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The Report of the Post-Registration Education and Practice Project (UKCC 1990) and the Framework for Continuing Professional Education for Nurses, Midwives and Health Visitors (ENB 1991) have led to an unprecedented period of formalised supervision and support for registered practitioners in the UK. The preceptor has been identified as having a pivotal part to play in providing this support. There is however, a need for further clarification regarding the exact nature of the preceptor's role in post-registration education and practice, and the full extent of the responsibilities involved. This paper explores the issues involved in preceptorship for qualified nurses and some of the related literature. The following key questions are addressed: Who will be designated as preceptors? How will they be selected? What preparation and support will such preceptors be offered? What is the role of the preceptor and what is the conceptual and empirical difference between the preceptor and the mentor? It is proposed that strategies must be identified for clarification of the preceptor's role and responsibilities, identification of selection criteria, and the establishment of preceptor preparation programmes and support networks.
The Report of the Post-Registration Education and Practice Project (UKCC 1990) and the Framework for Continuing Professional Education for Nurses, Midwives and Health Visitors (ENB 1991) have led to an unprecedented period of formalised supervision and support for registered practitioners in the UK. The preceptor has been identified as having a pivotal part to play in providing this support. There is however, a need for further clarification regarding the exact nature of the preceptor's role in post-registration education and practice, and the full extent of the responsibilities involved. This paper explores the issues involved in preceptorship for qualified nurses and some of the related literature. The following key questions are addressed: Who will be designated as preceptors? How will they be selected? What preparation and support will such preceptors be offered? What is the role of the preceptor and what is the conceptual and empirical difference between the preceptor and the mentor? It is proposed that strategies must be identified for clarification of the preceptor's role and responsibilities, identification of selection criteria, and the establishment of preceptor preparation programmes and support networks.