Second Testing Post For Vol. 11, No. 1
RESULTS: Both preceptors and preceptees experienced challenges in developing healthy relationships. Preceptors felt that they were committed and trained to teach, and that fulfilling an extended role was beyond their reach. Preceptees had difficulty realizing nursing practice and transitioning from a student to a professional role. Both parties identified strategies for developing healthy professional relationships. Preceptors could extend their professional role to include a mentorship facet. Preceptees could be exposed to diverse clinical environments with guided transitioning to facilitate the change from student to professional.
CONCLUSION: Student nurses need a caring environment to transition from a student role to a professional role. The relationship based care model undoubtedly influences the teaching and learning process by fostering a caring attitude and commitment to teaching and learning. Preceptees develop a sense of belonging and are motivated to accept and adapt to practical realities.