From 'getting to know you' to 'soloing': The preceptor-student relationship
Bibliographic record
Abstract
A preceptored practicum for senior students is seen by many to be an important transition to the graduate nurse role, although there is very little literature describing the development of the student during these clinical experiences. Furthermore, the exact role of preceptors in facilitating students' learning and socialisation into the nursing profession is not well defined. This descriptive exploratory study sought to elucidate the meaning of the experience of preceptorship to senior baccalaureate nursing students during their senior practicum. To that end, audiotaped interviews were conducted with 15 senior Canadian baccalaureate nursing students at the end of the first, second and third months of their practicum. Students were asked to describe a recent significant incident from their practice experience, the context of the situation, and why the incident was significant. The research team analysed the interview transcriptions, extracted significant statements, and identified themes and patterns relating to the students' perceptions of their experiences. The relationship with the preceptor was perceived by students as pivotal to their development as a nurse. Emerging themes that described this experience were: 'developing a productive relationship', 'creating a safe environment for learning', 'teaching strategies employed by preceptors', and 'soloing'. An understanding of the experiences of senior student nurses during their practicum will assist both faculty staff and preceptors to develop strategies to facilitate student growth and comfort during the experience.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".