Abstract
This study conceptualized preceptors' behavior, and identified the preceptors' role for new graduate nurses. The Methodology for Conceptualization of Nursing was used. Data on the interactions between preceptor and new graduate nurses or others were collected through participant observation without intervention. As a result of continuing comparative analysis, the following thirteen concepts emerged: (a) Collection the observations on new graduate nurses for individual precepting planning, (b) Planned and individual precepting and evaluating, (c) Failed precepting plan by unplanned precepting, (d) Facilitating the interaction between new graduate nurses and client by relieving new graduate nurses' burden and client's fear, (e) Supporting and acting for new graduate nurses' behavior for the quality of nursing care, (f) Interpreting phenomena of problems to continue new graduate nurses' work, (g) Promotion new graduate nurses to usual heart from discouragement by mental caring, (h) Identifying problems and teaching methods of problem solution through observation of new graduate nurses, (i) Withholding response to new graduate nurses' request for autonomous learning, (j) Teaming with staff nurses for continuing preceptership, (k) Receiving encouragement from client by introducing the preceptor's role, (l) Conflicting between precepted new graduate nurses and nursing care, and (m) Discontinuing and resuming precepted new graduate nurses due to dealing with the task problem. These concepts suggested seven preceptor roles including "collecting the observations on new graduate nurses for individual precepting plan," "precepting planning and evaluating," and "aiming at new graduate nurses' goal attainment and patient safety."
