ORIGINAL
An Educator’s Growth as a Nursing Preceptor:
A Modified Grounded Theory Approach
2022 Volume 72 Issue 3 Pages 263-269
Details
2022 Volume 72 Issue 3 Pages 263-269
Background & Aims: Clinical preceptorship is an effective method for the development of professional nurses. However, being a preceptor can be challenging due to limitations in nurses’ skills and knowledge of mentorship and high pressure in teaching. This study explores the process by which experienced nurses grow as nurse educators through their experience as preceptors, in order to provide effective support to future preceptors.
Methods: Semi-structured interviews were conducted with 12 nurses with four to eight years of experience at a university hospital. Transcripts were analyzed using the modified grounded theory approach.
Results: A total of 24 concepts, 5 categories, and 1 core category were generated from the data analysis. Preceptors grew through the reflection on the failure experience during teaching. Preceptors searched for suitable and personalized teaching methods for preceptees. Atmosphere of the workplace influenced preceptor’s growth process as educators.
Conclusions: Based on these findings, nursing managers and staff need to watch over preceptors without interfering, while creating an atmosphere in which preceptors feel free to consult and provide advice based on their extensive knowledge and experience.
