that the preceptorship is working effectively. By evaluating learning experiences as they progress, it enables minor modifications to take place. Evaluation is an essential tool to learning, to plan new strategies and improve performance. Evaluation methods fall into two main categories. Quantitative is where information can be analysed. Qualitative is where experiences and processes can be captured. The quantitative approaches can be in the form of questionnaires or rating scales. Qualitative evaluation is probably more suitable for a preceptorship programme as it includes discussions, participant and non-participant observation, diaries, self reporting and critical incident techniques. It is important that evaluation is not seen as a ritualistic exercise with no substantive outcome. The preceptor will need time to review and reflect on the evaluation. A preceptorship programme may take the form of an action plan which could be written and take place between preceptor and preceptee. The preceptee should be encouraged to self evaluate on their strengths and weaknesses. 'Student evaluation may in some circumstances reflect more accurately their own learning difficulties' (Bradshaw 1989). Evaluation sessions can be on a formal basis each week in the form of a meeting between preceptor and preceptee as well as informally throughout the course of the preceptorship programme. The key characteristics of evaluation are that it should be planned, systematic, focused and utilised. After reading this essay most people who are aware and involved with preceptorship will agree with the author that it is a valuable and much needed practice in today's nursing. It does however have some downfalls. There are concerns that there may be personality clashes and conflicts between preceptors and preceptees. This could be caused by differing expectations or age and gender. The preceptee may have unrealistic expecta...
