Internationally the ‘reality shock’ as NQNs transition from being students has long been acknowledged (Kramer 1974; Duchscher (2009). In the UK recent studies continue to reveal the stressful nature of the transition experience for NQNs (Higgins et al. 2010; Horsborough and Ross 2013; Halpin 2015). Strategies that support NQN transitions have been shown to have successful outcomes with positive impact on factors such as: confidence/competence knowledge job satisfaction stress/anxiety and retention (Glen 2009; Edwards et al. 2015). The evidence to support one approach over another is lacking but the important factor is to provide support to ease transition rather than NQNs having to make the adjustment alone. A strong focus on support and socialisation within the formal transition programme can mitigate the stress experienced by NQNs in their first year (Cubit and Ryan 2011) and peer support opportunities for NQNs are well appreciated (Rush et al. 2013).
A review of preceptorship conducted for the Department of Health identified both positive and negative features of preceptorship (Robinson and Griffiths 2009). In 2010 the DH published a preceptorship framework for newly registered nurses midwives and AHPs with an expectation for a structured transition supported by a preceptor with a formal responsibility to support the newly registered practitioner.
In 2011 a local NHS trust established a preceptorship programme which comprises: the allocation of a suitable preceptor in their clinical area regular meetings of preceptees and preceptors and a 3 month and 6 month review attendance at a preceptorship course and completion of competency workbooks during the first six months.
