| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 2667553 | Journal of Professional Nursing | 2013 | 9 Pages |
Increasingly, preceptors across the globe are teaching nursing students in a variety of acute, community, and continuing care practice areas. This article is a report of a study of preceptors' views regarding benefits, rewards, supports, challenges, and commitment related to the nursing preceptorship role in one Canadian undergraduate baccalaureate nursing program. A quantitative, descriptive, correlational research design was employed. A six-part questionnaire was developed, piloted, and administered to a purposive sample of 331 preceptors who had worked with baccalaureate nursing students. Employing parametric and nonparametric methods, we analyzed data using descriptive and correlational statistics. Open-ended questions were analyzed using content analysis. Preceptors valued nonmaterial over material rewards. Preceptors expressed a need for lighter workloads, further educational preparation, more time for assessing and assisting students, increased support from stakeholders, and dedicated time for face-to-face contact with nursing faculty. Preceptors' voices need to be heard and acted upon. Preceptors indicated that they need a great deal more support for their efforts than they are currently receiving. Enhancing preceptor support not only encourages preceptor retention, but it will also have a great influence on the experiences of future generations of nurses.
