Preceptor selection criteria in Canadian basic baccalaureate schools of nursing--a survey.

Abstract

In 1982, a resolution that the baccalaureate degree become the minimal educational preparation for entry into the nursing profession by the year 2000 was endorsed by the Canadian Nurses' Association (CNA). This endorsement presents significant ramifications for the nursing profession in this country and in particular for nursing education. Conceivably, within the next 10 years, university nursing faculty may acquire the exclusive role of preparing registered nurses in Canada. Presently, it is acknowledged that existing university programs do not possess the resources with which to adequately accommodate the anticipated increased enrollments that would be precipitated by the realization of this resolution (CNA, 1982; French, 1984). Faculty in university schools of nursing continue to be faced with the dilemma of new graduates feeling inadequately prepared for the practice (Myrick, 1988; Shamian & Inhaber, 1985). Escalation of the student-faculty ratio will generate even greater strain on clinical teaching. In light of these developments, the onus is on nursing education to examine alternative clinical teaching strategies that will assist in dealing with these difficulties. One strategy being advocated is preceptorship. Preceptorship may be defined as an individualized teaching/learning method in which each student is assigned to a particular preceptor...so she can experience day-to-day practice with a role model and resource person immediately available within the clinical setting (Chickerella & Lutz, 1981, p. 107).