'Professional socialisation is a specific portion of adult socialisation, a complex interactive process by which the content of the professional role (skills, knowledge, behaviour), is learned and the values, attitudes and goals integral to the profession and sense of identity which are characteristic of a member of that profession are internalised' (Cohen 1981). A preceptorship programme can also be adapted for nurses changing to a new clinical area or for those returning to practice after a break. The implementation of preceptorship determines whether the goals of teaching and learning have been achieved. It is not the strategy of preceptorship itself which is questionable or flawed, but rather the manner in which is implemented. It is only through a process of ongoing monitoring, guidance, support and collaboration that this teaching strategy can hope to provide nurse education with a viable method for preparing the newly qualified staff nurse for professional nursing practice.REFERENCESAllanach B.C. and Jennings B.M., (1990): Evaluating the effects of a nurse Preceptorship programme. Journal of Advanced Nursing 15, 22-28Ashton P. and Richardson G., (1992): Preceptorship and Prepp. British Journal of Nursing, 1, 3: 143-146Brennan A. and Williams D., (1993): Preceptorship: is it a workable concept? Nursing Standard, 15, 7: 34-36Burnard P., (1990): The Student Experience: Adult learning and mentorship revisited. Nurse Education Today, 10, 4: 349-354Chickerella B.G. and Lutz W.J., (1981): Professional Nurturance: preceptorship for undergraduate nursing. British Journal of Nursing, 1, 3: 143-146Cohen H.A., (1981): The Nurses Approach to a Professional Identity. California: Addison and WesleyCurzon C.B., (1985): Teaching in Further Education. New York: Holt, Reinhart and WinstonEnglish National Board, (1987): Course Approved Process: Rules, Regulations and Guidelines. London: ENBHsieh N.L. and Kno...
