ceptorship becoming a paper exercise with only it's statutory assessment functions being performed in the proper manner'. If all these negatives factors are taken into account and addressed prior to problems occurring then there is no reason why a preceptorship programme should not work. There may be problems from older, more experienced staff who don't see the need for preceptorships as they never had them when they were newly qualified. This could cause the preceptee to feel unaccepted. Looking on the positive side, preceptorship relationships can be of great benefit to the novice nurse. 'Preceptors can share their personal resolutions of conflicts and act as sounding boards for the preceptees, to help them establish their own acceptable balance between work and college values' (Brennan and Williams 1993). Another beneficial aspect is the creation of a free interchange environment between peers, where goals can be agreed and clinical skills promoted to allow self and peer assessment. Preceptorship can also be beneficial to the preceptor. It can bring more job satisfaction through challenge and being actively involved with staff. It can also promote the sharing of ideas within the clinical environment and lead to improved quality of care. Allanach and Jennings (1989) found that after evaluation of a preceptorship programme there remained important and necessary interventions to facilitate a successful transition from student nurse to staff nurse and without such programmes, integration and enactment of the professional nursing role could be compromised. As well as mitigating the reality shock which often accompanies transition to a new role and responsibilities, preceptorship can be seen as a step along the continuum of personal and professional development. One of the aims of preceptorship is to assist the novice through the transition and also to promote socialisation into the professional role. ...
