, and support as they introduce new graduate nurses to the tools of the trade. Participating in a nursing internship program means you will be paired up with someone who is not only experienced in working in that specialty area but also passionate about helping develop novice nurses. Great nurses have to learn from great educators and great preceptors and apply it to make surprising, difficult, life-or-death decisions every day. These great nurse educators have the unique opportunity to share their clinical expertise in educational settings to shape the next generation of nurses. Current faculty have indicated that the most positive aspect of their role is the interaction with students. “A major responsibility of faculty members is helping their students begin the transition process from student nurse to novice professional. Halleem, manetta and… reveal a common theme of a precepotorship that included a one-to-one clinical learning experience with an RN, a student self-directed role, and a structured class environment with ongoing faculty mentor support. Nurse preceptors teach clinical skills and role model professionalism, decision making, communication with colleagues, and direct patient care. Carlson, Pilhammar, Wann-Hansson (2010). In 2002, the American Colleges of Nursing published a white paper that stated that preceptorship as a capstone for senior nursing students was considered best practice. The expert nurse mentors take an active role in teaching, imparting knowledge, fostering critical thinking, and reasoning all with an eye to assisting the students under their supervision in bridging the transition from student to new graduate nurse. Halleem Their results suggest that if a positive relationship exists between preceptors and student nurses, new nurses will establish themselves and become great, seasoned nurses. Effective, consistent, thorough preceptorships are a major factor in the recruitment and retention of nurses. Magnet Recognition Program® hospitals, such as St. Joe’s, support professional nursing practice within the context of teaching and learning environments. Magnet hospitals provide consistently high-quality nursing care while accommodating excellent preceptorships. Reconciling these two factors requires creativity, flexibility, and a commitment to quality nursing care through facilitated training, competency assessments, and competency verifications by preceptees. The student nurse is focused on advancing critical thinking, establishing an identity with the RN role, using evidence-based-practice, and fostering clinical learning. Students value the clinical experience and indicate that the best experiences occur when they are paired with preceptors who value them as students, are invested in providing the best possible learning experience with both observation and participation, challenge them with questions, and reinforce the theoretical content. Lillibrige J. reviewed a study and found that students are more satisfied with preceptors who provide close supervision as compared to those who expect the student to learn independently or autonomously. Students also looked favorably on preceptors who were willing to work with the student, could adapt their teaching style as needed, and supported the educational program. The best student-preceptor experiences were described as those where open communication and trust were established between the student and preceptor and where the preceptor thinks “out loud” and openly discusses patient care or care priorities that needed to be completed. Fulvio et al. Students benefit by having a complete nursing experience over several weeks, allowing them to manage a full patient care load, refine their clinical skills, gain experience in organizing their care and setting priorities, and, overall, have many hours to use the nursing process to plan, implement, and evaluate nursing care and patient outcomes. Hallem (2012). Nurses often express a lack of confidence to serve as preceptor for students and identified a need for greater preparation for the role. Participants in Fulvio et al study identified that although teaching is included in the ANA Scope and Standards of Practice, some nurses did not perceive teaching students as a part of their professional leadership role. Having to explain and mentor students increases time needed to complete care. Some nurses thrive in this leadership role and enjoy the student interaction, whereas others are overwhelmed by the additional work and view the preceptor role as a duty and a burden. Increased workload for the hospital coordinator who had to identify potential preceptors and organize the student and mentors schedule are facts noted within these articles. Heavy assignments with complex patients demand the nurse’s attention, leading to feelings of inadequacy in addressing the student’s learning needs. Carlson et al (20..) The drawbacks that Haleem et al noted were the nurses were not compensated for this additional effort and hospital leadership staff worried their staff nurses would get “burned-out”. They found that some nurses within the preceptorship program viewed the responsibility as an additional workload above and beyond the duties they already under-take, that is, having to mentor new graduates and new employees as part of their workload. Similarly, Fulvio… studied the effect of stress on nurses having to meet the demands of patient care and the additional task of providing the necessary supervision or teaching needed by the nursing students assigned to them. In this study, students who were interested and highly motivated enhanced the preceptor satisfaction with the role, whereas unmotivated and unprepared students created an additional burden for nurses who were already often challenged with their patient care assignments. In further support of this finding, Carlson et al. (2010) hypothesized preceptors often reported feelings of stress and inadequacy, because of their workload and perceptions of time shortages to work with students in a quality matter. The student is expected to be an active adult learner; the faculty is expected to assess the student 's needs and arrange for a preceptor-ship learning environment consistent with program goals and to evaluate the student 's work; and the preceptor is expected to provide day-to-day clinical teaching while meeting clinical practice expectations. Meeting the expectations is not always easy for any of the parties. Not many hospitals are willing to participate internships programs. It was found that hospitals felt that their nurses were already stressed by orienting new nurses to their organization; working with soon to be graduate nurses would further add to the “workload” of their nurses. Dedicating an education unit, offering continuing education for preceptor nurses, and a reward program helped increase preceptor satisfaction and decrease the barriers associated with the internship. Haleem… suggests that it is important for students to select their own preceptors, with guidance from faculty members. The units participating in the study were oncology, ICU, telemetry, cardiac surgery, cardiac ICU, general medical/surgical, and the ED all which had day shifts of 8 or 12 hours. Before starting the experiment students were offered to option of a skill review sessions to improve self-confidence and preparedness. Students were able to practice skills and ask questions of the faculty. Some nurses report significant intrinsic safisfaction and value their role as preceptor, they also want to be acknowledged by their peers and leaders/administrators for their contributions as preceptors. The roles of student, preceptor, and faculty must work in synchrony for good learning outcomes. The setting also is important and places limitations on time, space, and access to patients. Objectives for the preceptors, as identified by faculty, were orienting the student to the unit, acting as a role model for the student, planning appropriate learning activities, evaluating student performance, promoting communication, and goal setting with the student. Haleem et al. In there 2015 study, Fulvio et al. found that although nurses feel clinically prepared for their role as a nurse, they felt inadequately prepared for the teaching role. The ambivalence about teaching manifests itself through a myriad of emotions including excitement to be able to teach, but frustrated by the increased workload. The findings in Haleem et. Al study found that facing faculty memebers meet with the preceptors before the internship to review the program and discuss ways to facitlitate critical thinking and reasoning was important to support the preceptors in their mentorship role. In further support of this finding, Furvio et al study suggests that nurse mangers need to determine the nurses’ attitude of acceptance of their professional role responsibilities to precept students and assess their competencies and readiness to precept students. Fulvio et al study recommends further research to identify nurse’ strengths and areas needing development in their preceptor roles. Nurse leaders have to have systems in place to assess the appropriateness of student assignments considering the nurses’ workloads or assigned patients’ acuities to ensure a positive experience for the nurse, an optimal learning experience for the student, and a safe experience for the patient. Fulvio et al. Who really benefits from all of this effort?
Patients—and us! Effective nurse preceptorships provide the flexibility for the close, trusting relationships needed to develop the new graduate nurse to his or her fullest potential. Students benefit by having a complete nursing experience over several weeks, allowing them to manage a full patient care load, refine their clinical skills, gain experience in organizing their care and setting priortiteis, and, overall, have many hours to use the nursing process to plan, implement, and evaluate nursing care and patient outcomes. Nursing internship programs build a novice nurse’s confidence in their ability to provide safe and effective patient care. Having a mentor and team of other individuals to support you during this learning curve in your career will boost your confidence as a practicing nurse. Graduate nurses who participate in internship programs tend to have an easier transition to becoming a professional than students who did not participate in internship programs. Meeting with experienced nurse leaders will help you learn how to apply the theoretical nursing principals you learned in nursing school to real-world situations. Evidence-based practice is encouraged in internship programs and your preceptor can help you uncover how research is disseminated into nursing practice. You have heard a lot about holistic nursing care and your mentor will help you develop the skills you need to have to provide holistic nursing …show more content…
care in an efficient manner. Nursing internships are geared to provide graduate nurses with a comprehensive orientation to a specialty unit, develop therapeutic communication skills, improve in time management abilities, learn the principals of proper delegation, practice critical thinking skills in a non-threatening environment, and develop clinical nursing skills specific to the specialty. The overall goal of nursing internships is to improve the novice nurse’s experience in order to increase job satisfaction and the quality of patient care. Additionally, a nursing preceptorship can help ease the transition from nursing school to real life nursing and what to expect regarding day to day responsibilities. Learning is a lifelong endeavor. Preceptorships allow soon-to be graduate nurses, learning in a one-to-one environment. Working in today’s health care system requires a nurse to make complex medical decisions in a timely manner. Starting your career in an internship program is a great way to prepare for the experiences you will face as a nurse. As you can see there are many benefits of participating in a nursing internship program. Experience is often the best teacher, but essentially the biggest benefit to having a nursing internship is that it will give your resume a huge boost. Knowing that you have the experience to accomplish what it takes to be a nurse will prove to you, as well as potential employers, that you are the best candidate for the job. When a seasoned nurse has the time and backing to make a new graduates early nursing experiences positive, everyone wins-patients included-and the nursing profession can only grow stronger. With the right skills and knowledge, the next generation of nurses can make a bigger difference for patients, communities, and our national health care environment.
References
American Association of Colleges of Nursing.
Hallmarks of the professional nursing practice environment. Available at http://www.aacon.nche.edu/publications/positions/hallmarks.htm. Accesses December 21, 2010.
Budgen C., Gamroth L. An overview of practice ducation models. Nurse Educ Today. 2008;28(3):273-283.
Carloson E, Pilhammar E, Wann-Hansson C. Time to precept: supportive a limiting conditions for precepting nurses. J Adv Nurs. 2010;66(2):432-441.
Earle-Foley V, Kee C, Minick P, Harvey S, Jennings B. Preceptoship: using an ethical lens to reflect on the unsafe student. J Prof Nus. 2012;28(1):27-33.
Fulvio B, Stichler J, Gallo A. Teaching Future Nurses in the Clinical Setting: The Clinical Nurses’ Perspective. 2015;45(1):21-27.
Haleem D, Manetti W, Evanina K, Gallagher R. A Senior Internship; Facilitating the Transition to Nursing Practice. 2011;36(36):208-213.
Warren AL, Denham SA. Relationships between formalized preceptor orientation and student outcomes. Teach Learn Nurs. 2010;5(1):4-11. An overview of practice ducation models. Nurse Educ Today.
2008;28(3):273-283.