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Exploring Preceptors' Metacognition in Novice Nurse Instruction: A Qualitative Descriptive Study
Tomomi Hidaka1,2, Yasuko Hosoda3
1Faculty of Nursing, Osaka Medical and Pharmaceutical University, Takatsuki, Osaka, Japan.
Creative Nursing
|December 19, 2025
Summary
Preceptors
Area of Science:
- Nursing Education
- Healthcare Professional Development
Background:
- Preceptor preparation is crucial for novice nurse integration and skill development.
- A gap exists in current preceptor training, impacting effective mentorship.
Purpose of the Study:
- To explore the metacognitive strategies employed by preceptors during novice nurse instruction.
- Understanding preceptor metacognition can enhance the quality of nursing education.
Main Methods:
- Qualitative descriptive study utilizing semi-structured interviews with 15 preceptors across four Japanese hospitals.
- Verbatim interview transcripts were analyzed using qualitative content analysis to identify themes.
Main Results:
- Three core categories of preceptor metacognition emerged: Monitoring of Instruction, Regulation of Instruction, and Self-Assessment.
- All interviewed preceptors demonstrated the use of metacognitive processes in their teaching.
Conclusions:
- Metacognition enhances preceptor instructional effectiveness and supports their professional growth.
- Objective self-reflection before, during, and after teaching is vital for adapting instruction and improving novice nurse outcomes.
- Findings offer valuable data for international preceptor development programs.
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