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Nursing Research and Practice
Volume 2012, Article ID 948593, 7 pages
Research Article

Putting the Evidence into Preceptor Preparation

1Faculty of Nursing, University of Alberta, Edmonton, AB, Canada T6G 2G3
2University of Regina, Regina, Saskatchewan, Canada S4S 0A2
3First Nations and Inuit Health (FNIH), Health Canada, Edmonton, AB, Canada T5J 4c3
4Faculty of Nursing, University of Prince Edward Island, Canada C1A 4P3

Received 10 January 2012; Revised 1 April 2012; Accepted 3 April 2012

Academic Editor: Patricia M. Davidson

Copyright © 2012 Florence Myrick et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


The term evidence-based practice refers to the utilization of knowledge derived from research. Nursing practice, however, is not limited to clinical practice but also encompasses nursing education. It is, therefore, equally important that teaching preparation is derived from evidence also. The purpose of this study was to examine whether an evidence-based approach to preceptor preparation influenced preceptors in a assuming that role. A qualitative method using semistructured interviews was used to collect data. A total of 29 preceptors were interviewed. Constant comparative analysis facilitated examination of the data. Findings indicate that preceptors were afforded an opportunity to participate in a preparatory process that was engaging, enriching, and critically reflective/reflexive. This study has generated empirical evidence that can (a) contribute substantively to effective preceptor preparation, (b) promote best teaching practices in the clinical setting, and (c) enhance the preceptorship experience for nursing students.