Lived Experiences of Nursing Preceptors in Their Roles and Responsibilities: A Qualitative Study

This study aimed to describe the lived experiences of nursing preceptors in managing their dual roles as both clinical providers and educators for newly hired nurses. A qualitative descriptive phenomenological design was used. Nine (9) nursing preceptors were interviewed using a purposive sampling strategy. The data were obtained by conducting semi-structured in-person interviews and analyzed using Colaizzi’s Seven-Step Descriptive Phenomenological Method. Ethical standards were maintained, and trustworthiness was ensured for this study. Five themes emerged from the analysis: (1) embracing the responsibility of becoming a nursing preceptor, (2) balancing patient safety with the learning needs of newly hied nurses, (3) developing adaptive teaching strategies in complex clinical environments, (4) experiencing personal and professional growth through the preceptor role, and (5) sustaining effective preceptorship through institutional support, continuous learning, and compassionate mentorship. These results indicate that nursing preceptorship encompasses teaching, mentorship, and leadership functions beyond merely role modeling to facilitate successful transition and development of nursing graduates. Adaptive teaching, well-developed clinical judgment, and administrative backing were also highlighted as essential components for successful preceptorship and optimal patient care. It is concluded that the nursing profession needs to continue improving preceptorship models by focusing on planned preceptor preparation, professional development, and administrative support to strengthen preceptors' capabilities and enhance the successful orientation of newly hired nurses.