| Summary: | In Aotearoa New Zealand, there is a strong commitment to providing clinical placements for undergraduate nursing students; however, sustaining the traditional one-to-one preceptorship model presents increasing operational and nursing workforce challenges. This integrative review, guided by Whittemore and Knafl's methodology, aimed to identify effective preceptorship models that support undergraduate and postgraduate nursing student learning in clinical settings, alongside the dedicated one-to-one model. A comprehensive literature search was conducted across five databases (CINAHL, EBSCO, PubMed, Ovid and Discovery), focusing on primary research published in English between 2017 and 2024 that involved the key concepts of preceptorship of nursing students or nursing as precepetees in clinical settings. A total of 1446 articles were identified and following the removal of duplicates, application of inclusion/exclusion criteria and quality screening, 15 articles were selected for thematic analysis. Findings were grouped into three main models of preceptor allocation: 1) one preceptor to one student; 2) one preceptor to many students; and 3) many preceptors to one student. The findings highlight the need for flexible and responsive preceptorship models that can adapt to workforce demands while maintaining quality learning experiences. In conclusion, each model demonstrated distinct strengths and limitations shaped by the clinical context, with implications for how preceptor roles are structured and operationalised. To ensure effective clinical education, it is essential to strengthen preceptorship programmes through collaborative partnerships between academic institutions and clinical settings, with nurse educators playing a central role in designing and supporting these adaptable models.
|
|---|