My paper aims to explore how the relationship between students and preceptors affects novice nurses’ perspectives and interests in nursing. Upon reflecting, I have observed that clinical experiences are crucial, particularly when I establish a positive and professional bond with my preceptors.
The quality of my overall clinical experience has been directly affected by the strong relationships I have formed, and these relationships have also shaped the type of nurse I aspire to be. I have chosen to discuss this topic because of a specific nurse I encountered during my placement at Toronto General Hospital (TGH) on the Cardiovascular Surgery Unit (4B). On Sunday May 26th, when I arrived at TGH, I was informed that my assigned preceptor would not be available for this shift as she had been assigned as the charge nurse for the unit.
The charge nurse needed to stay at the nursing station and couldn’t be at the bedside. My preceptor informed me that I would be working with a more experienced nurse. When I met this nurse, she greeted me with a smile, introduced herself and her qualifications, and shared a bit about her professional background. Our initial conversation revolved around her knowledge of the Scholar Practitioner Program (S. < /p>
P. P); she briefly mentioned hearing about it, so I provided her with a debriefing of the S. P.
I explained to her how the students were being educated, discussed my learning goals, and provided a brief overview of my educational background. What surprised me was her positive reception of this new program. Unlike some preceptors I had heard about from my peers, she was enthusiastic and willing to collaborate with me in building a solid nursing foundation. This increased my eagerness to be on the unit and fully engage in my learning experience.
Furthermore, the nurse provided an introduction to the unit and discussed the different types of clients who seek medical services. Prior to working with patients, she shared her philosophy on nursing care and asked me about my personal values in both receiving and providing care. I was pleased to share my thoughts and felt validated by her acknowledgement, which boosted my confidence in knowing I was following the correct approach.
In addition, she requested that I restate my learning goals prior to beginning our work with the clients. By doing so, it aided her in staying focused on them. Consequently, she was able to provide me with pertinent information that directly related to my learning objectives. It was evident that she possessed a fervor not only for nursing but also for teaching, as this was clearly demonstrated through her actions.
The nurse’s teaching and approach to her work ignited my fascination with cardiovascular system concepts and surgery. I became aware of the tremendous impact she had on me during this particular shift, molding my perspectives and interests. This encounter with the senior nurse motivated me to incorporate comparable qualities into my own practice, including compassion, passion, authenticity, empathy, attentiveness, positivity, and seeking input when necessary.
These qualities stood out to me as I observed this nurse in the clinical field, giving me a glimpse of how I envision myself in the future as a nurse. I believe that preceptors can influence students’ beliefs, values, attitudes, and behaviors simply by being good role models. When we entered nursing, many of us had fixed ideas about it, but through our clinical experiences, our perceptions of nursing started to evolve.
The preceptor-student experience can lead to positive or negative changes. A significant factor in these changes is the power that preceptors have in shaping the clinical experience and interests of nursing students. Preceptors have the ability to determine whether a student has a valuable and fulfilling placement. Additionally, the teaching methods used by preceptors can impact a student’s future interests.
According to Olive Yonge (2007), the student-preceptor relationship holds significant influence over students during their rural work experience. This relationship also has the potential to foster a lasting mentorship, making the idea of rural employment more attractive (p. 5). This is especially relevant in nursing, where rural nursing has been viewed as ambiguous.
If the benefits of working in rural nursing were not greater than the drawbacks, nurses would not choose to work in rural areas. However, if the preceptor in rural nursing can ensure a positive experience, it becomes evident that being a nurse in a rural setting is advantageous and offers valuable insights for students interested in this field. Conversely, if the experience is negative, students are likely to lose interest in pursuing a career in rural nursing. Several studies have investigated how preceptor support can foster favorable outcomes for students.
The importance of preceptors in preparing nursing students for practice has been confirmed by research (Warren & Denham, 2010). It is crucial to adequately prepare preceptors for their role in supervising, educating, and evaluating students’ nursing tasks (p. 11). Being a preceptor comes with its challenges as one person is responsible for guiding and overseeing the practice of inexperienced individuals. However, the goals and role of preceptors should primarily focus on promoting the success of the students.
A crucial aspect of promoting student success involves establishing a nurturing atmosphere, which involves setting aside personal issues. According to a study conducted by Luthans & Avolio (as cited in Giallonardi, Wong, and Iwasiw, 2010), the concept of “authentic leadership” was identified when examining preceptor leadership behavior and job satisfaction among new graduates. This concept encompasses utilizing positive psychological capacities and a well-developed organizational context, leading to increased self-awareness and self-regulated positive behaviors by leaders and their colleagues, thus encouraging positive growth (p.
According to a study, preceptorship plays an important role in facilitating a smooth transition of new graduate nurses to the workplace (Giallonardo, Wong and Iwasiw, 2010, p. 1001). Therefore, investing in the development of preceptor authenticity is necessary (944).
Based on these findings, it can be concluded that not all preceptors act as positive role models. However, with a change in attitude and a full understanding of their duties as preceptors, they have the potential to become one. It is important for preceptors to reflect on how their actions may impact the students they are teaching when students reflect on nursing practices. Additionally, maintaining a positive attitude is crucial in creating a supportive environment for students during their learning process. In my opinion, preceptors should occasionally focus more on their words and behaviors as they can generate fear or anxiety in students.
The preceptor’s attitude is important for a nursing student’s learning, behaviors, skills, and outcomes as they become nurses. It is unfair for students to have a bad clinical experience because of their preceptor’s attitude. Comfort, support, and empathy should be the focus in any relationship. Additionally, if the experience is negative for the student, it can harm their health.
When practice becomes challenging, it can cause students to feel unhappy and stressed, which can ultimately impact their academic performance. Both students and preceptors are affected by developmental factors as students learn and progress in their learning environment. The advancement of students as nurses heavily relies on the goals and vision of their preceptors, which should align with the students’ own objectives. If these factors do not match, it may impede the student’s growth as a nurse.
Consequently, the preceptor will not be content with the students’ practice results. Moreover, social factors are vital as humans are naturally social beings. Whether it is in personal or professional contexts, individuals must engage with others to complete tasks. In nursing, any uncomfortable social scenario among coworkers or a negative workplace can greatly influence the student. This influence can result in dissatisfaction and demotivate them from pursuing their interests in this field.
In summary, although cultural, spiritual, and economic factors may have importance in the long run, they are not particularly relevant for further explanation in this particular case. When evaluating the primary concerns, the aspect that stands out is my preceptor’s optimistic attitude. Due to her positive demeanor and willingness to help, my interest in cardiovascular surgery has flourished. Moreover, I believe that I can gain knowledge within a supportive environment.
I have embraced this situation because I have felt fortunate to have had this senior nurse precept me during this specific shift. If there is one thing I could alter about my nursing skills going forward, it would be to ensure that I carry this positive and embracing attitude into my nursing career. This is not only for my own enjoyment in my profession, but also to eventually create a supportive environment for a student that I may precept. Ultimately, my new perspective is that my clinical experiences as a student are heavily influenced by my preceptorship.
Based on my experience with this nurse, I have gained a new perspective and enjoyed my placement so far. The surrounding positive atmosphere greatly influenced me and how she approached her work. Her healthcare delivery is a reflection of her positive mindset, evident through her passion, dedication, and love for her role as a nurse, ultimately contributing to effective client outcomes.
References: Giallonardo, L. M.
, Wong, C. A., & Iwasiw, C. L.
(2010). Warren, A. Authentic leadership of preceptors: predictor of new graduate nurses’ work engagement and job satisfaction. Journal of Nursing Management, 18, 993-1003.
L., ; Denham, S. A. (2010).
The article titled “Relationships between formalized preceptor orientation and student outcomes” by Yonge (2007) discusses the impact of preceptor orientation programs on the outcomes of students. The study is published in the journal Teaching and Learning in Nursing, volume 5, pages 4-11.
Preceptorship in rural areas from a student’s point of view is discussed in the Online Journal of Rural Nursing and Health Care, volume 7, issue 1, pages 5-12.
