BACKGROUND: Research regarding the relationship between preceptorship and development of critical thinking in new graduate nurses is sparse. No studies could be found that examined the relationship of preceptor education to critical thinking scores of new graduate nurses. METHODS: A quasi-experimental, mixed-methods design measured critical thinking ability of new graduate nurses. Focus group interviews were conducted with preceptors who attended an author-developed educational program. RESULTS: Preceptors' participation in the educational session contributed to the evaluation subscale of critical thinking skills of the experimental group on the California Critical Thinking Skills Test (F = 4.709, p = .039). Preceptors had positive qualitative responses. CONCLUSIONS: Critical thinking skills of new graduate nurses can be improved and learning relationships developed through preceptor education. Further study is suggested.
BACKGROUND: Research regarding the relationship between preceptorship and development of critical thinking in new graduate nurses is sparse. No studies could be found that examined the relationship of preceptor education to critical thinking scores of new graduate nurses. METHODS: A quasi-experimental, mixed-methods design measured critical thinking ability of new graduate nurses. Focus group interviews were conducted with preceptors who attended an author-developed educational program. RESULTS: Preceptors' participation in the educational session contributed to the evaluation subscale of critical thinking skills of the experimental group on the California Critical Thinking Skills Test (F = 4.709, p = .039). Preceptors had positive qualitative responses. CONCLUSIONS: Critical thinking skills of new graduate nurses can be improved and learning relationships developed through preceptor education. Further study is suggested.