cal setting'. Because the preceptor is an identified member of the nursing team, the newly appointed staff nurse should feel confident enough to approach them with any difficulties they may experience or learning needs they have. It should also enhance security needs of the preceptee and ensure they do not feel incompetent by asking for support and assistance. The preceptor needs to possess certain personal qualities such as patience, confidence, a good knowledge base and enthusiasm, to name but a few. Preceptorship can often become confused with mentorship. May et al (1982) defines mentorship as 'an intense relationship calling for a high degree of involvement between a novice in a discipline and a person who is knowledgeable and wise in that area'. Preceptorships tend to be more short lived and are on a more equal basis as both parties are registered professionals. The preceptor is more concerned with teaching and learning aspects of the relationship (Burnard 1990). If the preceptor / preceptee relationship continues for longer than is necessary, then there is a danger of it fusing with mentorship. Preceptorship programmes should run for approximately the first four months of registration, as recommended by the UKCC (UKCC 1990). My own experience as a novice practitioner has enabled me to realise that preceptorship programmes are essential to help make the role change as smooth and stress-free as possible. The unit where I currently work as a staff nurse is a specialised area, always locked and catering for people who exhibit challenging behaviours. This in itself is stressful enough even for the more experienced staff on the unit. To enable a preceptorship programme to take place the preceptor and the preceptee ( whom I shall refer to as the student ), must spend time working with each other, at least one shift per week. There must also be time put aside for one to one sessions to allow feedback...
