Preceptorship Model In Nursing Education

Nursing education programmes are imperative to teaching the nursing students the skills and knowledge they need to provide competent and safe patient care (Flott and Linden, 2015). The preceptorship model is a key element of clinical undergraduate nursing education in the Irish nursing degree programmes. The teaching model is designed by the Irish nursing board (An Board Atlantis) with the guidance of the Nursing Education Forum (2000). Since 2002 when the nursing BSc degree program was introduced for all nursing graduates in the Republic of Ireland, the nursing standards by An Board Atlantis and the World Health Organization (WHO) were expecting a higher standard of nursing care and knowledge. To implement this programme the HSE developed

The preceptor must first develop a relationship with their student in order to build a respectful and trusting learning environment. Rogers and Freiberg (1994) proposed that there were three key components to ascertain. Firstly both parties must have respect and acceptance for each others level of expertise. Secondly, there must be trust and honesty between both parties, and finally there must be empathy between the parties and willingness to admit fault and accept constructive criticism. Once the above grounds are covered there is a healthy foundation for an active learning

The students will have learnt a great deal of theory in the university setting but being on clinical placement may be their first opportunity of the hands on experience. One of the main roles of the preceptor will be to link this theory and practice to facilitate learning in the clinical area. To do this the preceptor must use three main pointers outlines by the HSE; to value the learner, to encourage learning, and to provide feedback. The best method of learning is to do it preform the task yourself. It is important that the preceptor shows the student how the theory is linked to the tasks they are completing and that the preceptor gives the student the opportunity to develop their skills within the ward setting. While doing this it is important that the preceptor gives constructive feedback and also for the preceptor to seek feedback on their teaching methods as everybody has a different way of learning. Davis (1993) suggests that, as a role model in clinical situations the characteristics a preceptor portrays are in themselves influences clinical learning. While teaching is still a huge part of being a preceptor; being a role model provides learning opportunities for the students that can help link theory and practice in the clinical area (McCarthy,