An interpretive analysis of precepting an unsafe student

Precepting students during their senior practicum is often viewed as an opportunity to nurture the next generation of nurses. However, when the student has only marginally passed courses or clinical experiences, precepting may become a difficult and challenging process. Little is known about how preceptors teach students and even less is known about precepting unsafe students. The purpose of this article is to describe a preceptor's journey through a difficult senior practicum experience. A hermeneutic analysis of the preceptor's journal revealed two themes important in precepting the unsafe student: knowing the student and creating possibilities for success. Two aspects of knowing the student included watchful listening and assessing dangerousness. These themes are described and the dilemma of bringing an unsafe nurse into the profession is discussed.