tions about themselves or their preceptors roles and abilities. Also preceptors may hold unreasonable expectations about the preceptees level of knowledge and performance ability. Therefore a good working relationship is required to ensure preceptorship programmes work. If this is not possible then a change of preceptor is advisable. Munton (1995) stresses the concern that if a situation occurs where a preceptee failed to perform at an agreed standard during the preceptorship period, then how would it be handled? We must remember that the preceptee is still qualified and accountable for there actions, therefore they would be exposed to the same managerial action as any other employee. Ashton and Richardson (1992) suggest that there are a number of issues to be addressed in a preceptorship programme such as the need to provide preceptors with ongoing feedback and support. Just like the novice practitioner, the novice preceptors will need a period of support if they are to become effective in their role. This could be achieved by study sessions which allow reflection or alternatively by peer support at regular meetings with other preceptors. When preceptors are selected it is essential to focus on the quality and quantity of the staff nurses' expertise. The staff nurse must also be willing to take on the role of preceptor or this will not be beneficial to the preceptee. It should also be good practice to ensure consistency throughout a preceptorship programme as a change in preceptor will lead to unnecessary stress for the preceptee by having to adopt to different preceptors. Another problem which may occur is the contact time spent with the preceptees. Chickerella and Lutz (1981) point out that 'preceptorship experience requires extra time and adds to the responsibility of the nurse preceptor'. Brennan and Williams (1993) suggest that 'if this fails to be acknowledged then there is the danger of pre...
