Thus, preceptorship that based on adult learning strategies are needed in the Pakistan nursing education system, in order to enhance the critical thinking, self-reflection, and evidence-based practice in the novice nurse when they first step into the clinical setting. It has been anticipated that in upcoming years, clinical preceptors will need more understanding of adult learning to be able to train new nurses. Likewise, novice nurses should be given proper clinical training before they commence their job (ref). Moreover, more attention needs to be paid towards the learning outcome of final year students and novice nurses. These outcomes have to be clear to follow along with transparent criteria of evaluation (ref). In addition, there should be a collaboration between schools of nursing and nursing services to develop courses which are based on more reality-based clinical aspects, and applied in the actual practice setting. AIn addition to this, unit management and nursing educational services suggest conducting competency -based orientation (CBO)on san ongoing basis for the newly registrant. On the individual level, clinical preceptors already in preceptor roles are recommended to make frequent rounds in the clinical setting. Friendly attitude and atmosphere offered by preceptors help to develop effective clinical learning and preceptors need to be enthusiastic to carry out their preceptorship responsibility. Besides, further research on the student-centered method in preceptorship needs to be conducted in order to develop the effective student-centered preceptorship tools to stimulate reflection and critical thinking in the newly registrant.
Preceptorship Training Program
There is a need to develop preceptor training programs in the Pakistan nursing education system in order to facilitate and support preceptorship effectively. A preceptorship training program is needed to prepare the preceptors with the required abilities and skills. It will facilitate for the preceptor the tools to efficiently perform the role (Duteau, 2012). According to sSmedeley (2008), an evidence-based approach and organizational commitment are imperative factors in the implementation of an effective preceptor training program.
While planning a preceptorship training program, it is important to examine preceptor and precetee learning needs, with the logistics of how and when the training will take place (Krampe, L’Ecuyer, and Palmer, 2013). According to Duteau, 2012, the components such as assessment and evaluation, understanding of learning styles, assessment, conflict management, and clinical teaching strategies are needed to be the focus of the preceptor training, along with the method of how to match a preceptee and preceptor. The preceptor training program must involve a plan based on experiential learning along with specific and realistic goals and measurable outcomes; considering the principles of adult learning theory to ensure that the novice nurses develop the required competencies.
Conclusion
In thea nutshell, a preceptor needs more recognition and support for their efforts than they are currently receiving in Pakistan. In Pakistan, preceptors are still designated as a part-time employees, which needs to be changed to full time, because preceptorship is playing an imperative part in the transition of novice nurses; therefore, it is important to involve them in each and every aspect of nursing education with the other faculties. It is the responsibility of the organizational administration to provide preceptors with different learning and educational opportunities. Hence, recognition and support offer to the preceptors will not only help in retaining preceptors, but it will have a great impact on retention and recruitment future generations of nurses.