10 years of work experience. Self-directed learning and an internal locus of control were also found to be significant independent predictors of teaching competence.12 A literature review that explored the role of the staff nurse


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preceptor through the perspective of the undergraduate students, nursing faculty, and staff nurse preceptors has made recommen- dations to better prepare clinical preceptors to fulfill this essential role.13


One study found that new graduate registered nurses who


had trained preceptors had a slightly higher one-year retention rate at 89.5%, compared with 82.7% for the new graduate registered nurses with untrained preceptors.14 Successes and failures of preceptor-preceptee relationships


and the efficacy of preceptor programs need to be continually reported in the nursing literature so that we can develop an exhaustive library of processes that work and those that do not. Additional research on the impact of preceptorship programs on patient safety, nursing turnover, and nurse career advancement also needs to be available for review. Preceptors need to know, understand, and share the importance


of evidence-based practice with their preceptees. Otherwise, the traditional ways of caring for patients will continue to be perpet- uated — without the use of evidence as the foundation for nursing practice. Preceptors are key in emphasizing the importance of evidence to newly hired nurses.15


When challenges occur Sometimes issues arise that require additional support and inter- ventions to prevent preceptor burnout and dissatisfaction. Common issues include stressful work-related circumstances, difficult orien- tations, and the added responsibility for supporting novice nurses during orientation or when moving into new clinical situations. When preceptors feel their increased responsibilities are a


burden, preceptees may be aware that their preceptors are not pleased to be in the role and may feel anxious about the outcome. Common sources of stressful circumstances for preceptors include perceptions of added responsibilities and the increased time it takes to be a preceptor while managing a heavy patient workload. Strategies for reducing preceptor stress need to be developed. One way to reduce stress is to rotate preceptor assignments by pro- viding a scheduled “vacation” from precepting, particularly when preceptees are numerous on a unit. Another option is alternating types of assignments, such as giving the stressed preceptor a short student-practicum assignment rather than a series of more intense graduate nurse resident orientations. Another strategy is for the preceptor to meet regularly with the clinical nurse educator or the nurse manager to share concerns and develop strategies to reduce stress. Educators need to be alert to preceptor burnout. Establishing an education council for preceptors is another


successful strategy. Sharing with other preceptors helps to create a strong cohort group and provides a forum for preceptors to exercise decision making at the level of their practice and to contribute to shared leadership goals. Te role of the preceptor becomes particularly challenging when


the preceptee does not advance as expected. Te problem may relate to preceptor-preceptee incompatibility, a gap between the resume of an experienced nurse and his or her actual knowledge and skills, insufficient educational or clinical preparation of a new


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