How first experiences influence newly qualified nurses.

The beginning of a nurse's career can be a challenging time and first experiences can influence the retention of newly qualified nurses and their career progression. Nurses experience anxiety and lack of confidence as they make the transition from student to newly qualified nurse. St George's Healthcare NHS Trust, in collaboration with the Faculty of Health and Social Care Sciences at Kingston University/St George's University of London, embarked on an innovative programme of role and career development for newly qualified nurses that included a Signal Post Development Scheme. The scheme integrated preceptorship, clinical supervision, role development and leadership development together with a set of four periodic review points. At each review point the individual nurse had the opportunity to self-assess her or his own development and then meet with a senior member of nursing staff to receive feedback on development, progress and action planning. The self-assessment and signal post review was undertaken using the role description for band 5 nurses and the role description for band 6 nurses. Each signal post review enables progress, development and feedback to take place against progression along continua from the band 5 to the band 6 role description. An evaluative study of the scheme was undertaken, which demonstrated that band 5 nurses were largely positive about the scheme and the impact it had on their role and career development.

Preceptors' perceptions of a preceptorship programme for newly qualified nurses.

BACKGROUND: A study was undertaken into preceptors' perceptions of a preceptorship programme for newly-qualified nurses. The preceptorship programme is designed to enable newly qualified nurses to make the transition from student to registered nurse. Preceptors undergo a training programme to take on the role of preceptor. OBJECTIVES: To evaluate the preceptors' perception of the preceptorship programme. DESIGN: Mixed method evaluative research design was used. SETTING: This study took place in one National Health Service Healthcare Trust in South West London, UK. PARTICIPANTS: Ninety preceptors were invited to participate in the study and the response rate was 44.4% (n=40). The study took place in 2011. METHODS: Qualitative and quantitative data were collected through questionnaires and one-to-one interviews with a convenience sample of preceptors. Quantitative data were analysed using SPSS, version 18; qualitative data were analysed using the Framework Method. FINDINGS: From the quantitative data seven themes emerged. These were preceptors' perceptions of: the personal development of preceptees; the role development of preceptees; the communication skills development of preceptees; the clinical development of preceptees; the development of professional relationships by preceptees; value of the preceptorship programme to the organisation and value of being a preceptor in terms of their own professional development. Qualitative analysis confirmed many of the findings from the statistical analysis and was used to triangulate those findings. CONCLUSIONS: The preceptors largely viewed the preceptorship programme and their role within this programme positively. Although difficulties in making time to meet with preceptees was an issue, the preceptorship experience was perceived to have a positive impact on several aspects of preceptee development as well as on the organisation and on the preceptors' own development. The study is unique when mapped against other research studies because there is little in the literature about studies into preceptors' perceptions of preceptorship programmes.

A preceptorship programme for health visitors and school nurses: a pilot study.

This article presents a pilot study that was undertaken into the perceptions of newly qualified health visitors and school nurses of a structured preceptorship programme. The preceptorship programme involved each participant identifying personal goals and objectives linked to their appraisal, and participating in an action learning set over the first year following qualification. As part of the programme, each participant completed a work-related project. A named senior member of the trust acted as a preceptor facilitator. A mixed-method evaluative study was undertaken into this pilot project. Findings of the pilot showed that the majority of the participants were positive about the impact, value, quality and sustainability of preceptorship and also valued the role of the preceptor facilitator, the project and the action learning sets. The health visitors and school nurses also felt they gained in confidence, competence and leadership skills.

A preceptorship programme for newly qualified nurses: a study of preceptees' perceptions.

AIM: This paper presents the evaluation of a preceptorship programme for newly-qualified nurses (NQNs) to determine preceptee engagement with the preceptorship programme, and the impact, value and sustainability of the programme from the preceptees' perspectives. BACKGROUND: The literature suggests that NQNs find the transition from student to qualified nurse to be stressful and that preceptorship can reduce this stress and promote adaptation to the new role. SETTING: This study took place in one NHS Healthcare Trust in South West London, UK. PARTICIPANTS: Ninety NQNs were invited to participate in the study and the response rate was 48.9% (n=44). The study took place in 2011. METHODS: Evaluative research design was used incorporating a fourfold evaluation framework of preceptee engagement, impact, value and sustainability (Ooms et al., 2011). This was a mixed methods study. Qualitative and quantitative data were collected through questionnaires, reflective journals and through personal audio recordings made by the preceptees. Quantitative data were analysed through descriptive statistics and t-tests, and Cronbach's alpha coefficient was used to assess reliability of impact and value scales. In addition analysis of open-ended questions and qualitative data was undertaken using the Framework Method of analysis. FINDINGS: Findings show that preceptee engagement in the programme was high and preceptorship was highly valued by the majority of preceptees (85%). Preceptors played a positive role in terms of alleviating stress. Preceptorship impacted positively on preceptees in terms of development of communication skills and clinical skills, and role, personal and professional development. In addition, preceptees felt that the programme was of value despite acknowledging difficulties in making time to meet with preceptors. Preceptees also indicated that they would wish to be preceptors in the future and that they would recommend preceptorship to all nurses who are either newly qualified or new in role. Preceptees judged the preceptorship programme positively for engagement, impact, value and sustainability. CONCLUSION: The study is unique when mapped against other research studies as it explores a breadth of evaluative issues not found in other preceptorship studies, e.g. engagement, impact, value and sustainability of preceptorship. The study adds insights about sustainability of preceptorship programmes and expectations of competence of NQNs that do not appear in previous literature about preceptorship.