by Andrew Thorn

Created on: October 28, 2009

Much has been studied in forming a consensus definition of effective mentorship; in specifically looking at the support of newly qualified nurses though, the current term we need to adopt is that of preceptorship. Kramer (1974) made first reference to the notion of 'reality shock' as a phase of transition to practice. She describes it thus: "the reactions of new workers when they find themselves in a work situation for which they have spent several years preparing and for which they thought they were going to be prepared, and then suddenly find they are not."

The recognition of this phenomenon has been the catalyst for others to develop a problem solving strategy for this phase. The concept of changing role perception was primarily studied by Corwin and Taves (1962), Green (1988), Chaska (1978), and Kelman (1961) and defined the process of 'professional socialisation' as "the process by which a person acquires the knowledge, skills and sense of occupational identity characteristics of a professional"

Current literature continues to examine this process but broadens the discussion to acknowledge further, the subtle interpersonal dynamics involved in change and learning. Bell (2000) offers a word of caution that students must feel 'safe enough' to take risks in front of the preceptor. (Patel & David 1996) assert that an undue emphasis on ability does not encourage students to strive for success, instead they adopt strategies to avoid failure, public humiliation and confirmation that they are less able than their peers.

For a preceptorship relationship to be effective, there needs to be awareness of and ability to, foster differing learning styles. Philips and Baldwin (1997) suggest that as Nursing is a dynamic profession, using a single teaching format fails to motivate learners. Letiza and Kenrick (1998) furthermore identify the right interpersonal dynamics necessary for effective learning to occur. Preceptors need to possess a high level of competence and experience themselves, but matched with a willingness to share. Castledine (2001) notes how in the older 'apprentice style' nurse training, student nurses were integrated into the team, learning occurred experientially. Nowadays, preceptors must be prepared to acknowledge and understand 'how' preceptees integrate into a new setting. To this end, they must be prepared and able to offer continuity, availability and support.

They must also understand different learning strategies, and assess learning styles

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