There is no doubt that in the transitional phase, novice nurses and graduate students go through thean emotional turmoil. They experienced both happiness and anxiety for the new role. The initial movement from student to staff is the period of separation for new graduates, which causes anxiety and uncertainty among them (Evans, 2001). Furthermore, Evans (2001) describes that new graduates expressed the feeling of achievement, motivation, anxiety, and pride for the new role. Thus, both the feeling of initial happiness and anxiety are imperative, as these are the driving forces for adjusting them to a new role and environment while dealing with its challenges.
Contradictory, Kramer’s (1974) adduced that new graduates had no honeymoon phase. New graduates sometimes did not felt welcomed in the unit except for unit orientation period. It has been underlined in the Kramer’s study that the majority of participants looked after the patient independently and expected to require minimal supervision while providing the patient care. Connelly (2005) suggested that it is essential to be welcoming towards the new graduates; it will not only leave a good impression on them, but also makes them feel excited and comfortable in the new role and work environment. Therefore, it is critical to initiate preceptorship programs in the school of nursing for new graduate nurses. Thus, it will support them in developing their professional capabilities, for instance, growing maturity, gaining increased competence, and speaking for their own rights within seven to eight months (ref). Likewise, the study conducted by Duchscher (2001), showed that the newly qualified nurses developed trust, self-awareness, maturity and self-determination, thus, ready to take the challenges of their role in the six months with the help of the preceptorship initiative program (ref).
Nursing Models Supporting Preceptorship
A review of the literature divulges that clinical education for nursing students is considered to be a significant element of nursing education. For this reason, Florence Nightingale, the contemporary nursing practice founder placed “clinical education at the center of nurses’ professional development” (ref). Nightingale was the first who draews the attention towards the importance of training novice nurses in the hospital setting, along with the direct observation and guidance of practicsing nurses (ref). Therefore, it becomes significant to involve prepared preceptors in clinical education. To emphasize the implication of involvement of prepared preceptors in clinical education, three models will be explored. These models will help guide the preceptorship in clinical education and help to understand how challenges experienced by preceptor and preceptee could be alleviated. Thus, it could serve as a foundation for the initiation of the preceptor preparation program in the Pakistan nursing education system.
Knowles’ Adult Learning Theory
Adults learning needs are different from the children. In the literature, numerous approaches have been discussed and describe how adults could learn best (O’Neil, Fisher, & Newbold, 2009). It is important in the nursing education to be thoughtful about how an adult learns thus, it is thea significant factor of the preceptorship. According to Knowles’ learning theory, there are six assumptions (McEwin and& Wills, (2011), which include:
1. It is essential to know the purpose of learning something,
2. Self-directedness: Adult forms their self-concept through self-directedion instead of dependency.
3. Resources for learning: Experiences are the foundation for learning in adulthood.
4. Real life experiences instigate a willingness to learn in the adults.
5. Maturation stimulates transformation in perspectives.
6. In adulthood, people encouraged to internal motivators rather than external motivators.