Abstract
The purpose of this literature review is to examine studies evaluating preceptorships within nursing orientation or education programs. Nursing education in the classroom focuses on the theoretical aspect of nursing care as opposed to the clinical experience of nursing education that allows for the hands-on practical experience of nursing. The clinical experience is an integral part of the education process for both students and experienced nurses at various career transitions. Quality clinical experiences require practice partnerships, particularly in the form of preceptorships. Using data reported in previous studies, we examined preceptor selection criteria and responsibilities, motivators to encourage nurses to serve as preceptors, and preceptors' and preceptees' perceptions about the preceptor role. By synthesizing the literature describing previous orientation programs, we underscore the importance of the preceptor in the precepting process associated with orientation or clinical education programs. This review culminates with an evidence-based design for devising policy governing preceptor programs. Specifically, suggestions are forwarded for (1) preceptor selection, preparation, responsibilities, support, and workload and (2) preceptee preparation and support.
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