Recognition and Support for Todays Preceptor

Lori Biggs, MSN, RN, and Cheryl L. Schriner, PhD, RN, BC

abstract
This article describes the development of a program to
support and recognize staff nurses as they embrace the role
of preceptor. A nursing educator from a Midwestern tertiary
childrens hospital, housed within an adult tertiary care facility, was challenged to develop a recognition program for
both hospitals that would adequately support the preceptor
role while being economically feasible for the organization.
A recognition program known as Preceptor Pride was developed to focus on the priorities of professional recognition
and individual dedication to education.
J Contin Educ Nurs 2010;41(7):317-322.

urses often reflect on their earlier days and reminisce about those who helped to guide, teach, and
mentor them on the road to a rewarding career in nursing. That person is identified as a preceptor and is vital
in the facilitation of education, practice, and professionalism for the novice nurse in todays hectic, challenging
hospital environment. Carrying out this role requires a
preceptors dedication and commitment and demands
attention from nursing administration. What recognition can be put into place to support todays preceptor
and encourage more staff nurses to become preceptors
while remaining financially feasible for health care organizations?

for the amount of stress and responsibility they face on

a daily basis. Many new hires are disillusioned when
they learn what actual nursing practice consists of because their expectations are unrealistic (Duchscher,
2001).
Duchscher (2001) further described the consequences of these stressful situations, which can cause newer
nurses to concentrate more on tasks and less on critical
thinking principles. Staff members, including preceptors,
assist new nurses in the acquisition of the knowledge and
skills needed to support learning and critical thinking in
the new hire (Ferguson & Day, 2007). Preceptors are further challenged to foster clinical competence, along with
improved communication, organization, and time management skills, during orientation with new hires. These
skills will enhance confidence in the new hires ability to
focus more on the critical thinking components of nursing practice.
Support during the transitional phase from graduate
to practicing registered nurse encourages new nurses
to improve their decision-making and clinical judg-

Significance for Nursing Education

New nurses acquire the education and competencies
needed to obtain nursing licensure, yet are not fully
prepared for the job expectations they encounter (Jasper, 1996). They recognize that completing an accredited nursing program alone is insufficient preparation

Ms. Biggs is Pediatric Educator, Toledo Childrens Hospital, Toledo,

Ohio. Dr. Schriner is Associate Professor, Lourdes College, Sylvania,
Ohio.
The authors disclose that they have no significant financial interests
in any product or class of products discussed directly or indirectly in this
activity, including research support.
The authors thank Barb Tassell, MSN, RN, Director of Staff Development, and Mary Durfey, MSN, RN, Education Specialist, Toledo
Hospital, for their vision, enthusiasm, and support in the development
and implementation of this program.
Address correspondence to Cheryl L. Schriner, PhD, RN, BC,
Lourdes College School of Nursing, 6832 Convent Boulevard, Sylvania, OH 43560.
Received: May 6, 2009; Accepted: August 31, 2009; Posted: April 8,
2010.
doi:10.3928/00220124-20100401-05

The Journal of Continuing Education in Nursing Vol 41, No 7, 2010

317

ment skills, assess clients more thoroughly, and provide more holistic care (Ferguson & Day, 2007). The
preceptor is the facilitator of this overall experience,
which significantly affects new hires as they begin their
career path.
Review of the Literature
Review of the literature showed little research related to the rewards and benefits valued by preceptors
(Yonge, Hagler, Cox, & Drefs, 2008). Dibert and Goldenberg (1995) were among the first to study the extrinsic and intrinsic rewards/benefits of preceptorship
in nursing (p. 1145). Some examples of extrinsic rewards noted in the literature include (Hyrkas & Shoemaker, 2007):
Differential in pay.
Educational offerings.
Dinners.
Subscriptions to journals.
Tuition reimbursement.
Option to attend various conferences.
Alspach (2003) surveyed 80 critical care nurses and
identified the top three incentives for nurses to serve in
the ongoing role of preceptor. These incentives demonstrate the worth and significance of the nurses work as
preceptors and include money, career advancement,
and respect and support from others (p. 17). Additionally, Yonge et al. (2008) discussed that, from a facility
perspective, recognition programs for preceptors must
be financially feasible.
In comparison, Hyrkas and Shoemaker (2007) identified some of the most commonly cited examples of intrinsic rewards and benefits, including the opportunity
to do the following:
Teach and influence nursing practice.
Share and broaden ones own knowledge base and
encourage thinking.
Consider and evaluate ones own practice.
Help the novice nurse become a more confident
professional.
Benner (1995) suggested that experiential studies support the idea that rewards must be unique to the individual to be worthwhile and stated that preceptors are
more likely to continue and commit to the role when
they perceive that the rewards are personally meaningful
or professionally beneficial (p. 102).
Although little research has focused on preceptor
rewards and benefits, information on how to fulfill the
preceptor role is found throughout the literature. According to Henderson, Fox, and Malko-Nyhan (2006),
preceptors need to be taught how to provide positive
mentoring, infuse socialization processes, ascertain grad318

uates learning styles, and give appropriate feedback

(p. 131).
Alspach (2008) held an open forum with a group of
critical care nurses to discuss preceptor development
and support issues. It was concluded that preceptors often received inadequate educational support, especially
related to the diverse population of new hires, including differences in age, sex, language, culture, experience,
education, and expertise. Even less support was provided
for preceptors after they accepted the role. Many of the
preceptors attending the forum openly referred to lack
of available resources when dealing with difficult situations, dilemmas, or frustrations.
Yonge et al. (2008) surveyed a group of nursing preceptors. Half of the preceptors stated that they felt that
they were well prepared to perform in their role as preceptor, and 56% credited their preparation to previous
nursing experiences serving in the preceptor role. Along
with previous experiences, preceptors augmented their
preparation for the role with specific education through
a course or continuing education class. However, it was
concluded that many of the participants in this survey
recognized that they relied on their past experiences as
a preceptor as the sole means by which they had been
equipped for that role (p. 23).
Finally, a study by Brasler (1993) recommended
mandatory preceptor classes, including topics that
would assist the seasoned nurse to guide and facilitate
new nurses during orientation. The introduction of official preceptor education classes would in turn support
the goal of implementation of effective teaching-learning methods used by preceptors and embraced by new
hires.
Theoretical Framework
Watsons (1985, 1988) Theory of Human Caring
supports nursing in a way that allows nursing to be
viewed as more than just a jobas a truly gratifying
professional career. Watson is one of the few theorists
who consider caring for the caregiver as significant as
caring for ill patients and their families. Initiation of a
preceptor recognition program demonstrates caring for
preceptors. The support offered through this type of
program will affect preceptors ability to show a caring attitude toward the new nurses they work with on
a daily basis. The result is a significantly more caring
bedside nurse who uses supportive nursing techniques
toward patients.
Sitzman (2007) described cultivating an awareness
of how to model professional caring in all aspects of
the nursing profession to grow and develop both personally and professionally. Professional caring includes
Copyright SLACK Incorporated

Sidebar 1

Watsons 10 Carative Factors

1. Practicing loving-kindness within the context of an intentional caring consciousness.
2. Being fully present in the moment and acknowledging the deep belief system and subjective life world of self and other.
3. Cultivating ones own spiritual practices with comprehension of interconnectedness that goes beyond the individual.
4. Developing and sustaining helping-trusting, authentic caring relationships.
5. Being present to and supportive of the expression of positive and negative feelings arising in self and others with the understanding
that all of these feelings represent wholeness.
6. Creatively using all ways of being, knowing, and caring as integral parts of the nursing process.
7. Engaging in genuine teaching-learning experiences that arise from an understanding of interconnectedness.
8. Creating and sustaining a healing environment at physical and readily observable levels and also at nonphysical, subtle energy, and
consciousness levels, whereby wholeness, beauty, comfort, dignity, and peace are enabled.
9. Administering human care essentials with an intentional caring consciousness meant to enable mind-body-spirit wholeness in all
aspects of care, tending to spiritual evolution of both other and self.
10. Opening and attending to spiritual, mysterious, and existential dimensions of existence pertaining to self and others.
Note. Data from Sitzman (2007).

more than person-to-person interactions with patients

and families. Fully engaged professional caring encompasses conscious cultivation of transpersonal interactions/connections with self, peers and others
(Sitzman, 2007, p. 15). Caring also implies more than
concern for others. It includes an overall knowledge of
leadership issues, local and worldwide topics, and environmental causes, as well as online, web-based communication. Continued efforts at fostering professional, caring behaviors by increasing overall awareness of
these behaviors are essential to the nursing profession
(Sitzman, 2007).
Watsons (1985, 1988) Theory of Human Caring is
closely aligned with a preceptor recognition program.
Many of the 10 carative factors Watson described are
inherent in the relationship between preceptor and new
hire (Sidebar 1). For example, the second carative factor
involves being sensitive to oneself and others. Introduction of a formal preceptor recognition program demonstrates sensitivity toward the hard work and effort
on the part of the preceptor. That sensitivity shown by
management encourages preceptors to display that same
sensitivity to new hires. The overall goal is dissemination
of that caring concept to the end user at the bedside: being able to show sincere sensitivity to patients on a daily
basis.
Development and implementation of a preceptor recognition program demonstrates true caring. Watsons
(1985) theory is the backbone of this proposal; it supports the reasoning behind the endeavor and validates
the necessity of its implementation to foster the development of caring nurses at the bedside, both preceptors
and new hires.

Benners (1982) novice to expert model, although not

the primary theoretical framework for the current proposal, provides additional support for the preceptor recognition program. Both preceptors and new hires begin
their roles by exhibiting novice skill sets in the way they
guide and facilitate learning during orientation. Preceptors proceed through the various stages, which are
novice, advanced beginner, competent, proficient and
expert, as they transition and grow in the role (Benner,
1982, p. 402).

The Journal of Continuing Education in Nursing Vol 41, No 7, 2010

319

Definition of a Nurse Preceptor

To proceed with the development of a preceptor recognition program, the definition of preceptor was examined. Usher, Nolan, Reser, Owens, and Tollefson (1999)
defined a preceptor as an experienced nursing professional who teaches, supervises, and serves as a role model
for a student or graduate nurse for a pre-arranged time
in a formalized program (p. 507). In todays health care
setting, the term graduate nurse is not commonly used
and would not apply to all new hires; instead the term
intern or new hire would be more appropriate. The significance of this definition lends itself to identify which
preceptors receive formal recognition versus those who
do not. Historically hospitals have utilized preceptor
program models of mentorship to provide short-term
clinical orientation experiences for entry-level/newly
employed nurses (Woodard-Leners, Wilson, Connor,
& Fenton, 2006, p. 653).
Formal recognition, as proposed in the current preceptor recognition program, is targeted toward nurses
who serve in an official preceptor role, with the intent
that it would be carried through over time, not simply

Sidebar 2

Preceptor Pride
Professional: Professional role of the preceptor.
Recognition: Development of a reward system.
Individual: Unique qualities of preceptors used to enhance
learning.
Dedication: Caring and commitment displayed by preceptors.
Education: Ongoing preceptor development.

for a one-time experience. This concept is helpful when

calculating the actual costs associated with the implementation of a preceptor recognition program because it
narrows the scope of who is considered a preceptor and
will be eligible for the program.
Selection of a preceptor is an integral part of the orientation process for new hires and can be defined in a
multitude of ways, including:
Influencing the entire staff.
Role-modeling positive teamwork.
Bringing nursing theory to life by connecting it to
current practice.
Fostering and enhancing collaboration among varying disciplines.
Improving communication among all members of
the health care team.
Helping new hires to practice independently and
competently, with the ultimate goal of improving patient
outcomes, benefits both the organization and the new
nurse (Ferguson & Day, 2007). Because preceptors improve staff morale through their ongoing willingness to
share their knowledge and skills during times of stress
and fatigue, their value is immeasurable.
Description of the Program
The preceptor recognition program that was proposed is known as Preceptor Pride, focusing on
professional recognition and individual dedication to
education (Sidebar 2). This program is currently in the
developmental phase, with the intention to implement it
in the upcoming calendar year. This requires continued
collaboration with both administration and staff development.
Preceptors need to be recognized by their employers
and their peers in a manner that is relatively simple and
cost-effective to implement and sustain. Staff development support of this endeavor is a major force toward
implementation and will serve to sustain many aspects
of the program, initially and over the long term. This
program was designed to complement the existing professional enhancement program, in which precepting is
recognized as a part of the overall monetary compen320

sation offered to nurses choosing to participate in the

organizations clinical ladder program.
It is anticipated that the name Preceptor Pride (Sidebar
2) will be used throughout the organization and will be
easily identified by both preceptors and administration.
Professional describes the role of preceptors as they display clinical competence, ethics, values, communication,
and leadership. Preceptors create a climate that nurtures
new graduates by using open, honest, and sensitive communication that allows for discussion and understanding
of graduates perceptions, needs, goals and aspirations
(Henderson et al., 2006, p. 130).
Recognition must be provided for those who take
on the important role of preceptor, working to mentor
the next generation of nurses. Development of a reward
system for those who undertake the additional activities
associated with the preceptor role has been identified as
one strategy used by organizations to support preceptors (Henderson et al., 2006).
Individual describes those unique qualities and characteristics preceptors possess as they work to enhance
learning. Stone and Rowles (2002) reported that providing a day devoted to continuing education and appreciation of preceptors supports the idea of making preceptor
recognition both individual and meaningful.
Dedication is the sense of caring and commitment
shown by the preceptor that should be commended and
rewarded consistently. Murphy (2008) described the
dedication that preceptors exhibit through their hard
work, interactions that try patience, and encounters that
steal time and energy (p. 183).
Education indicates not only the knowledge and wisdom shared between a new hire and a preceptor, but also
the groundwork that educators must lay when assisting
staff nurses in the transformation to preceptor. Preceptors must be educated on how to be successful in this
role and should also be supported with ongoing education. Continuous and active facilitation of benefits such
as preceptor workshops seems to be vital for sustainable,
long-term development of the preceptor role (Hyrkas
& Shoemaker, 2007, p. 521).
Preceptor Pride is a simple name that carries a lot of
meaning. The goal of this program is to support and recognize preceptors in a caring environment so that they
will have the desire and willingness to advance the nursing profession through the orientation of new nurses.
Strategies
The Preceptor Pride program includes strategies
that provide support, education, and recognition for
the preceptor (Sidebar 3). One strategy is an annual
preceptor recognition celebration, including individual
Copyright SLACK Incorporated

photographic displays of preceptors identified by management throughout the two hospitals at a specified time
each year. In conjunction with this recognition shared
with peers and new hires at the unit level, preceptors are
given a preceptor pin and a certificate acknowledging
their dedication and commitment to the preceptor role
throughout the year. This tribute would be in addition
to the annual Nurses Week celebration currently recognized by both facilities in early May.
Another component of the program provides ongoing
educational support for preceptors using an online website. This staff development website offers the preceptor
a variety of educational tools, including scholarly journals and Internet information related to precepting. This
website will include current relevant literature related to
precepting and will be supported and sustained by staff
development professionals. It will be available to preceptors 24/7 in the clinical setting. Most importantly, it will
provide preceptors with ongoing support and education,
which are frequently verbalized needs of preceptors who
received only initial education on performing the preceptor role (Yonge et al., 2008).
Additionally, staff development professionals will be
involved in another portion of the Preceptor Pride recognition program through the development and distribution of a biannual preceptor newsletter. This newsletter will serve as a communication tool for all preceptors,
offering education and support. It may also be used as a
sharing tool to allow preceptors to communicate specific
issues or concerns and share their real-life experiences
with other preceptors. The initiation of a newsletter specifically for preceptors is an excellent example of providing support and caring to those serving in the role.
Recognizing individual nurse preceptors during
Nurses Week each May, through the addition of a preceptor category to the Nursing Excellence Awards program already in place, is another identified strategy.
Currently, in this annual recognition of nursing excellence, staff nurses who serve as preceptors are included
under the clinical category of nominees; preceptors do
not stand alone as a unique group of nurses who excel
in communication, professionalism, mentoring, and caring. Preceptors deserve to be in a category all their own.
Therefore, they are recognized independently of other
nurses who excel clinically or as educators. Clinical excellence in the hospital setting does not necessarily imply
excellence as a preceptor. Furthermore, there are quality
nurses who find the sharing of knowledge and mentoring of newer nurses overwhelming.
Finally, staff development professionals will continue
to provide education to preceptors through preceptor
workshops. These workshops vary in duration from faThe Journal of Continuing Education in Nursing Vol 41, No 7, 2010

Sidebar 3

Preceptor Pride Program Strategies

Annual preceptor recognition celebration, including photographic display of the facilitys official preceptors, cake,
preceptor pins, and certificates
Online preceptor education located on the staff development
website
Biannual preceptor newsletter, supported through staff development
Initiation of a separate preceptor category for the Nursing Excellence Awards ceremony held each spring during Nurses
Week
Complimentary tote bags with the Preceptor Pride logo given
to each preceptor completing the educational classes offered through staff development

cility to facility, but are often considered an introduction

to the preceptor role. Professionals in staff development
will continue to support and sustain these preceptor
workshops. Tote bags with the Preceptor Pride logo will
be supplied to all attendees at the completion of the second and final preceptor class.
Economic Concerns
One challenge associated with the implementation of
the Preceptor Pride program is that it must provide recognition to preceptors and also must be cost-effective.
Many of the items discussed in the current article are
available at minimal cost to the institution. Online educational resources and newsletters, for example, require
minimal funding outside the costs of resources to sustain each of these elements through staff development.
Expanding the Nursing Excellence Awards categories
to include an individual preceptor category incurs no
additional costs because the committee responsible for
this program meets regularly. Photographs of preceptors as well as certificates and pins can be obtained for
a relatively low cost, which would be budgeted for each
year. Professionals in staff development play a key role
in the overall sustainability of this type of recognition
program; therefore, their support is imperative.
Conclusion
Nurses are faced with new challenges in an era of
health care where the culture remains directed at patient safety and improved patient outcomes. Nursing is
the driving force in meeting these goals. Nurses are expected to know and do more with less, which makes the
preceptors role even more complex. Therefore, nursing
administration should support and recognize preceptors for the instrumental role they play in the success of
the new hires orientation experience. Additionally, the
321

key points
Precepting
Biggs, L., Schriner, C. L. (2010). Recognition and Support for
Todays Preceptor. The Journal of Continuing Education in Nursing, 41(7), 317-322.

1
2

Preceptors directly affect the success of new hire orientation

and deserve adequate, caring support.
The definition of preceptor is significant in determining which
nurses in an organization receive formal recognition versus
which nurses do not.

Strategies used to support preceptors include the introduction

of annual celebrations, online educational resources, preceptor newsletters, the initiation of preceptor as a standalone
category for the annual Nursing Excellence Awards, and
continued education via preceptor workshops.

Preceptors must be recognized by employers and peers in a

simple and cost-effective way that is easy to implement and
sustain.

preceptor performs this challenging role while showing

sincere compassion and caring for the new hire; the preceptor helps the new hire to become successful in a very
stressful environment.
Implementation of a preceptor recognition program
will encourage and motivate staff to become preceptors
as well as support those already serving in this role to
continue to mentor, guide, and teach. The implementation of a recognition program, such as Preceptor Pride,
which is individualized, sincere, supportive, and feasible
for the organization, should be embraced. Although the
concept of implementing a recognition program seems
simplistic, it should be acknowledged as a genuine attempt to show recognition and support for the organizations preceptors.
Tomorrows bedside nurses are only as knowledgeable, competent, skilled, and caring as the nurses surrounding them, especially their preceptors. Often, the
kind words spoken by a preceptor are remembered years
after the initial exchange. Support for preceptors today
indirectly affects new hires as they strive to deliver safe,
quality patient care at the bedside; it directly affects pre-

322

ceptors because they know that they are both recognized

and cared for in this role.
References
Alspach, G. (2003). Recognizing and rewarding nurse preceptors in
critical care. Critical Care Nurse, 23(2), 14-19.
Alspach, G. (2008). Calling all preceptors: How can we better prepare
and support you? Critical Care Nurse, 28(5), 13-16.
Benner, P. (1982). From novice to expert. American Journal of Nursing,
3, 402-407.
Benner, Z. (1995). Preserving preceptors: A valuable resource. Critical
Care Nurse, 15(2), 101-104.
Brasler, M. E. (1993). Predictors of clinical performance of new graduate nurses participating in preceptor orientation programs. The
Journal of Continuing Education in Nursing, 24(4), 158-165.
Dibert, C., & Goldenberg, D. (1995). Preceptors perceptions of benefits, rewards, supports and commitment to the preceptor role.
Journal of Advanced Nursing, 21, 1144-1151.
Duchscher, J. (2001). Out in the real world: Newly graduated nurses
in acute-care speak out. Journal of Nursing Administration, 31(9),
426-439.
Ferguson, L., & Day, R. (2007). Challenges for new nurses in evidencebased practice. Journal of Nursing Management, 15, 107-113.
Henderson, A., Fox, R., & Malko-Nyhan, K. (2006). An evaluation of
preceptors perceptions of educational preparation and organizational support for their role. The Journal of Continuing Education
in Nursing, 37(3), 130-136.
Hyrkas K., & Shoemaker, M. (2007). Changes in the preceptor role:
Re-visiting preceptors perceptions of benefits, rewards, support
and commitment to the role. Journal of Advanced Nursing, 60(5),
513-524.
Jasper, M. (1996). The first year as a staff nurse: The experiences of
a first cohort of Project 2000 nurses in a demonstration district.
Journal of Advanced Nursing, 24, 779-790.
Murphy, B. (2008). Positive precepting: Preparation can reduce the
stress. MedSurg Nursing, 17(3), 183-188.
Sitzman, K. (2007). Teaching-learning professional caring based on
Jean Watsons theory of human caring. International Journal for
Human Caring, 11(4), 8-16.
Stone, C., & Rowles, C. (2002). What rewards do clinical preceptors in
nursing think are important? Journal for Nurses in Staff Development, 18(3), 162-166.
Usher, K., Nolan, C., Reser, P., Owens, J., & Tollefson, J. (1999). An
exploration of the preceptor role: Preceptors perceptions of benefits, rewards, support and commitment to the preceptor role. Journal of Advanced Nursing, 29(2), 506-514.
Watson, J. (1985). Nursing: Human science and human care. New
York: National League for Nursing.
Watson, J. (1988). Nursing: Human science and human care. A theory
of nursing. New York: National League for Nursing.
Woodard-Leners, D., Wilson, V., Connor, P., & Fenton, J. (2006).
Mentorship: Increasing retention probabilities. Journal of Nursing
Management, 14, 652-654.
Yonge, O., Hagler, P., Cox, C., & Drefs, S. (2008). Listening to preceptors. Journal for Nurses in Staff Development, 24(1), 21-26.

Copyright SLACK Incorporated

Copyright of Journal of Continuing Education in Nursing is the property of SLACK Incorporated and its
content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for individual use.