a critique of the undergraduate nursing preceptorship model本科护理见习制度的批评模式.pdfVIP

Hindawi Publishing Corporation Nursing Research and Practice Volume 2012, Article ID 248356, 6 pages doi:10.1155/2012/248356 Review Article A Critique of the Undergraduate Nursing Preceptorship Model Monique Sedgwick and Suzanne Harris Faculty of Health Sciences, University of Lethbridge, Lethbridge, AB, Canada T1K 3M4 Correspondence should be addressed to Monique Sedgwick, monique.sedgwick@uleth.ca Received 30 November 2011; Accepted 20 February 2012 Academic Editor: Linda Ferguson Copyright © 2012 M. Sedgwick and S. Harris. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The preceptorship model is a cornerstone of clinical undergraduate nursing education in Canadian nursing programs. Their extensive use means that nursing programs depend heavily on the availability and willingness of Registered Nurses to take on the preceptor role. However, both the health service and education industries are faced with challenges that seem to undermine the effectiveness of the preceptorship clinical model. Indeed, the unstable nature of the clinical setting as a learning environment in conjunction with faculty shortages and inadequate preparation for preceptors and supervising faculty calls us to question if the preceptorship model is able to meet student learning needs and program outcomes. In a critical analysis of preceptorship, we offer a deconstruction of the model to advance clinical nursing education discourse. 1. Introduction facilitate the transition from student to graduate nurse role f