Core competencies for Registered Nurse preceptors: A mapping review of quantitative studies

Abstract

Aims

To review the contemporary international literature on nurse preceptor competencies and map the components and their descriptors.

Review Methods

A mapping review.

Data Sources

Articles reporting evidence‐based and validated Registered Nurse (RN) preceptor competencies published between 2013 and 2022 were identified. Open access databases such as PubMed and Google Scholar and the library healthcare databases Scopus and CINAHL were searched. The authors collaborated at each review stage that included screening, article selection, tabulation, mapping and preparation of findings.

Results

Seven quantitative studies were included. Three were based on existing nurse preceptor competency data sets and four were purposely developed using collaborative research methods. Each study validated findings through a survey of nurse stakeholders. Three key competencies shared across all studies were ‘facilitating teaching’, ‘being a role model’ and ‘evaluating student's performance’. The number of competency categories ranged from three to 10 and the accompanying item descriptors from 9 to 83. Although terminology describing data sets was inconsistent, similarity was seen across competency domains.

Conclusion

The contemporary nursing preceptor role is considered an emerging specialist education role. The results offer a set of validated preceptor competency descriptors, applicable to practice, that provide insight into ways employers may recruit, support and retain nurse preceptors.

Implications for the Profession

The mapped results provide a concise summary of nurse preceptor competency research internationally that can inform further development of RN preceptors.

Impact

This review addresses the lack of consensus around nursing preceptor competencies for clinical supervision of undergraduate nursing students.

Seven competency domains were identified describing key preceptor role capabilities. The domains Facilitator’, ‘Role model’ and ‘Evaluator’ featured across the included studies: ‘More than 300 competency descriptors were reported’.

Our review results could better prepare RN preceptors for their important role. Employers of RN preceptors could use the results to design performance competencies that may enhance nursing preceptorship.

Reporting Method

This review adheres to the PRISMA‐ScR EQUATOR guidelines as the recommended reporting method for mapping reviews.

1. INTRODUCTION

Nursing students apply classroom content to the real‐world in nursing practice under the direct supervision of a Registered Nurse (RN). Globally, there are many titles applied to the RN supervisor roles; preceptor, clinical coach, mentor, facilitator and practice educator are examples. Role variations are also reported, however, teaching, supervising, evaluating learner practice and working as a role model of professional nursing are common (Billay & Yonge, 2004; Ryan & McAllister, 2021). The preceptor role is a common RN supervisor role that supports and assesses learners and new staff while at the same time caring for patients. Preceptorship competencies are the focus of this review.

RN preceptors are reported as key to successful entry‐level nursing education programmes (Ulrich, 2019). A recent wide‐ranging literature review of nursing education in Australia (Currie et al., 2019) confirmed nursing preceptorship to be a dominant and essential clinical teaching role supporting and assessing the practice of undergraduate and new graduate nurses. Despite an international research focus on the role and extensive reporting of role competencies and characteristics, Currie et al. (2019) identified that nursing preceptors struggled to adequately prepare for the role and employers needed to define the role more closely.

One way to define the preceptor role is through establishing competency standards; many Australian iterations were previously described by Chiarella et al. (2008). However, there has been critique regarding the frameworks used for competency data sets because of conceptual ambiguity in terminology, which lacks consensus (Mills et al., 2020). Although there is no national standard for RN preceptor competencies in Australia, progress is complicated because there is also variable agreement about the required nursing preceptor role expectations and competencies (Ryan et al., 2022). This makes it difficult for those seeking to synthesize the available evidence on preceptor competencies.

Nursing leaders and researchers have stressed the importance of competency development to advance and recognize nurse preceptor education as a specialty area (Fitzgerald et al., 2020; Tuomikoski et al., 2018). This article reports on the results of a mapping review that aimed to explore international contemporary literature on RN preceptor competencies.

1.1. Aim

In this mapping review, an initial single broad enquiry asked What is happening in this field? The mapping review question to be addressed is:

What does the international research literature report about RN preceptor competencies that could inform best‐practice in preceptor professional development?

1.2. The review

The mapping review was chosen to address a defined practice‐related issue of RN preceptor competencies, rather than investigate a whole topic such as nursing clinical teaching, facilitation and supervision. A mapping review is a unique approach to identifying variations, contradictions and the unknown in large volumes of evidence (Booth, 2016; Cooper, 2016). It is important to note that the mapping review and scoping review methodology are often considered interchangeably; however, there are differences in methodology (Campbell et al., 2023). The following section describes the differences and explains our decision to conduct a mapping review to best answer the review aims.

1.3. Methodology

Mapping reviews provide general answers to broad questions and are useful for informing larger knowledge syntheses, such as a systematic review and/or primary research projects (Aveyard & Bradbury‐Jones, 2019; Booth, 2016). A scoping review differs, seeking to answer broad questions with more detail. We used a deductive approach to evidence synthesis in the mapping review, unlike a scoping review that may use both inductive and deductive approaches (Campbell et al., 2023). Also, mapping reviews describe results without further analysis (Campbell et al., 2023). The mapping review results are reported using with visual methods, as presented in Figure 1.

FIGURE 1.

Seven RN preceptor competencies which together help facilitate clinical supervision of nursing students.

1.4. Search methods

Since ‘preceptor competency’ is not a MeSH term, standardized searches of literature were replaced with searches using only keywords such as ‘preceptorship’, ‘competency’ and ‘nursing’ and the Boolean operators ‘AND’ and ‘OR’. The first two authors completed the search of the published literature between March and July 2022. As a systematic review may be conducted as a next research step, the mapping review is systematic in its approach although it does not require a systematic review reporting method (Booth, 2016).

The healthcare databases Scopus and CINAHL were searched, together with open access databases, PubMed and Google Scholar. Google Scholar and Scopus were included as they are recommended as a practical starting point for broad literature searches (Younger, 2010). To maintain the currency of data, quantitative studies in English published from 2013 to 2022 were included. Titles and abstracts were downloaded into a library database (Endnote) for screening.

1.5. Inclusion and exclusion criteria

Primary research focused on nursing preceptorship competencies that related to the education of pre‐professional and graduate nurses was selected. The selected studies needed to present research reporting validated competency data sets (either evidence‐based or designed in‐house) and tested by a majority sample of nurse preceptors and/or nurses. The competency sets that were sought followed a common prototype, listing both required nurse preceptor competency items and a descriptor of the skill, knowledge or attitude that would demonstrate (or measure) competence. Excluded studies were those not in English, reviews and review protocols reporting on studies where competencies were not validated and studies reporting competences lacking in depth of description to allow for application to practice.

1.6. Search outcome

Thirty‐eight articles were considered for inclusion. Twenty‐five studies were subjected to full‐text scrutiny by the two authors who searched. Nine did not meet the inclusion criteria described above. Due to inconsistency in competency terminology and descriptors across studies, the first four authors decided for rigour and transparency to independently screen the remaining 16 before meeting to arrive at a consensus. A final list of seven studies agreed by all authors was produced (see Table 1).

TABLE 1.

Nurse preceptor competencies and item descriptors (n = 7 studies).

Harper et al. (2021) USA Survey 3623 USA preceptors, 65.9% were nurses validated seven roles and 15 domains. Validated Ulrich preceptorship model 2019 a , b	Al‐Adawi et al. (2022) Oman Delphi study Seven nurse experts validated five domains and 83 descriptors	Chen et al. (2021) Taiwan Nominal group technique 101 participants (42%) preceptors, (28%) expert nurses, (32%) graduate nurses validated Seven domains and 42 connotations	Comparcini et al. (2020) Italy Survey Validated Italian version of Mentors' competence instrument with 291 Italian nurse mentors Verified 10 factors and 62 items	Tuomikoski et al. (2018) Finland Survey 576 nurse preceptors validated Mentors' competence instrument 10 factors, 63 item descriptors	Mingpun et al. (2015) Thailand Survey 291 nurses in Thai hospitals validated seven role components and 23 indicators	Hsu et al. (2014) Taiwan Survey 389 nurses with ≥1 year precepting experience confirmed four factors and 31 items
Teacher/coach (Three domains) Knows learning theories, teaching strategies and coaching methods	Appropriate teaching strategies (30 descriptors) Understand appropriate situational teaching strategies, constructive feedback, set learning goals, assess novice performance, evaluate and feedback) Coaching critical thinking (12 descriptors) Use reflective learning tools, encourage learner to reflect, use questioning to assess/ develop knowledge, encourage evidence‐based practice, reflective judgement	Teaching pedagogy (Seven connotations) Individualized instruction, feedback skills, usage of teaching strategies, creation of teaching materials, teaching evaluation, usage of inductive teaching method and supervising skills Teaching strategies (Nine connotations) Show knowledge, skills; good care to patients; lead; discuss; be accessible) Goal setting and individual teaching (Nine connotations) Adapt to needs of student; address student expectations and experience; allocate nursing care and new experiences	Mentoring practices in workplace (Five descriptor items) I am well acquainted with the quality requirements and criteria relating to clinical practice and learning; well acquainted with the mentoring process of students in clinical practice within my organization Supporting the learning process of the student (Eight descriptor items) I stimulate the student's interest, clarify issues, justify my practice, ensure student has understood Goal‐orientation in mentoring (Nine items) Clarify my expectations, discuss learning objectives, give feedback, encourage student independence	Mentoring practices in the workplace (Six descriptor items) I am well acquainted with the quality requirements and criteria relating to clinical practice and learning; well acquainted with the mentoring process of students in clinical practice within my organization Supporting the student's learning process (Eight items) I stimulate the student's interest, clarify issues, justify my practice, ensure student has understood Goal‐oriented mentoring (Nine item descriptors) Clarify my expectations, discuss learning objectives, give feedback, encourage student independence	Teaching and learning (Three indicators) Use individualized teaching, appropriate teaching method, give constructive feedback	Goal setting and individual teaching (Nine descriptors) Adapt to needs of student; address student expectations and experience; allocates nursing care and new experiences Teaching strategies (Nine descriptors) Show knowledge, skills; good care to patients; lead; discuss; be accessible
Role model (Two domains) Demonstrates professionalism for preceptees and self Shows competence as a preceptor (duplicated in facilitator)	Role model Included across domains as a descriptor	Clinical nurse profession(al) (Three connotations) Demonstrates professional knowledge and skills, expertise	Motivation of the mentor (Five descriptor items) I want to learn and develop as a mentor, positive feedback about my mentoring helps encourage me	Mentor motivation (Five descriptor items) I want to learn and develop as a mentor, positive feedback about my mentoring helps encourage me	Clinical nursing expertise (Three indicators) Use nursing process, Expert at clinical care, provide appropriate diagnosis and care Role modelling and ethics (Three indicators) Enthusiastic, positive attitude, ethical Communication and relationships (Three indicators) Effective communicator, builds effective relationships, uses clear expression of words	Demonstration of organized knowledge (Four descriptor items) Explain patient care in organized way, answer questions, co‐ordinate and problem‐solve
Leader/Influencer (Two domains) Practices leadership principles Is considerate of the profession	Time management skills (10 item descriptors) Role model, be organized, allow adequate time for learning, plan shift duties, complete routine patient assessments, conduct timely assessments	Teaching traits (Seven connotations) Empathy, patience, love, enthusiasm for teaching, positive attitude, caring, responsibility, being trusted) Consultation of academic writing (Two connotations) Supervising academic writing skills, recommending learner case selection	Reflection during mentoring (Six item descriptors) Encourage reflection on experiences, create safe atmosphere, be empathetic, recognize student centred learning, use discussion for learning	Reflection during mentoring (Six item descriptors) During reflection encourage student to share experiences, create safe atmospheres	Leadership (Four indicators) Holds leadership in nursing team, effective time management, motivates team collaboration, fights for human rights	Teaching strategies (no clear descriptors) Mentions preceptors ‘lead’ but unclear if related to leading students or practicing nursing leadership
Facilitator (Two domains) Creates a positive learning environment, demonstrates preceptor competence. (duplicated in role model competency)	Building a learning atmosphere/environment (20 descriptors) Orientate to learning environment, stress importance of learning, decide learning goals with learner, address student concerns, ask simple questions, provide frequent feedback, give practical tips, ensure student meets learning objectives		Motivation of the mentor No descriptors	Mentor motivation No descriptors	Being supportive of student learning (Three indicators) Helping students to adapt, co‐operates with students, institutions, hospitals	Goals setting and individual teaching No descriptors
Socialization agent (single domain) Supports transition to practice	See support novice nurses (single domain) Assist with socialization		Mentoring practices between the student, teacher and mentor (Five items) Orient student, explain responsibilities and roles of student, mentor common clinical practice rules Mentor characteristics (Seven items) Approachable, fair, empathic, flexible, patient, supportive	Mentoring practices between student and mentor (Four item descriptors) Orient student, explain responsibilities and roles of student, mentor common clinical practice rules). Mentor Characteristic (7 items) Approachable, fair, empathic, flexible, patient, supportive		Goal setting and individual teaching Explain the goals of the internship to students
Evaluator (Three domains) Provides effective communication, feedback and develops preceptee critical thinking	Support novice nurses to develop inter‐professional communication skills (10 descriptors) Share personal experiences, active listener, build interpersonal relationships Assist socialization Promote teamwork, effective communication	Communication and collaboration (Three connotations) Communication skills, listening, teamwork Reaction of contingency (Two connotations) Problem solver, managing abnormalities	Identifying individual needs of students for mentoring (Four items) Guide student, encourage individual tasks, decrease own involvement. Student‐centred evaluation (10 items) Guide student to evaluate activities, encourage student to question things, encourage critical refection, I reflect on which activities could be developed further Constructive feedback (Four items) Provide constructive, timely, specific feedback, complete a final feedback evaluation	Identifying the student's need for mentoring (Four items) Guide student, encourage individual tasks, decrease own involvement. Student‐centred evaluation (10 items) Guide the student, supporting the student to evaluate his or her activities, I reflect on which activities could be developed further Constructive feedback (Four items) Provide constructive feedback, provide timely, specific feedback, complete a final feedback evaluation	Being accessible for consultation (Three indicators) Analysing needs of new nurses, Using reflection to show empathy, giving counsel	Student evaluation (Nine items) Grade based on performance; valuate knowledge, skills, performance, encourage and give feedback
Protector (Two domains) Safe learning environment Healthy work environment	See building learning environment above (Single descriptor) Learning environments	Reaction of contingency	Mentoring practices between student and mentor	Mentoring practices between student and mentor
Terminology
Roles, domains and competencies	Domains and descriptors	Domains and connotations	Factors and items	Factors and items	Role components and indicators	Factors and items

^a The Ulrich Preceptor Model informed the organization of this table because as reported by Harper et al. (2021), it has commonly been used by USA governing bodies to inform preceptor competency standards over the past decade. The model comprises seven preceptor roles: teacher/coach; role model, leader/influencer; facilitator, socialization agent, evaluator and protector—with the data set arising from existing knowledge of nurses who were experts in preceptor practice, in preparation of preceptors and role transitions. Subsequent literature and practice were found to support the components (Ulrich, 2012). Reference the preceptor role. In Ulrich (2019).

^b The total number of item descriptors for a competency is presented, but only a sample are documented owing to space limitations.

1.7. Data abstraction

The mapping phase focused upon each study's characteristics: authorship, country of origin, year, participant description, study design/methods of validation, description of competencies and item descriptors. Mapping reviews do not require interpretive or in‐depth analysis of data, instead a simple map reporting the evidence was the intended aim to enhance ease of understanding (Booth, 2016; Campbell et al., 2023).

1.8. Synthesis

Discussions were held between screening authors to determine how best to report the listed competencies, which had wide variations. In keeping with Campbell et al.'s (2023) mapping review methods, Ulrich's (2019) definition of nurse preceptor and the authors' own research provided a coding framework for this mapping exercise (see Table 1; Section 2). All five authors critiqued the final mapping and agreed to the representation of competency studies. In a third phase, it was decided to create a visual frequency chart of competencies (see Table 2).

TABLE 2.

Mapped agreement among competencies and across studies based on Ulrich (2019) preceptor model.

Ulrich model (Ulrich, 2019)	Harper et al. (2021)a	Al‐Adawi et al. (2022)	Chen et al. (2021)	Comparcini et al. (2020)	Tuomikoski et al. (2018)	Mingpun et al. (2015)	Hsu et al. (2014)
Teacher/coach (Learning theories Teaching strategies Coaching)	✓	✓	✓	✓	✓	✓	✓
Role model (Professionalism for preceptee and self Preceptor competence	✓	✓	✓	✓	✓	✓	✓
Leader/influencer (Leadership principles Professional considerations)	✓	✓	✓	✓	✓	✓
Facilitator (Positive learning environment Preceptor competence)	✓	✓		✓	✓	✓	✓
Socialization agent (Transition to practice)	✓	✓		✓	✓		✓
Evaluator (Effective communication Feedback Critical thinking)	✓	✓	✓	✓	✓	✓	✓
Protector (Safe learning/healthy work environments	✓	✓	✓	✓	✓

The Prisma‐ScR, PRISMA extension for scoping reviews (Tricco et al., 2018) was chosen as the most fitting reporting guideline as recommended by Campbell et al. (2023). See supplementary data files.

2. RESULTS

Seven quantitative studies were included in this review. Each of these reported on RN preceptors of undergraduate or post‐graduate nursing students. The studies reported that appointment to the role was usually for a defined period, requiring RN preceptors to teach, supervise, evaluate and be a role model. Table 1 presents the distilled nurse preceptorship competencies and accompanying descriptors, providing a broad focus in answer to the review question.

There was good international representation from six countries: USA, Oman, Taiwan (two studies), Italy, Finland and Thailand. The study designs were quasi‐experimental single group studies. Three main approaches to identifying preceptor competencies were evident, each involving data verification by a sample of nurse stakeholders. The first method provided confirmation of an already published competency data set via survey of a sample of nurses or nurse preceptors who rated items to allow the extraction of agreed items. An example of this was the Ulrich Preceptor Competency Model developed in 2010 (Ulrich, 2012) and recently re‐confirmed in a USA national study by a sample of nurse preceptors (Harper et al., 2021). Another example was development and validation of the Mentors' Competence Instrument with Finnish hospital nurse preceptors (Tuomikoski et al., 2018). This competency set was subsequently re‐validated in Italy by Italian nurses (Comparcini et al., 2020), both the studies confirming the relevance of 10 factors (or categories) of competency via quantitative surveys (see Table 1).

The second approach used by several studies was to develop a new preceptor competency data set using a consensus method based on advice from a sample of nurse stakeholders. Al‐Adawi et al. (2022) conducted a Delphi study and Chen et al. (2021) a Nominal Group Technique exploratory design.

The third and final approach was to develop the preceptor competency base on a review of literature. A sample of nurses and preceptors then rated the preceptor competencies for relevance and applicability. Mingpun et al. (2015) identified 60 competency items from the literature, which were then synthesized into seven domains and reduced to 23 item descriptors. Hsu et al. (2014) used this method to confirm four competency domains and 27 item descriptors. Thus, preceptor competency development generally involved several planned stages of research. Overall, the surveyed nurse samples ranged from seven (in a Delphi study) to 3623 preceptors in a USA survey.

Several studies reported a hierarchy of competencies, naming in order those that were seen by nurse samples as the most important elements for precepting students. The three most important were: facilitating teaching, being a role model for clinical nursing excellence and evaluating students' performance. The competencies ranged in number from 3 to 10. Table 1 presents mapping of all included studies.

2.1. Competencies and descriptors

While variety in terminology posed some difficulty in collating Table 1, all studies listed a competency in the form of a skill, specific knowledge or attitude that would be transferable to a preceptor, together with a descriptor of the element/s therein. Item descriptors usually described a measurement of compliance. An example of a competency taken from Chen et al. (2021) is: ‘Teaching pedagogy’ with associated item descriptors of: individualized instruction, feedback skills, usage of teaching strategies, creation of teaching materials, teaching evaluation, usage of inductive teaching method and supervising skills.

There was much variation in terms used. Many studies interchangeably using the terms ‘competency’, skill’ or ‘role’ even though these may relate to different levels of performance. Others used the term ‘domain’ or ‘factor’ to describe an overall element (such as evaluation or feedback) while usually the term ‘factor’ refers to statistically derived elements in the hierarchy. Providing details given in descriptors are important for clarifying the preceptor role and expectations.

Studies used frameworks describing the competency items as a mix of ‘behavioural’ attributes and capabilities, meaning that they often referred to the behavioural attributes knowledge, skills, attitudes and behaviours. For example, Al‐Adawi et al. (2022) described coaching as encouraging learners to reflect and use critical thinking and questioning for knowledge development. Tuomikoski et al. (2018, p. 98) gives an example of an attitude as: ‘I want to learn and develop as a mentor’. The text of functional items often related to a preceptor's role or tasks that could be said to involve more complex stages of preceptorship: for example, Evaluator: Grade student based on performance; or Facilitator: orient student to learning environment; decide learning goals with learner. These fine differences across studies contributed to a lack of consistent textual presentation.

The best solution to resolve this was seen in the three studies that statistically explored survey ratings (Comparcini et al., 2020; Hsu et al., 2014; Tuomikoski et al., 2018). The studies conducted a principal component analysis of their survey data to statistically cluster descriptors into factors, each representing one competency. This standardized procedure identifies items that correlate with others based on the idea that any poorly correlated items might be removed because they were not reliable indicators. The process produced a logical and rigorously derived model of preceptor competencies and their matched descriptors (see Table 1).

The breadth of competency sets also varied because some descriptor lists were more comprehensive than others and some included very minor practice elements, while others were broad‐based encompassing fewer competencies. One study listed only four competencies, for example (Hsu et al., 2014). Most commonly, between 7 and 10 competencies were listed but item descriptors ranged in number from 15 (Harper et al., 2021) up to 83 (Al‐Adawi et al., 2022). As descriptors were often subjectively clustered during the research process this matching of competency with descriptor led to some duplication among descriptors, even in the same study (Harper et al., 2021). While there were wide variations in labelling competency categories/domains (such as teaching expertise), the underlying preceptor practices were noted to be comparable across studies.

Based on the mapped matrix presented in Table 1, a visual consensus model of competencies was developed to describe the degree of shared expectations across studies. Given that competency sets from six countries are presented, Table 2 shows a strong pattern of similarity, with repeated competencies and descriptors. Three categories showed a complete consensus across the seven studies: teacher/coach, role model and evaluator/assessor.

3. DISCUSSION

This review described the international evidence on RN preceptor competencies across seven studies that originated in six countries. We found a strong consensus across studies regarding competency categories. In particular, the three most important competencies described by studies and shared across all studies were: ‘facilitating teaching’, ‘being a role model for clinical nursing excellence’ and ‘evaluating students’ performance’. This is in line with the global educational research that confirms the essential role of nurse preceptors in the education of undergraduate nursing students as they learn to transition into practice (Leighton et al., 2022).

A nurse preceptor is an experienced clinician who is often responsible for supporting and orientating one or two students or new staff to the work environment (Currie et al., 2019). Building student confidence and competence is an essential component of clinical placements (Moroney et al., 2022). Within the role, the preceptor introduces the student to the organizations' policies and procedures, role models best practices and facilitates and assesses the application of theory to practice. Enculturation of students into the nursing profession as part of the healthcare team is also important (Hughes, 2019). Thus, studies have frequently reported that preceptorship is a specialty role that is relationship focused and draws upon teaching ability and clinical know‐how (Leighton et al., 2022; Ryan & McAllister, 2020).

One of the most challenging aspects of the preceptor role is evaluating students' performance, as this requires a shift from mentor and support person to assessor (Hughes, 2019). To enable RN preceptors to navigate this complex shift, structured education is required (Hughes et al., 2021; Moroney et al., 2022). Historically, this has been challenging as evidence suggests that there is considerable variation in the definition of a clinically based nurse who teaches, how they are chosen for the role and what preparation they receive to support learners in the clinical environment (Ryan & McAllister, 2021). Harper et al. (2021) also acknowledge the complexity of the preceptor role that requires knowledge, skills and attitudes that must be adapted according to the learner and the clinical environment.

What this review has identified is that despite the complexities in nomenclature and how it is operationalized, there are clear commonalities within the competency models. This is a promising result for nursing education teams seeking to identify competency categories for developing a consistent approach to advancing preceptor professional development.

In this review, a critical approach to preceptorship competency studies was adopted, requiring evidence‐based research and the outcomes to be validated by a sample of nurses or nurse preceptors. In this way, the hierarchy of identified preceptor competencies is thought to reflect actual patterns of practice. Figure 1 presents a model of preceptor competencies derived from synthesis of the current findings, which flow across and around the seven identified competencies.

The preceptor competencies identified in the included studies ranged in number from three to 10. A review of healthcare literature noted the frameworks used for competency development differed across medicine and nursing and that more guidance regarding competency development designs was needed (Batt et al., 2021). This review confirmed the problems with terminology previously noted. There are ‘functional’ attributes terminology, akin to practical assessments seen in employment fields according to advice from Mills et al. (2020). There is also ‘behavioural’ terminology that could stem from nursing practice, for example, when a RN employs questioning to assess a student's competence. Although this differing terminology may lead to some confusion, both ‘behavioural’ and ‘functional’ competency terminology are seen as appropriate in nursing preceptorship as this requires both clinical nursing expertise and teaching know‐how (Leighton et al., 2022).

To advance the results of our mapping review, we suggest an initial step could be to consider the literature guiding competency development such as a recent conceptual framework from paramedicine outlining healthcare professional competency development as complex and systems based, requiring context‐related notions of specific clinical practices (Batt et al., 2021). Additionally, studies of preceptor and nurse educator skill sets (Chen et al., 2021; McAllister & Flynn, 2016) have identified competencies that could be considered beyond the scope of every RN preceptor, such as deepening understanding of research translation. Considering levels of competencies is interesting given a much earlier preceptor training model, based on a literature review, organized ‘supervisor competencies’ according to beginner, intermediate and expert role expectations (Health Workforce Australia, 2013).

Two recent studies of nursing student clinical learning experiences confirmed preceptors who facilitate evidence‐based practice, are familiar with nursing curricula (Luders et al., 2021), are effective evaluators and expert role models (Hughes et al., 2021) were able to enhance Australian nursing students' clinical learning. In a previous review of nursing students experience, it is also interesting to note recent opinion from North American researchers, Leighton et al. (2022) that a lack of nursing educators' clinical teaching competencies may also be negatively impacting nurse graduates' competence. Further, to improve quality in clinical teaching, including RN preceptorship, the roles should be recognized as specialty areas of practice. Introducing certification or credentialling processes could also benefit staff and organizations (Ryan et al., 2022). Combined with our results, these resources will inform future research. Figure 1 provides a mapped synthesis of the findings of this review.

3.1. Recommendations

The visual model of nurse preceptor competencies (Figure 1), based on our review of international studies is important evidence. In keeping with the mapping review methodology (Campbell et al., 2023), we recommend this model be used as an initial starting point for future research that will develop a competency data set applicable to Australian RN preceptors. The development process should follow an accepted research method and include verification of competencies and their descriptors by nurse stakeholders with representation from RN preceptors and nursing clinical teaching roles. The competency data set could then be utilized both in RN professional development and in preceptor evaluation.

Some limitations of this study are recognized. Without readily available MeSH terms, the search was conducted using keywords which may limit replicability. While the seven competency models described in this review utilized quantitative research methods to identify desirable nurse preceptorship competencies, the available evidence was based on single group non‐experimental designs. The mapping review is also limited in that it aims to provide a snapshot of a phenomena. This signifies researchers should consider the outputs of several competency studies and undertake a systematic literature review, or similar, to bolster findings across a larger sample to improve the rigour of findings and reliability of results.

4. CONCLUSIONS

There were seven nurse preceptor competency categories/domains reported in the seven reviewed studies. Many similarities were seen. In addition, three key competencies (‘teacher/coach’, ‘role model’ and ‘evaluator/assessor’) demonstrated 100% consensus across all seven studies, as shown in Table 2.

Contemporary research is building the evidence that nurse preceptorship is a specialty role and warrants specialized nurse preceptor education. The time is right for Australian key professional bodies, healthcare organizations and education providers to come together to auspice research to inform an Australian national RN nurse preceptor competency standard that can be applied to practice. This review provides applicable international perspectives to guide this body of work.

Without access to appropriately validated contemporary competency standards that can be applied to practice, employers may struggle to successfully recruit, support and retain nurse preceptors. Engaging preceptors without a robust theoretical framework and measurable competencies, undervalues the role and has the potential to undermine organizational outcomes that will impact student and new graduate retention.

AUTHOR CONTRIBUTIONS

Colleen L. Ryan: Conceptualization, methodology, investigation, validation, visualization, write up, editing and reviewing and PRISMA ScR statement. Robyn Cant: Conceptualization, methodology, investigation, validation, visualization, write up, editing and reviewing. Lynda Hughes: Validation, write up, editing and reviewing. Darrelle Ahchay: Validation, write up, editing and reviewing. Karen Strickland: Write up, editing and reviewing.

FUNDING INFORMATION

No funding was received for this work.

CONFLICT OF INTEREST STATEMENT

All authors declare no conflict of interest in conducting or publishing this work.

ETHICS STATEMENT

Institutional ethical clearance was not required for this review.

Supporting information

Data S1.

Ryan, C. L. , Cant, R. , Hughes, L. , Ahchay, D. , & Strickland, K. (2024). Core competencies for Registered Nurse preceptors: A mapping review of quantitative studies. Nursing Open, 11, e2076. 10.1002/nop2.2076

DATA AVAILABILITY STATEMENT

Data sharing not applicable to this article as no datasets were generated or analysed during the current study.