Collaborative partners in nursing education: a preceptorship model for BScN students.
This article depicts and describes five significant steps in the process of establishing and maintaining a nursing student preceptor programme in a psychiatric unit. Specific collaborative relationships, roles, strategies, important qualities, and suggestions are identified to enhance the success and contributions of each of the three learning partners--student, preceptor, and clinical faculty tutor. The steps and processes highlighted in this model are based on the actual experience of a nurse educator in a university school of nursing, in collaboration with the director of psychiatry (also a nurse) at a community hospital in southern Ontario, Canada. The authors jointly share their perceptions of the strengths, limitations, and mutual benefits experienced throughout all phases of this collaborative partnership. In addition, student and preceptor feedback on the placement are described, demonstrating the usefulness of ongoing feedback from all the participants. This article will be of interest to other nurse educators planning to initiate and maintain clinical preceptorship programs.
LeGris
J
J
School of Nursing, McMaster University, Hamilton, Ont.
Côté
F H
FH
D003299:Cooperative Behavior; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D006801:Humans; D017145:Models, Educational; D009741:Nursing Staff, Hospital / Q000523:psychology; D011231:Preceptorship / Q000458:organization & administration*; D016730:Program Development; D011568:Psychiatric Nursing / Q000193:education*; D013338:Students, Nursing / Q000523:psychology