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Objective: To study midwives' experience in their role as a preceptor and their perception on how to best support midwifery students in obstetrics units. Obstetric units are an important learning area for student midwives but knowledge on how to become a good midwife preceptor is limited., Design: This qualitative study explores midwife preceptors' experience of supervising midwifery students in three obstetric units in Sweden. Following ethical approval seventeen midwife preceptors were interviewed and data were analysed thematically., Findings: Thematic analysis of the interviews resulted in the identification of two themes and five subthemes: (1) self-efficacy in the preceptor role which involves (a) being confident in the professional position and (b) having the support of management and colleagues and (2) supporting the student to attain self-confidence and independence which entails (a) helping the student to grow, (b) facilitating reflection in learning situations, and (c) "taking a step back"., Key Conclusion: Good preceptorship occurs when midwives achieve full self-efficacy, when they master the preceptor role, and when they have enhanced their abilities to help, the student reach confidence and independence., Implications for Practice: Health care organisations needs to develop and support midwifery preceptorships., (Copyright © 2020. Published by Elsevier Ltd.)

Preceptors are essential to nurse practitioner (NP) students' transition from being a student to competent entry-level NP graduate. The literature is replete with data pertaining to the benefits of and barriers to preceptors engaging in the clinical education of NP students, and little has changed in the last two decades in this regard. Therefore, faculty solicited preceptor input to enhance curriculum revision and clinical training preparation. This qualitative inquiry project derived data from interviews with 13 preceptors in a variety of clinical settings. Interviews were audio-recorded, transcribed verbatim, and analyzed using a content analysis method. Recruiting, training, and retaining qualified, willing preceptors are of paramount importance to NP programs. This article describes preceptor expectations of NP students' knowledge, skills, and attitudes for optimal clinical rotation experiences. The results have important implications for innovative NP educational models, developing trust in NP education programs and promoting competency development of the NP student using entrustable professional activities.

Nurse preceptors play an important role in supporting newly qualified nurses during transition periods. However, limited attention is given to the needs and experience of nurse preceptors with expected responsibilities. This study aimed to examine the perceived needs of nurse preceptors in three public acute hospitals by using a sequential mixed method approach conducted between March and August 2017. A questionnaire that comprised socio-demographic data, Clinical Teaching Behaviour Inventory (CTBI), and RN Preceptor Learning Needs Assessment, was distributed to all nurse preceptors. Semi-structured qualitative interviews were conducted with a purposive sample of 10 informants to complement the quantitative findings. We received 260 completed questionnaires, giving a response rate of 78.8%. The highest mean CTBI domain score was "Using appropriate teaching strategies" (Mean = 3.65, SD = 0.56), whereas the lowest was "Providing feedback and evaluation" (Mean = 3.51, SD = 0.60). The top five topics identified as the most important in nurse preceptor training were critical thinking, prioritising, teaching techniques, conflict management and teamwork. Qualitative findings revealed that the informants experienced tension with their dual roles and strained relationships with co-workers. The expectations of the informants for support were recognition from management level and highlighting coaching tactics, reciprocal learning and collegiate support., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

The aim of this study was to describe the perceptions of nurse preceptors of nursing students and new graduate nurses with learning disabilities in clinical settings. Learning disabilities pose potential challenges in nursing education, especially in clinical settings when working with preceptors. Preceptors (N = 166) who attended a state-wide preceptor workshop responded to an electronic survey that assessed their perceptions. Four concepts were explored: preceptor perceived level of preparedness; preceptor perceived confidence in implementation of their role; preceptor beliefs regarding the potential of learners with learning disabilities; and preceptor agreement with provision of accommodations for learners with learning disabilities. Preceptors felt unprepared and lacked confidence in their ability to implement their role as preceptor for those with learning disabilities. Those who had exposure to learning disabilities reported feeling more prepared, however they had expectations for the learner to work hard, have strategies and accommodations in place, ask for help when needed, and take responsibility for their learning. Preceptors reported they are willing to precept nurses with learning disabilities, and they expect support for those with learning disabilities. Educational modules and support to increase preceptor preparedness and confidence should be incorporated into preceptor training., (Copyright © 2018 Elsevier Ltd. All rights reserved.)

Preceptors provide fundamental support for the graduate registered nurse, acting as both teacher and role model with an aim to transition the graduate to becoming an independent practitioner. The purpose of this study was to investigate the expectations of the preceptor role from the preceptor's perspective. An interpretative phenomenological approach was used to explore the experience of being a preceptor with seven nurses working in acute clinical areas. Three themes emerged from the thematic analysis; balancing the preceptor role, exploring past experiences reveals current expectations and developing relationships. Participants had distinctive views on their role during the graduates' transition period, which were influenced by personal experience. Preceptors discussed their role including; education and support and the influence of the connection with the graduate nurse. The participants reflected on their own experiences and how this challenged their role expectations. Graduate characteristics were also highlighted to influence the balance of support. Overall the role of the preceptor was a complex role of balancing support and guidance while aiming to achieve professional development. The development of communication workshops and relationship building programs may be useful in addressing the multiple influencing elements of this relationship., (Copyright © 2018 Elsevier Ltd. All rights reserved.)

This article is one in a series on the roles of adjunct clinical faculty and preceptors, who teach nursing students and new graduates to apply knowledge in clinical settings. Even students nearing the end of their educational program may struggle in the clinical setting and lack the knowledge and skills necessary to provide safe care. The preceptor serves as a role model and helps ensure that only students who are adequately prepared transition to professional practice. This article discusses the role of the nurse preceptor, identifies examples of unsafe student behavior, and shares strategies for preventing and managing such situations in the clinical setting.

Introduction: Butler University College of Pharmacy and Health Sciences (BUCOPHS) and Purdue University College of Pharmacy (PUCOP) created Block Scheduling and Institutional Track programs with the goal of better preparing students interested in pursuing postgraduate residency and/or a career in institutional practice. While informal feedback has been positive from both students and preceptors, more formalized feedback was sought. The objective of this study was to determine whether preceptors perceived additional benefits in precepting students selected through Block Scheduling and Institutional Track programs compared to students scheduled on rotations through a traditional preference or optimization process., Methods: A 12-item electronic survey instrument was sent to BUCOPHS and PUCOP preceptors who had precepted block-scheduled and/or institutional track students in the 2014-15 and 2015-16 academic years., Results: The majority of preceptors (71.4%) felt that the time they spent orienting block and institutional track students was less or significantly less when compared to orienting traditionally scheduled students. Seventy-three percent (73.2%) of preceptors reported that block-scheduled and institutional track students were more or significantly more prepared for residency positions than traditional students. The majority of preceptors (93%) indicated they would recommend block scheduling or an institutional track to other practice sites. Reported benefits to the preceptor included additional time to dedicate to patient care, additional time to complete projects and initiatives for the pharmacy department, and publishable research produced from student projects mentored., Conclusion: Preceptors perceived benefits in precepting block-scheduled and institutional track students compared to traditionally scheduled rotation students., (Copyright © 2018 Elsevier Inc. All rights reserved.)

Background: The shortage of supervised practice sites in dietetics is associated with fewer numbers of preceptors available to supervise interns, especially in the clinical setting., Objective: To identify clinical dietitians' perceived benefits and challenges of training dietetic interns and to determine key motivators that would entice nonpreceptors to volunteer for the role., Design: Registered dietitian nutritionists working in clinical settings completed a semi-structured, audiotaped interview followed by a brief questionnaire., Participants: Clinical dietitians working in hospitals, long-term care facilities, and outpatient clinics (n=100) participated: 54 preceptors and 46 nonpreceptors., Statistical Analysis: Qualitative analysis was conducted using an iterative process to identify and code common themes. T tests were used to compare mean differences between the opinions of preceptors and nonpreceptors., Results: Preceptors had approximately 5 more years of experience (mean=14.27±12.09 years) than nonpreceptors (mean=8.83±9.72 years) (P< 0.01). Furthermore, preceptors reported twice as many benefits to mentoring interns (mean=6.7 mentions/participant) as nonpreceptors (mean=3.4 mentions/participant), including knowledge gains and staying current. Lack of time was consistently noted as a barrier in interviews and rated as the greatest barrier in the survey. Both groups rated receiving continuing professional education units (CPEUs) for precepting as the greatest potential motivator for taking on interns., Conclusions: Incentive programs should be developed to entice nonpreceptors to take on interns. These programs should include extensive training on the preceptor role and how to alleviate the burden of time spent supervising interns and should provide a significant number of CPEUs to make the added workload worthwhile., (Copyright © 2018 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.)

I recently earned my baccalaureate nursing degree and passed the nursing boards. Soon, I hope to practice as a clinical oncology nurse. As a new RN, I frequently reflect on the people and situations that have influenced my growth so far as a nurse. I have been fortunate to work with many clinical mentors who have been pivotal in this regard. I realize that many small gestures from my mentors have been instrumental in helping me develop my competencies and build my confidence in practice. 
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The aim of this integrative systematic review was to systematically search, critically appraise, and summarise reported research related to readiness to practice and types of clinical support offered to newly registered nurses and preregistration nurses (such as, mentoring, preceptorship, or clinical facilitation). The review was undertaken in February 2017. The databases of Medline, CINAHL, Academic Search Complete, and Cochrane Library were searched. The search returned 137 articles. The final number of papers (after screening and exclusions) was 15 articles related to the topic. Key findings that influence work readiness for newly registered nurses were - Importance of Preceptors for Facilitating Work Readiness with the sub themes of Positive relationships between the preceptors and the student or newly registered nurse, Preparing and supporting the preceptor for the role and Using a model to guide preceptorship of students, the second theme was related to Clincal exposure, including a sub theme of Adequate clinical exposure and clinical competence. Work readiness has been attributed to many factors and this review has revealed a number of key factors that contribute to newly registered nurses' work readiness such as preparation of the preceptor, positive relationships and adequate clinical exposure., (Copyright © 2017 Elsevier Inc. All rights reserved.)

New graduates, newly hired nurses, and nurses transitioning to new specialties need thoughtful and thorough oversight during this process both to ensure acquisition of the required skill set and to become an integral part of the new area. Well-prepared preceptors who facilitate this education can decrease turnover and help to build a healthy work environment. J Contin Educ Nurs. 2017;48(8):345-346., (Copyright 2017, SLACK Incorporated.)

Background: Most preceptor training programs consist of classroom-based courses, and only a few programs are conducted using films. Preceptors have identified most training courses as inapplicable in various clinical situations., Objectives: To describe the systematic development of a situational initiation training program (SITP) for preceptors and to evaluate its impacts on the stress levels of preceptors and new graduate nurses (NGNs), the preceptor-NGN relationship, support provided by preceptors to NGNs, and the intention to leave among NGNs during a 1-year preceptorship., Design: The conceptual framework of development, implementation, and evaluation was used for program completion., Participants and Settings: Preceptors and NGNs working at a teaching medical center in Taipei participated., Methods: The 1-day SITP workshop comprised four films, reflection time, and four classroom-based courses. Training outcomes were evaluated using a questionnaire survey for preceptors and NGNs at months 3, 6, 9, and 12 after employing the NGNs. Data were analyzed using descriptive statistics and analysis of variance with repeated measures., Results: The annual turnover rate of NGNs was 10.5%. During the first preceptorship year, the NGNs reported moderate stress levels, good to excellent relationships with their preceptors, moderate to excellent support from their preceptors, and low intention to leave their current jobs. Similarly, preceptors reported moderate stress levels, except at month 12 (mean=4.8), and good to excellent relationships with their NGNs. The SITP considerably improved the preceptor-NGN relationship for both NGNs and preceptors, whereas no improvement was observed in the stress levels, except in the stress levels of preceptors., Conclusions: The SITP is clinically effective for preceptors; thus, nurse educators may apply the SITP for redesigning the existing preceptor training programs to develop highly skilled preceptors and improve training outcomes., (Copyright © 2015 Elsevier Ltd. All rights reserved.)

This research was undertaken to understand the influence of registered nurses on nursing students' learning in the clinical environment to inform strategies to enable registered nurses to provide effective support to learners while also assisting nursing students to adopt approaches to maximise their learning in the clinical environment. A case study approach was applied in this research to explore descriptions of clinical experience of five final year nursing students. The student participants identified the importance of the clinical environment to their learning and wanted to and had actively managed their learning in the clinical environment. The students did not passively acquire knowledge or simply replicate what they observed from others. There was evidence that the students had strong and established perceptions of what constituted 'good' nursing and described an ability to discriminate between differing levels of nursing practice. Nursing knowledge was gained from respected registered nurses who were best able to describe and demonstrate the 'tricks of the trade' and 'little things that matter' when providing 'good' nursing. The outcomes from this research indicate an important role for registered nurses in both shaping nursing students' professional nursing identity and access to clinical learning., (Copyright © 2015 Elsevier Ltd. All rights reserved.)

An increased burden of chronic and complex conditions treated in the community and an aging population have exacerbated the primary care workload. Predicted nursing shortages will place further stressors on this workforce. High quality clinical placements may provide a strategic pathway to introduce and recruit new nurses to this speciality. This paper is Part 2 of a two part series reporting the findings of a mixed methods project. Part 1 reported on the qualitative study and Part 2 reports on the quantitative study. Forty-five pre-registration nursing students from a single Australian tertiary institution and 22 primary care Registered Nurse (RN) mentors who supervised student learning completed an online survey. Students largely regarded their primary care placement positively and felt this to be an appropriate learning opportunity. Most RNs were satisfied with mentoring pre-registration nursing students in their setting. Furthermore, the RNs desire to mentor students and the support of general practitioners (GPs) and consumers were seen as key enablers of pre-registration nursing placements. Findings from this study provide a preliminary impression of primary care clinical placements from the perspective of pre-registration nursing students and registered nurse mentors. Further research should examine whether a broader scope of non-traditional health settings such as non-government organisations, charities, pharmacies, welfare and social services can also provide appropriate learning environments for pre-registration nursing students., (Copyright © 2015 Elsevier Ltd. All rights reserved.)

Background: In Taiwan, regulatory bodies mandate that preceptor training programs comprise six mandatory topics used by all teaching hospitals. These programs have little empirical justification. This study explores the training needs of preceptors from the viewpoints of both preceptors and preceptees., Method: Investigators used qualitative methods to conduct 17 focus group interviews with 63 preceptors and 24 preceptees from five hospitals in Taiwan. A constant comparative method was used to analyze the data and extract themes and subthemes from participants' experiences., Results: Seven themes were extracted from both preceptor teaching experiences and preceptee learning experiences. Analysis of the empirical data showed that the six mandated topics do not meet the needs of preceptors. This study also documented the concept of "nurses eating their young" for the first time in Taiwan., Conclusion: The findings of this study may serve as a reference for redesigning preceptor training programs in Taiwan., (Copyright 2014, SLACK Incorporated.)

A group coaching course for doctors under specialist training was evaluated. The course consisted of group coaching, theoretical presentations and practical exercises over a three-month period. The confidential forum of colleagues was of utmost importance, creating recognition and social support in contrast to the collegiate competitiveness of the workplace. The doctors found new ways of dealing with professional problems and acquired new communication skills. Further investigations are needed to decide whether group coaching should be offered to all trainees.

Student nurses' potential isolation and difficulties of learning on placement have been well documented and, despite attempts to make placement learning more effective, evidence indicates the continuing schism between formal learning at university and situated learning on placement. First year student nurses, entering placement for the first time, are particularly vulnerable to the vagaries of practice. During 2012 two first year student nurse seminar groups (52 students) were voluntarily recruited for a mixed method study to determine the usage of additional online communication support mechanisms (Facebook, wiki, an email group and traditional methods of support using individual email or phone) while undertaking their first five week clinical placement. The study explores the possibility of strengthening clinical learning and support by promoting the use of Web 2.0 support groups for student nurses. Results indicate a high level of interactivity in both peer and academic support in the use of Facebook and a high level of interactivity in one wiki group. Students' qualitative comments voice an appreciation of being able to access university and peer support whilst working individually on placement. Recommendations from the study challenge universities to use online communication tools already familiar to students to complement the support mechanisms that exist for practice learning. This is tempered by recognition of the responsibility of academics to ensure their students are aware of safe and effective online communication., (Copyright © 2013 Elsevier Ltd. All rights reserved.)

Rural health care facilities are geographically remote, tend to be small, and often possess limited resources. Although newly graduated registered nurses are important to the work force of many rural communities, maintaining a formal preceptorship/mentorship program within a rural hospital may prove difficult as a result of limited resources. Unfortunately, the new graduate may become overwhelmed by the many expectations for clinical practice and the facility can experience high turnover rates of new graduate hires. This article explores the unique traits of the rural hospital and the new graduate nurse as well as the pros and cons of a formal preceptorship program within a rural setting. Constructivist learning theory is used to develop practical teaching strategies that can be used by the preceptor and the new graduate. These strategies are inexpensive, yet effective, and are feasible for even the smallest of facilities., (Copyright 2013, SLACK Incorporated.)

Orientation and socialization of new nurses is both a time intensive and costly endeavor. Positive mentorship experiences during instruction are crucial to optimum development and growth of expert nurses. Research has shown an increase in the attrition rate for new graduate nurses (Mills & Mullins, 2008, Ali & Pantaer, 2008). The attrition rate is attributed to the lack of adequate mentorship by professional nurses to new registered nurses as they transition from the student to professional role. The expenditure to hire, train, and orient a new registered nurse is equivalent to a registered nurse earned income of one year (Mills & Mullins, 2008). In order to combat some of these issues, attention must be directed at supporting the nursing student during nursing school and facilitating a smooth transition for the student entering the nursing profession. A program has been developed to ease the transition from student to professional which commences during the nursing student's junior year and progresses to graduation. This preliminary exposure to a structured mentorship program during nursing school provides the nursing student the opportunity to experience and utilize their mentor to smooth the transition from nursing student to registered nurse.

Objectives: To implement a co-precepted advanced pharmacy practice experience (APPE) focused on traditional pharmacy faculty and administrative responsibilities and reflection opportunities., Design: A multi-faceted, reflection-infused academic APPE was designed that exposed students to activities related to teaching, curriculum revision, scholarly writing, committee service, faculty role-modeling, mentorship and development, and school-level administrative decision-making., Assessment: Two students completed the APPE in the first 2 semesters it was offered (1 in spring 2010 and 1 in fall 2010). Formative and summative evaluations confirmed that the students achieved the APPE goals and viewed the experience as valuable, informative, and enjoyable as expressed both in reflective journal submissions and survey comments., Conclusion: Co-precepting by pharmacy faculty members primarily engaged in traditional faculty- and administration-related responsibilities can provide students with a robust learning experience that surpasses that which could be achieved by a single mentor.

Preceptorship/mentorship is designed to socialize students into the nursing profession, promote their confidence/competence and foster their critical thinking ability. In today's global context, opportunities exist for local, rural, national and international student placements which provide exciting and mutually rewarding preceptorship experiences. Despite the recognized value of those involved in preceptorship/mentorship, however, little progress has been made regarding the development of an infrastructure that effectively supports their ongoing education. This project, piloted from October 2008 to February 2009, leveraged our established research and teaching experience in preceptorship with technologies that allowed us to create an accessible and engaging e-learning space designed to support preceptors in a seamless fashion, improve the quality of the student preceptorship and enhance professional teaching capacity. A purposive sample of 25 preceptors was selected with a total of 18 preceptors successfully completing the five month program. Upon completion, participants were surveyed and individually interviewed. Data analysis revealed the program to be informative, supportive and highly valued. Knowledge derived from this study can: a) further enrich the substantive nature and infrastructure of online preceptor education; and b) contribute to clarifying best practices for preceptor support, facilitation, and ongoing professional development with a view to enhancing the preceptorship experience., (Copyright © 2010 Elsevier Ltd. All rights reserved.)

Background: The educational climate is crucial in postgraduate medical education. Although leaders are in the position to influence the educational climate, the relationship between leadership skills and educational climate is unknown. This study investigates the relationship between the educational climate in clinical departments and the leadership skills of clinical consultants responsible for education., Methods: The study was a trans-sectional correlation study. The educational climate was investigated by a survey among all doctors (specialists and trainees) in the departments. Leadership skills of the consultants responsible for education were measured by multi-source feedback scores from heads of departments, peer consultants, and trainees., Results: Doctors from 42 clinical departments representing 21 specialties participated. The response rate of the educational climate investigation was moderate 52% (420/811), Response rate was high in the multisource-feedback process 84.3% (420/498). The educational climate was scored quite high mean 3.9 (SD 0.3) on a five-point Likert scale. Likewise the leadership skills of the clinical consultants responsible for education were considered good, mean 5.4 (SD 0.6) on a seven-point Likert scale. There was no significant correlation between the scores concerning the educational climate and the scores on leadership skills, r = 0.17 (p = 0.29)., Conclusions: This study found no relation between the educational climate and the leadership skills of the clinical consultants responsible for postgraduate medical education in clinical departments with the instruments used. Our results indicate that consultants responsible for education are in a weak position to influence the educational climate in the clinical department. Further studies are needed to explore, how heads of departments and other factors related to the clinical organisation could influence the educational climate.

The preceptor is a nurse who teaches and supports the student and is seen as pivotal to student learning within the clinical setting. Earlier studies have shown that preceptors' pedagogical competence is significant for facilitating learning during clinical practice. However, studies describing pedagogical competence, especially in terms of teaching strategies, seem to be scarce. The aim of this study was to describe which strategies and techniques preceptors use to teach undergraduate nursing students during clinical practice. The study had an ethnographic approach; methods used were participant observations and focus group interviews with nurses who were experienced in precepting undergraduate nursing students. Findings illustrated how preceptors used different strategies and techniques in a continuous process of adjusting, performing and evaluating precepting. Increased knowledge on how the preceptors actually teach student nurses during clinical practice will help facilitate educational programmes for preceptors, which will enhance their pedagogical skills and competences.

Current nursing and faculty shortages necessitate development of strategies that prepare all students to function in their roles immediately after graduation. This study used a practicum experience through which nurse educator students mentored nursing students to enhance the teaching and learning of both groups. Study methods, evaluation, and results are discussed.

The Nursing and Midwifery Council's (2008a) Standards to Support Learning and Assessment in Practice have been strengthened, with an expectation that mentors develop their knowledge and skills beyond registration to enable credible decisions about the competence of students. As a result, there are a number of conflicts for students and mentors to negotiate, not least in maintaining a fair and transparent assessment process. This review identifies different interpretations of competence and competence assessment. Competence assessment should be given greater credibility when student learning is set in a context of care involving patient experience and evaluated by reflexive and inclusive mentors.

Aim: This paper is a report of a study to compare Registered Nurses' experiences of acting as personal preceptors for nursing students in the year 2000 with the year 2006 and explores relationships between preceptors' experiences and personal/clinical characteristics., Background: Preceptoring is experienced as stressful and challenging. How successful preceptors are in this role depends largely on the support they receive. Knowledge about preceptors' experiences over time and in relation to a preceptor model is limited., Method: Data were collected by questionnaire in 2000 (n=113) and 2006 (n=109) with preceptor groups in a hospital in Sweden before and after introduction of a preceptor model. Data were analysed with descriptive and correlational statistics using parametric and non-parametric methods., Findings: Statistically significant improvements were noted in preceptors' experiences between 2000 and 2006. Statistically significantly more preceptors in 2006 reported that they felt prepared for their role and felt support from teachers, colleagues, chief nurses and enrolled nurses. Least improvement was seen in relation to the questionnaire items workload, constructive feedback and support in linking research results to practice. A strong positive relationship existed between preceptors' experiences of the preceptor role and the level of interest in preceptoring., Conclusion: The preceptor model offers a way to support and facilitate preceptors and to develop co-operation between university and hospital. Future research should focus on students' experiences, experiences of first-time preceptors, head preceptors and teachers from a longitudinal perspective.

This paper presents the findings of a two phase mixed methods study. Phase 1 investigated whether simulation could support the development of a range of clinical skills amongst pre-registration adult and children's nursing students. The second phase of the study gathered mentors' views and experiences of the use of simulation in the preparation of students for practice. Commissioned by the Nursing and Midwifery Council, the United Kingdom (UK) professional body, the study is reported as one of 13 pilot sites using designated practice hours for simulation. The commission resulted from a call to review the current pre-registration nursing curriculum that includes 4600 equally divided theory and practice hours delivered across the programme. Phase 1 included a sample of 69 adult and children's pre-registration students from years one and three of their programme, studying at one UK University. The group attended five simulation sessions including basic life support, manual handling, infection control, clinical decision making and managing violence and aggression. Students completed pre- and post-tests in basic life support and manual handling, and vignettes and objective structured clinical examinations (OSCEs) covering the five areas of simulation. Phase 2 included interviews with six mentors who were supervising students involved in the study. Simulation was positively received by both students and mentors as it was apparent that it offered scope for interdisciplinary learning that could be broadened to inter-professional applications. The study also identified that the use of simulation could provide scope for collaborative working between education providers and clinical staff.

Introduction: Like the fictional 'Accidental Tourist', an author who does not plan to write about travel, the accidental mentor is an experienced rural nurse who does not plan to be a mentor, and yet assumes that role with new or novice rural nurses as a result of them encountering a critical incident. Accidental mentoring is a short-term relationship that provides support for the new or novice nurse in managing the incident, while maintaining their level of confidence. This article describes the findings from a constructivist grounded theory study that examined Australian rural nurses' experiences of mentoring, including evidence for a new concept of mentoring - accidental mentoring., Methods: Constructivist grounded theory is a research methodology that focuses on issues of importance for participants around an area of common interest - in this case Australian rural nurse mentoring. In this study, seven participants were interviewed, generating nine transcripts. These were analysed using a process of concurrent data generation and analysis. In addition, the literature regarding rural nurse workforce and mentoring was incorporated as a source of data, using collective frame analysis., Results: Rural nurses live their work, which predisposes them to developing supportive relationships with new or novice rural nurses. Supportive relationships range from preceptoring, to accidental mentoring, mentoring and deep friendship, depending on the level of trust and engagement that is established between the partners and the amount of time they spend together. Accidental mentoring is a short-term relationship that is prompted by experienced rural nurses observing a new or novice rural nurse experiencing a critical incident., Conclusions: Findings are presented that illustrate a new concept of accidental mentoring not present in the current literature around nurse mentoring. A series of recommendations are included that suggest strategies for improved rural nurse retention as an outcome of recognising and developing such supportive relationships in the workplace. Strategies include: performance review and development processes that account for all forms of supportive relationships conducted in the workplace; recognising the importance of developing supportive relationships and allocating time for these; and continuing professional development designed to meet local needs for developing a culture of support in the workplace.

Learning in practice is increasingly becoming the focus of attention for higher education institutions, commissioners of health care education and the National Health Service in the United Kingdom. This article describes an evaluation of an initiative to provide specific support for pre qualifying nursing students in the practice environment. The initiative was the establishment of a new role, titled practice educator. The aim of the study was to evaluate the effectiveness of the practice educator role from the perspective of the three main constituent groups, practice educators themselves, mentors and students. Both qualitative and quantitative methods were used. The views of all three groups were that the role of practice educator was an important link between the University and practice providers. The issue of high credibility, accessibility and approachability was highlighted by post holders and reinforced by both students and mentors. The study indicates that practice educators are seen as supportive to both mentors and students and are perceived as a vital link between the University and practice environment.

Introduction: The new specialist training in family medicine in Denmark calls for increased educational time spent in general practice. The aim of this study was to describe the factors affecting the educational relationship between trainer and trainee, as seen from the perspective of the trainees., Materials and Methods: The participants in the study were seven of eight trainees recently given the position of specialist training for general practice in a Danish county. We conducted repeated focus group interviews and individual interviews over a period of nine months. Our method was based on principles of ethnographic interviews. The data were analysed in the style of Kirsti Malterud. An English model of mentoring was used to establish a theoretical perspective on the data., Results: Essential to the educational relationship between trainee and trainer is that the trainee feel welcome and that the initial interview succeed. It is also essential that the tutor be readily available, but trainees have varying need for supervision, which must be conducted with regard to each trainee's learning style and clinical competency. It is also essential that a dialogue of equals be established. The trainee is in a learning situation and needs positive feedback. When the educational relationship does not succeed, it is often due to the trainers' and trainees' differing expectations of the relationship., Discussion: In specialist training for family medicine, it is taken for granted that the trainer functions as a mentor. The tutor is supposed not only to supervise the trainee in clinical work but also to create a framework in which the trainee can reflect on his or her personal and professional life. Trainees want mentors, but such a relationship does not automatically succeed. Success in mentoring in general practice depends on trainers' perception of their role as tutors, as well as, perhaps, on Danish doctors' culturally instilled professional values.

This is a condensed version of a research project relating to the design and the development of a research instrument concerning 'Mentor Relationship as a Tool of Professional Development of Student Nurses in Clinical Practice'. This short research paper is taken from and reproduces the research work undertaken by Saarikoski (2002). The main themes refer to: (1) Evaluation scale to assess the quality of clinical learning environment and (2) Supervision of student nurses during their clinical placements. Parts one and two are taken from the main research study and include the following (i) developing and testing an evaluation tool (ii) describing how nursing students experience their clinical learning environment and (iii) the supervision given by qualified staff nurses working in a hospital setting. This abridged report discusses the methodology approaches undertaken by the author and includes: (a) comparative phased twin centred study (b) a pilot scheme and (c) a primary research instrument that was developed into an extensively validated assessment-measuring tool. This report strongly suggests that there is clear evidence in this research report that the supervisory relationship is the most important single element of pedagogical activities of staff nurses. The total satisfaction of students correlated most clearly with the method of supervision and that those satisfied students had a successful mentor relationship and frequently enough access to private supervision sessions with mentor. In the sample of this empirical study (n = 279 student nurses in Finland) individualized supervision system was most common on psychiatric wards. All nurse educators and clinical practitioners working across Europe and around the World in clinical learning environments will find this paper very useful in helping them to improve and quantify the supervisory process. This study starts bridging the gap between using and integrating both at a National and European level qualitative assessment systems that relate to the learning and supervisory process. The study encourages the need for professionals to test these new instruments in other nursing cultures and reflects upon the need for further research work in this area.