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Gradually Guiding Nursing Students through Their Capstone Course: Registered Nurse Preceptors Share Their Experiences

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  • David L. Martin
  • M. Kathleen Brewer
  • Nancy Barr

Abstract

Professional precepted immersion courses (capstone) have become the standard as a means to prepare senior nursing students to enter the workforce. Preceptors have a significant role in developing the student nurse, yet exactly how to prepare preceptors for this role has been an ongoing discussion. This qualitative inquiry explored the educational needs of clinical registered nurse (RN) preceptors who work directly with senior nursing students in a professional precepted immersion (capstone) course. A descriptive qualitative design was used to examine preceptors responses to a prepared set of questions about their educational needs. Results showed that preceptors have three distinct sets of learning needs: the need to know the expectations of their role, wanting to know how best to role model for the student, and knowing how to socialize the student into the profession of nursing. Overall, preceptors communicated their desire and commitment to doing the best job possible. They also clearly stated their expectation of faculty to have a physical presence on the nursing unit that included being proactive in resolving mismatches and exposing the student to the roles of provider of care, leader and manager of care, and member of profession.

Suggested Citation

  • David L. Martin & M. Kathleen Brewer & Nancy Barr, 2011. "Gradually Guiding Nursing Students through Their Capstone Course: Registered Nurse Preceptors Share Their Experiences," Nursing Research and Practice, Hindawi, vol. 2011, pages 1-6, April.
    • Handle: RePEc:hin:jnlnrp:645125
    DOI: 10.1155/2011/645125
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    Cited by:

    1. Manisha D. B. Dev & Khairul D. B. Rusli & Lisa McKenna & Siew Tiang Lau & Sok Ying Liaw, 2020. "Academic‐practice collaboration in clinical education: A qualitative study of academic educator and clinical preceptor views," Nursing & Health Sciences, John Wiley & Sons, vol. 22(4), pages 1131-1138, December.
    2. Kim Usher & Jane Mills & Caryn West & Tanya Park & Cindy Woods, 2015. "Preregistration student nurses' self‐reported preparedness for practice before and after the introduction of a capstone subject," Journal of Clinical Nursing, John Wiley & Sons, vol. 24(21-22), pages 3245-3254, November.

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