Why invest?
Preceptorship
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The preceptor acts as a role model, teacher, consultant, and advocate. (Hilligweg, 1993)
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The preceptorship, as it grows out of the precepting relationship, is often associated with development of leadership potential (Vance, 2000)
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Preceptorship programs facilitate development of confidence, competence, self-sufficiency and accountability (Bell and
Deans, 2000; Hilligweg, 1993)
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Preceptorship promotes retention, job satisfaction, professionalism, and development of new clinical skills (Harrison and
Reid, 2001; Vance 2000; Wognar it al, 2002)
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Preceptors are selected based on attributes of competence, communication skills, teaching skills, and involvement in professional activities, experience and leadership
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Selection of preceptors, using a standardized criterion-based assessment tool promotes effective orientation (Hilligweg,
1993)
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Preceptors also have increased staff satisfaction, retention, skill development and organizational commitment (Humphrey and Milone-Nuzzo, 1992; Hilligweg, 1993)
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Preceptors also need support, recognition, and access to reference resources (Reid, et al., 2002)
Impact of orientation on recruitment, retention, and job satisfaction
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Recruitment and retention – Crimlisk, et al (2002) reported a 96% retention rate after 2 years following an orientation for newly graduated nurses
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Orientation improves role clarity, enhances organizational commitment and increases job satisfaction (Butt, et al, 2002;
Meyer, 1997; Snow, 2002). Nurses are less inclined to leave an organization if they receive a solid orientation (Crimlisk, 2002)
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A direct link was found between creating positive organizational climate and improved predictor scores of job satisfaction, retention and commitment of employees (Kangas et al, 1999).
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Managers have a significant effect on nurse satisfaction and organizational commitment (McNeese, 1998). Nurse managers also need to experience a sound orientation in their role in order to lead by example and promote the value of orientation.
Clinical Judgment in the practice setting
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Ten years of research shows that new graduates meet basic entry level expectations only 35% of the time. (del Bueno,
2005)
References:
Bell, M., Deams, M., Bowen, D. (2000). {On the job} Preceptorship. Preparing for Expanded Roles. Canadian Nurse . 96(6):
33-34
Butt, M., Baumann, A., O’Brien-Pallas, Deber, R., Blythe, J., DiCenso, A. (2002). The learning needs of nurses experiencing job change. Journal of Continuing Education in Nursing , Mar-Apr.; 33(2): 67-73
Crimlisk, J.R., McNulty, M. J., Fancione, D. A. (2002). New graduate RNs in a float pool: An inner-city hospital experience.
JONA , 32(4): 211-217 del Bueno, D. (2005). A Crisis in Critical Thinking. Nursing Education Perspectives . Sept/Cot 2005
Harrison, S., Reid, J. (2001). Students’ perspective on the recruitment and retention of nurses . Canadian Nurse , 97(2): 24-27
Hilligweg, U. K. (1993). Selection of preceptor: A reliable tool. Canadian Journal of Nursing Leadership , Nov/Dec: 25-27
Kangas, L., Kee, C. C., McKee-Waddle, R. (1999). Organizational factors, nurse’s’ job satisfaction, JONA , 29(1): 32-42
McNeese-Smith, D.K. (1997). The influence of manager behavior on nurses’ job satisfaction, productivity and commitment.
JONA 27 (9): 47-55
Meyer, K.A. (1997). An educational program to prepare acute care nurses for a transition to home health care nursing , Journal of Continuing Education in Nursing , May-June; 28(3): 124-129
Reid, D. Krahn, H., Trojan, L., Haase, M., Yonge, O. (2002). Supporting preceptors. Journal for Nurses in Staff Development
18(2): 73-77
Snow, J. L. (2002). Enhancing work climate to improve performance and retain valued employees, JONA , 32(7/8): 393-397.
Vance, C. (2000). Discovering the riches in preceptor connections. Reflections on Nursing Leadership , 3: 24-25
Wojnar, D., Curran-Smith, J., McCallum, M., Williamson, S. (2002). Evaluating the impact of organizational learning initiatives. Journal for Nurses in Staff development , 18(4): 177-183