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Jellyman, Sylvia (2024) Exploring the experiences of preceptees undertaking a postgraduate multiprofessional preceptorship programme. Masters thesis, University of Gloucestershire. doi:10.46289/SKFN8254
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15774 Jellyman (2024) Exploring the experiences of preceptees undertaking a postgraduate multiprofessional preceptorship programme_Redacted.pdf - Accepted Version Available under License All Rights Reserved. Download (3MB) | Preview |
Abstract
This thesis explores the experiences of newly qualified and internationally educated healthcare professionals (preceptees) undertaking a (validated) postgraduate multiprofessional preceptorship programme. Preceptorship is a structured programme designed to provide support and guidance to the newly qualified, return to practice and internationally educated healthcare practitioners during the first 12 months post registration. The transition phase also known as the reality shock can evoke many emotions, thoughts and feelings that lead to a variety of lived experiences as preceptees navigate as registered health and care professionals. Through experiential learning in professional practice preceptees use reflection to enhance and further develop their knowledge, skills, competence and confidence. Having a validated and credit baring level 7 module for preceptorship formalises these reflections and empowers the preceptees to develop skills of criticality when linking theory to professional practice. This small phenomenological study explores the lived experiences of three newly qualified nurses, one internationally educated nurse and one newly qualified Allied Healthcare Professional undertaking a postgraduate multiprofessional preceptorship programme. Using semi structured interviews participants were able to describe a variety of different approaches to learning through preceptorship. They articulated their individual reasons for undertaking the postgraduate preceptorship module and shared the benefits this had on them both personally and professionally. The participants also acknowledged their own personal challenges and barriers of completing academic studies during the transition phase of their preceptorship and described how they were able to overcome them. The study concludes by interpreting and examining the participants individual experiences of learning through preceptorship and how this may aid the future design of the Preceptorship for Healthcare Practice postgraduate module.
| Item Type: | Thesis (Masters) | ||||||
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| Uncontrolled Keywords: | Newly qualified and internationally educated healthcare professionals; lived experience; Healthcare Practice postgraduates | ||||||
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education | ||||||
| Divisions: | Schools and Research Institutes > School of Education, Health and Sciences | ||||||
| Depositing User: | Anne Pengelly | ||||||
| Date Deposited: | 27 Jan 2026 14:43 | ||||||
| Last Modified: | 27 Jan 2026 14:43 | ||||||
| URI: | https://eprints.glos.ac.uk/id/eprint/15774 |
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