| This study examines the attributes educator/preceptors incorporate into their curriculum to aid nursing student's transition from theory to clinical practice. The researcher interviewed 10 educator/preceptors who shared their experiences assisting novice nurses successfully transfer into clinical practice. The 10 educator/preceptors were all females employed as educators who work as preceptors for two community colleges and one university. All the educator/preceptors had masters' degrees, except for one who earned her doctoral degree. The research question was: what knowledge, skill development, instructional strategies, and characteristics do preceptors report needing to successfully facilitate the transition of student nurses from theory to clinical practice? The data from the preceptors revealed practices, characteristics, and strategies that aid nursing students in clinical practice. The study revealed that the educator/preceptors used adult learning concepts to connect with students. Each educator/preceptor revealed their personal strategy that was successful in assisting the transition of nursing students into clinical practice. The educator/preceptors expressed their years of preceptor experience and accountability during their tenure of teaching. Findings from this qualitative study revealed themes that include hands-on experiences, focusing on learning styles, having empathy and compassion, communication skills, and continuing education. The educator/preceptors shared their strategies with other colleagues who adopted the strategies in nursing programs that they consider to be critical to the success of nursing students' transition to clinical practice. The shared experiences and strategies of the educator/preceptors provided direction for other new and potential preceptors to use when guiding novices nurses through their transition from theory to clinical practice. |
